22–36 monthsFine Motor SkillsPhysical Development: Moving and Handling
Walks upstairs or downstairs holding onto a rail two feet to a step.
Observe whether the child: walks upstairs or downstairs holding onto a rail two feet to a step.
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
Attempts stair walking with support but is inconsistent; may step up with help but sits or slides down, or needs both hands on support/adult. Step pattern is unstable or unsafe.
What you might see
At a short set of steps, the child immediately drops to hands and knees to go up instead of walking.
When asked to go down holding the rail, the child refuses or needs to be lifted down.
The child starts to walk up but loses balance, grabs with both hands, and needs an adult to steady their trunk.
The child steps down but turns sideways or sits to lower themselves rather than stepping down while holding the rail.
Expected
On track
Walks up or down with one hand on a rail and uses a step-to pattern (two feet to a step) but needs reminders to go slowly and may pause often.
What you might see
Holding the rail with one hand, the child steps up: one foot up, then brings the other foot to the same step before continuing.
On the way down, the child holds the rail and does step-to stepping but pauses at each step to re-balance.
Exceeding
Going further
Consistently walks up and down holding the rail, placing two feet on each step with improved balance and control, and can manage short flights with minimal prompting.
What you might see
The child walks up a short flight holding the rail, keeps feet on each step in a steady rhythm, and reaches the top without adult hands-on support.
The child walks down holding the rail, keeps two feet per step, and keeps their body facing forward rather than turning sideways.
Approaching different step heights (curb vs stairs), the child automatically slows, holds the rail/wall, and adjusts stride without being reminded.
The child reminds themselves or a peer to "hold on" and demonstrates safe step-to walking down the stairs.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
With close supervision, use a safe short staircase and invite your child to go up holding the rail; notice whether they place two feet on each step (step-to pattern).
At a playground step/slide stairs, observe whether your child uses a rail or side support and whether they can step up and bring the second foot to the same step.
During a daily transition (e.g., going to the car), notice whether your child can manage a curb/step with control and whether they automatically reach for support.
On the way down stairs, watch whether your child keeps facing forward while holding the rail rather than turning sideways or sitting down.
If your child hurries, prompt "slow feet" and see whether they can adjust speed while still holding the rail.
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 (22–36 months).
The construct is framework-native and describes a common step-to stair-walking pattern supported by a rail within the EYFS movement progression.
Other sources
Folio, M. R., & Fewell, R. R. (2000). Peabody Developmental Motor Scales, Second Edition (PDMS-2). PRO-ED.
Gross-motor development is operationalised in standardised assessments through observable locomotion tasks consistent with supported stair navigation.
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 walk up or down stairs/steps using a rail; avoids stairs, crawls, or needs to be carried. Cannot coordinate step-to walking even with support.
At a short set of steps, the child immediately drops to hands and knees to go up instead of walking.
When asked to go down holding the rail, the child refuses or needs to be lifted down.
Emerging
Attempts stair walking with support but is inconsistent; may step up with help but sits or slides down, or needs both hands on support/adult. Step pattern is unstable or unsafe.
The child starts to walk up but loses balance, grabs with both hands, and needs an adult to steady their trunk.
The child steps down but turns sideways or sits to lower themselves rather than stepping down while holding the rail.
Developing
Walks up or down with one hand on a rail and uses a step-to pattern (two feet to a step) but needs reminders to go slowly and may pause often.
Holding the rail with one hand, the child steps up: one foot up, then brings the other foot to the same step before continuing.
On the way down, the child holds the rail and does step-to stepping but pauses at each step to re-balance.
Secure
Consistently walks up and down holding the rail, placing two feet on each step with improved balance and control, and can manage short flights with minimal prompting.
The child walks up a short flight holding the rail, keeps feet on each step in a steady rhythm, and reaches the top without adult hands-on support.
The child walks down holding the rail, keeps two feet per step, and keeps their body facing forward rather than turning sideways.
Reflexive
Adjusts speed and body position (turns, pauses, changes direction) while maintaining safe rail hold; can navigate different stairs/steps confidently and can explain/remember safety rules.
Approaching different step heights (curb vs stairs), the child automatically slows, holds the rail/wall, and adjusts stride without being reminded.
The child reminds themselves or a peer to "hold on" and demonstrates safe step-to walking down the stairs.
