Observe whether the child: experiments with different ways of moving.
What it looks like
Three ways this behaviour shows up as a child grows. Each level includes everyday moments to watch for.
Emerging
Just starting
Tries a new movement briefly when prompted or copied from an adult, but may revert quickly to familiar movement or stop if it feels tricky.
What you might see
When asked to move in a new way (hop, crawl, tiptoe), refuses or says “I can’t” and stays still or walks normally.
In open play, repeats the same movement pattern for long periods (only runs laps, only walks) without variation.
Stops the activity when a movement requires a change in body position (e.g., getting down to crawl).
Copies a new movement for a few seconds (e.g., tiptoes) after an adult models it, then returns to walking/running.
Attempts a hop or jump but quickly puts both feet down and abandons the try after one attempt.
Tries to crawl under something but backs out quickly or needs repeated encouragement to continue.
Expected
On track
Explores a variety of movement patterns in familiar play (hop, crawl, roll, tiptoe) and repeats experiments to improve, with occasional cues.
What you might see
Chooses different movements during a game (run then stop and crawl; hop a couple of times) with a reminder to try variations.
Repeats a new movement several times to get better (tries hopping again after wobbling).
Changes movement style when the environment changes (tiptoes on a narrow path; crawls through a tunnel).
Exceeding
Going further
Spontaneously varies movement in play, combines movements into short sequences, and adapts movement choice to space and safety.
What you might see
Initiates a “move like an animal” game and demonstrates multiple movement patterns (slither, stomp, jump, sneak).
Combines movements smoothly (skip then jump then balance) without losing control of speed or space.
Adapts movement to avoid collisions (slows, changes direction) while still experimenting with movement type.
Chooses a movement strategy for a purpose (tiptoes to be quiet; takes big strides to go faster; crouches to fit under).
Invents and names new movement challenges (e.g., “sideways crab walk race”) and explains the rule to others.
Watches a peer try a movement and suggests a helpful tweak (“Use your arms out to balance,” “Bend knees to land quietly”).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During a walk or transition, play “move like…” (cat, frog, crab) for 10–20 seconds each and notice whether your child can switch movement styles without getting upset or unsafe.
At story time, pause on action words (run, sneak, crawl, hop) and observe whether your child can act them out in a recognisably different way.
In outdoor play, set a simple route and ask “Can you do it in three different ways?” and watch whether your child generates and tries variations.
After a meal or before bath, put on music for one song and notice whether your child changes their movement when you suggest “fast/slow/high/low.”
In a small space (hallway/living room), notice whether your child can experiment with movement while still avoiding bumping into furniture or people.
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
Development Matters in the EYFS (2012), Physical Development: Moving and Handling (40–60+ months).
Encourages observing variation and experimentation in movement as a key indicator of developing coordination and confidence.
Developmental research
Thelen & Smith (1994), A Dynamic Systems Approach to the Development of Cognition and Action.
Highlights exploration and variability as central mechanisms in motor learning and skill emergence, grounding a progression from prompted trials to flexible selection.
Five-level rubric (detailed)ShowHide
The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.
Not Yet
Uses a narrow range of movement patterns (mostly walking/running) and avoids trying new ways of moving even with encouragement.
When asked to move in a new way (hop, crawl, tiptoe), refuses or says “I can’t” and stays still or walks normally.
In open play, repeats the same movement pattern for long periods (only runs laps, only walks) without variation.
Stops the activity when a movement requires a change in body position (e.g., getting down to crawl).
Emerging
Tries a new movement briefly when prompted or copied from an adult, but may revert quickly to familiar movement or stop if it feels tricky.
Copies a new movement for a few seconds (e.g., tiptoes) after an adult models it, then returns to walking/running.
Attempts a hop or jump but quickly puts both feet down and abandons the try after one attempt.
Tries to crawl under something but backs out quickly or needs repeated encouragement to continue.
Developing
Explores a variety of movement patterns in familiar play (hop, crawl, roll, tiptoe) and repeats experiments to improve, with occasional cues.
Chooses different movements during a game (run then stop and crawl; hop a couple of times) with a reminder to try variations.
Repeats a new movement several times to get better (tries hopping again after wobbling).
Changes movement style when the environment changes (tiptoes on a narrow path; crawls through a tunnel).
Secure
Spontaneously varies movement in play, combines movements into short sequences, and adapts movement choice to space and safety.
Initiates a “move like an animal” game and demonstrates multiple movement patterns (slither, stomp, jump, sneak).
Combines movements smoothly (skip then jump then balance) without losing control of speed or space.
Adapts movement to avoid collisions (slows, changes direction) while still experimenting with movement type.
Reflexive
Selects and refines movement strategies to achieve goals (speed, stealth, balance), generalises across contexts, and can suggest or model ideas for peers.
Chooses a movement strategy for a purpose (tiptoes to be quiet; takes big strides to go faster; crouches to fit under).
Invents and names new movement challenges (e.g., “sideways crab walk race”) and explains the rule to others.
Watches a peer try a movement and suggests a helpful tweak (“Use your arms out to balance,” “Bend knees to land quietly”).
