Crawls, bottom shuffles or rolls continuously to move around.
Observe whether the child: crawls, bottom shuffles or rolls continuously to move around.
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 an early form of self-mobility (e.g., a few commando-crawl pulls, a short bottom shuffle, or repeated rolling), but movement is inconsistent and easily stops. The child may get frustrated, stuck, or need repositioning.
What you might see
A toy placed just out of reach does not lead to the child moving toward it; they reach and then stop.
The child may roll once or pivot slightly but does not continue rolling/crawling to change their location.
Moves forward a short distance by pulling with arms (belly crawl) and then stops, needing a break or help.
Bottom shuffles a few pushes and then tips over or gets stuck against a toy/furniture edge.
Rolls repeatedly for a few turns to get closer to a toy but cannot steer and ends up off-target.
Expected
On track
Moves around using a consistent method (crawling, bottom shuffling, or rolling) to reach people or toys across a space. Can start movement independently and navigate around simple obstacles or changes in direction.
What you might see
Crawls or shuffles across the room to reach a favourite toy without adult repositioning.
Changes direction mid-movement (turns body) to go toward a different toy or person.
Gets around a cushion or low obstacle by going around it rather than stopping completely.
Exceeding
Going further
Moves efficiently and confidently around the environment using crawling/shuffling/rolling, adjusting speed and direction to reach goals. Can manage different rooms or surfaces with close supervision and persists over longer distances.
What you might see
Moves between rooms/areas (e.g., living room to hallway) to follow a caregiver or sibling.
Stops, looks, then continues moving toward a goal without losing the pattern of movement.
Navigates over a mat edge or onto a rug without becoming stuck or abandoning movement.
Switches method when needed (e.g., crawls on the rug, then bottom shuffles on a smoother floor) to keep moving toward a goal.
Moves while carrying a small toy (in one hand or pushing it along) and still makes progress.
Initiates movement to join social play (approaches another child/adult and offers a toy).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Play: Put a favourite toy a short distance away on the floor and observe whether your child moves themselves all the way to it using crawling, bottom shuffling, or repeated rolling.
Daily routine: When you move from one room to another, notice whether your child follows you using their own movement (even if slowly).
Outdoor blanket time: Place two toys in different directions and watch whether your child can change direction to go to the one they want.
Transition moments: After being set down from your arms, observe whether your child chooses to move toward something interesting rather than staying where they were placed.
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 Early Years Foundation Stage (DfE, 2012).
This construct is a verbatim Development Matters (2012) observable behaviour statement capturing typical self-mobility methods in late infancy.
Other sources
Folio, M. R., & Fewell, R. R. (2000). Peabody Developmental Motor Scales–Second Edition (PDMS-2). PRO-ED.
PDMS-2 locomotion-related observations align with progressive self-mobility patterns and support structured interpretation of crawling-like movement.
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 use crawling, bottom shuffling, or repeated rolling to change location; the child largely stays where placed. May make small wriggles or single rolls but not continuous movement to get somewhere.
A toy placed just out of reach does not lead to the child moving toward it; they reach and then stop.
The child may roll once or pivot slightly but does not continue rolling/crawling to change their location.
Emerging
Shows an early form of self-mobility (e.g., a few commando-crawl pulls, a short bottom shuffle, or repeated rolling), but movement is inconsistent and easily stops. The child may get frustrated, stuck, or need repositioning.
Moves forward a short distance by pulling with arms (belly crawl) and then stops, needing a break or help.
Bottom shuffles a few pushes and then tips over or gets stuck against a toy/furniture edge.
Rolls repeatedly for a few turns to get closer to a toy but cannot steer and ends up off-target.
Developing
Moves around using a consistent method (crawling, bottom shuffling, or rolling) to reach people or toys across a space. Can start movement independently and navigate around simple obstacles or changes in direction.
Crawls or shuffles across the room to reach a favourite toy without adult repositioning.
Changes direction mid-movement (turns body) to go toward a different toy or person.
Gets around a cushion or low obstacle by going around it rather than stopping completely.
Secure
Moves efficiently and confidently around the environment using crawling/shuffling/rolling, adjusting speed and direction to reach goals. Can manage different rooms or surfaces with close supervision and persists over longer distances.
Moves between rooms/areas (e.g., living room to hallway) to follow a caregiver or sibling.
Stops, looks, then continues moving toward a goal without losing the pattern of movement.
Navigates over a mat edge or onto a rug without becoming stuck or abandoning movement.
Reflexive
Uses self-mobility flexibly: chooses the method that works best for the surface/goal, may combine methods, and initiates movement to participate socially (joining play, following a caregiver, bringing objects).
Switches method when needed (e.g., crawls on the rug, then bottom shuffles on a smoother floor) to keep moving toward a goal.
Moves while carrying a small toy (in one hand or pushing it along) and still makes progress.
Initiates movement to join social play (approaches another child/adult and offers a toy).
