Observe whether the child: comes downstairs backwards on knees (crawling).
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
Shows interest in stairs/steps and may sit at the edge or start to rotate their body, but cannot complete a controlled backwards knee-crawl down. Movement is hesitant and typically needs hands-on adult support to avoid slipping or tipping.
What you might see
At the top of a single step, stays put and reaches up to be carried down rather than repositioning to descend.
When approaching a step edge, moves forward/leans down without turning around, requiring the adult to block or redirect.
Cries, stiffens, or backs away from the edge instead of attempting any downwards movement.
Sits at the top step and pivots or twists, but ends up sideways/forwards and does not place knees to begin a backwards descent.
With an adult guiding at the hips, lowers one knee toward the next step but pulls it back up or freezes.
Copies the start of "turning around" after a cue, but loses balance and needs the adult to steady them before continuing.
Expected
On track
With close adult presence and a prompt (e.g., "turn around"), turns and crawls down backwards on knees for 1–2 steps. Control is improving but still inconsistent, with frequent pauses and occasional resets.
What you might see
Turns around after a verbal cue and places both knees on the top step, then lowers to the next step with the adult close by.
Crawls down backwards on knees for 1–2 steps, pausing after each step to reposition hands.
Shows partial sequence control (hands move, then one knee, then the other), but occasionally resets by sitting or crawling back up one step.
Exceeding
Going further
Independently turns around at the top and comes down multiple steps backwards on knees with steady, controlled movements. Uses hands to feel/place on each step and keeps pace slow enough to stay stable without repeated adult prompts.
What you might see
Approaches the top of a short flight, turns around without being told, and starts descending on knees backwards.
Descends several steps with a repeatable pattern: hands feel the next step, then one knee lowers, then the other knee follows.
Stops at the bottom and transitions smoothly (e.g., crawls away) without tipping forward or collapsing onto their belly.
If the step height/surface changes (e.g., deeper or steeper stairs), slows down, repositions, and continues the backwards knee-crawl rather than rushing.
Chooses an alternative safe response when appropriate (e.g., waits and signals for help) instead of attempting a risky descent.
In pretend play (toy stairs/blocks), turns a toy "backwards" to show how to go down step-by-step.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During a normal transition (e.g., after breakfast or before bedtime), stand right beside your child at the top of the stairs and notice: do they turn around and come down on their knees backwards, using their hands to feel the next step?
In playtime, make a low, safe step (a firm cushion/foam step on a mat). After your child crawls up, watch whether they choose to descend by turning around and knee-crawling backwards.
Outdoors at a playground with small steps, stay close and observe: does your child pause, turn their body, and back down on knees step-by-step rather than trying to go forward?
At story time with a toy house/doll and "stairs" (stacked blocks), ask: "How should teddy go down safely?" Notice if your child turns the toy around and moves it down backwards.
When your child is excited to get downstairs (e.g., to reach a toy), notice whether they still use the backwards-on-knees approach without extra reminders, or whether excitement makes them revert to less controlled attempts.
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
Department for Education (DfE). (2012). Development Matters in the Early Years Foundation Stage (EYFS).
This construct is a framework-native Moving and Handling indicator describing observable stair-descent strategy within early gross motor development.
Developmental research
Berger, S. E., Theuring, C., & Adolph, K. E. (2007). How and when infants learn to climb stairs. Infant Behavior and Development, 30(1), 36–49. https://doi.org/10.1016/j.infbeh.2006.11.002
Empirical work on infant stair use documents common descent strategies (including turning and backing) and the role of caregiver teaching and practice opportunities.
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
Does not yet coordinate a safe way to get down steps. When faced with a stair/step, the child avoids it or needs full adult handling because they do not turn and lower themselves down on their knees.
At the top of a single step, stays put and reaches up to be carried down rather than repositioning to descend.
When approaching a step edge, moves forward/leans down without turning around, requiring the adult to block or redirect.
Cries, stiffens, or backs away from the edge instead of attempting any downwards movement.
Emerging
Shows interest in stairs/steps and may sit at the edge or start to rotate their body, but cannot complete a controlled backwards knee-crawl down. Movement is hesitant and typically needs hands-on adult support to avoid slipping or tipping.
Sits at the top step and pivots or twists, but ends up sideways/forwards and does not place knees to begin a backwards descent.
With an adult guiding at the hips, lowers one knee toward the next step but pulls it back up or freezes.
Copies the start of "turning around" after a cue, but loses balance and needs the adult to steady them before continuing.
Developing
With close adult presence and a prompt (e.g., "turn around"), turns and crawls down backwards on knees for 1–2 steps. Control is improving but still inconsistent, with frequent pauses and occasional resets.
Turns around after a verbal cue and places both knees on the top step, then lowers to the next step with the adult close by.
Crawls down backwards on knees for 1–2 steps, pausing after each step to reposition hands.
Shows partial sequence control (hands move, then one knee, then the other), but occasionally resets by sitting or crawling back up one step.
Secure
Independently turns around at the top and comes down multiple steps backwards on knees with steady, controlled movements. Uses hands to feel/place on each step and keeps pace slow enough to stay stable without repeated adult prompts.
Approaches the top of a short flight, turns around without being told, and starts descending on knees backwards.
Descends several steps with a repeatable pattern: hands feel the next step, then one knee lowers, then the other knee follows.
Stops at the bottom and transitions smoothly (e.g., crawls away) without tipping forward or collapsing onto their belly.
Reflexive
Flexibly chooses the backwards-on-knees strategy when it is the safest/most effective option, even with different step heights or when excited to get down. Can pause to reassess, seek help when needed, and may demonstrate the "backwards" idea in play (e.g., with a toy).
If the step height/surface changes (e.g., deeper or steeper stairs), slows down, repositions, and continues the backwards knee-crawl rather than rushing.
Chooses an alternative safe response when appropriate (e.g., waits and signals for help) instead of attempting a risky descent.
In pretend play (toy stairs/blocks), turns a toy "backwards" to show how to go down step-by-step.
