Mounts stairs, steps or climbing equipment using alternate feet.
Observe whether the child: mounts stairs, steps or climbing equipment using alternate feet.
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
The child occasionally alternates feet on a few steps when prompted or holding support, but reverts to two-feet-per-step when tired or distracted. Rhythm and balance are inconsistent.
What you might see
When going up stairs, the child places both feet on each step before moving to the next.
Stops at the first step and waits for an adult to hold both hands to continue.
If encouraged to alternate feet, the child loses balance and quickly switches back to two-feet-per-step.
Alternates feet for 1–2 steps after an adult models it, then returns to two-feet-per-step.
Alternates feet only when holding a rail tightly with one hand and watching their feet closely.
Keeps an alternating pattern at the start, but breaks it when turning at a landing.
Expected
On track
The child alternates feet for part of a flight of stairs or on low steps, usually with a handrail or nearby adult. They may pause to plan each step or lose the pattern during turns/landings.
What you might see
Climbs a small set of steps (2–4) alternating feet with a rail or light adult support.
Alternates feet on playground steps when reminded, pausing briefly between steps to stabilise.
Uses alternate feet for most of a familiar staircase but switches pattern when tired.
Exceeding
Going further
The child typically mounts stairs/steps using alternate feet with stable balance and minimal prompting, often using a rail for safety. They can keep the pattern across different step heights and familiar climbing equipment.
What you might see
Mounts a flight of stairs using alternate feet while holding the rail, without repeated reminders.
Steps up onto playground equipment using alternate feet and keeps balance at the top.
Climbs alternate feet even when excited (e.g., eager to reach a slide) while staying safe.
Alternates feet on different step heights (curb, step, stairs) and adapts pace safely.
Can talk through or show "one foot then the other" to a younger child.
Maintains alternate-foot pattern while following a simple rule (e.g., waiting turn at the top, stopping at a marker).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Stairs routine: once a day, observe how your child goes up the stairs—do they place one foot per step (alternating) or two feet per step?
Playground steps: watch on different equipment (steps to slide, climbing frames). Notice whether your child alternates feet without you prompting.
Copy game: stand behind your child and say "copy my feet" as you do a slow alternate-step pattern on 2–3 steps. Notice if they can follow the pattern.
Car/porch step: when stepping up onto a low step, see whether your child naturally uses an alternate pattern as the steps increase.
Tidy-up transition: invite your child to carry a very small soft item upstairs (e.g., a sock). Notice if alternating feet stays stable or breaks under the extra demand.
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
Alternating feet on steps is used as a framework-native observable marker of balance, coordination, and safe movement on everyday environments.
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
The child climbs steps by placing two feet on each step or avoids steps unless fully supported. Alternating feet is not yet attempted or leads to loss of balance.
When going up stairs, the child places both feet on each step before moving to the next.
Stops at the first step and waits for an adult to hold both hands to continue.
If encouraged to alternate feet, the child loses balance and quickly switches back to two-feet-per-step.
Emerging
The child occasionally alternates feet on a few steps when prompted or holding support, but reverts to two-feet-per-step when tired or distracted. Rhythm and balance are inconsistent.
Alternates feet for 1–2 steps after an adult models it, then returns to two-feet-per-step.
Alternates feet only when holding a rail tightly with one hand and watching their feet closely.
Keeps an alternating pattern at the start, but breaks it when turning at a landing.
Developing
The child alternates feet for part of a flight of stairs or on low steps, usually with a handrail or nearby adult. They may pause to plan each step or lose the pattern during turns/landings.
Climbs a small set of steps (2–4) alternating feet with a rail or light adult support.
Alternates feet on playground steps when reminded, pausing briefly between steps to stabilise.
Uses alternate feet for most of a familiar staircase but switches pattern when tired.
Secure
The child typically mounts stairs/steps using alternate feet with stable balance and minimal prompting, often using a rail for safety. They can keep the pattern across different step heights and familiar climbing equipment.
Mounts a flight of stairs using alternate feet while holding the rail, without repeated reminders.
Steps up onto playground equipment using alternate feet and keeps balance at the top.
Climbs alternate feet even when excited (e.g., eager to reach a slide) while staying safe.
Reflexive
The child alternates feet smoothly and can adjust to changing step sizes or directions while staying safe. They can demonstrate the pattern for peers and keep control even while carrying out a simple goal (e.g., taking turns or carrying a small item).
Alternates feet on different step heights (curb, step, stairs) and adapts pace safely.
Can talk through or show "one foot then the other" to a younger child.
Maintains alternate-foot pattern while following a simple rule (e.g., waiting turn at the top, stopping at a marker).
