Observe whether the child: runs safely on whole foot.
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 runs in brief bursts but is often on tiptoes or stiff-legged and loses balance when stopping or turning. Safety depends on lots of space and close adult proximity.
What you might see
When you say "run to me," the child speeds up into a quick walk rather than running.
When they attempt to run, they take 1–2 toe-steps and drop to their knees or grab for support.
They need an adult handhold to move quickly without falling.
Runs 2–4 steps, often up on toes, then stops abruptly and wobbles or falls.
Runs only when holding an adult’s hand or staying very close to a wall/furniture line.
Cannot stop safely on a "freeze" cue and bumps into a soft obstacle (e.g., cushion) placed in their path.
Expected
On track
The child can run short distances with most steps landing on the whole foot, especially on familiar flat surfaces. They may still have awkward stops and wide, slow turns.
What you might see
Runs across a room or garden path with visible heel contact on many steps.
Slows down when approaching a boundary (e.g., doorway) after a verbal reminder.
Stops within 1–2 steps after you say "stop," though feet may be wide apart and arms high for balance.
Exceeding
Going further
The child runs confidently with whole-foot contact and can slow, stop, and re-start on cue in a range of everyday spaces. They usually avoid bumping into people or furniture.
What you might see
Runs from one marker to another and stops on cue without falling.
Runs around a chair or cone, keeping balance while changing direction.
Runs on different surfaces (e.g., carpet to tile, pavement to grass) without immediately losing balance.
Switches to a slower pace when moving through a crowded space without repeated adult prompting.
Plays a simple chase game and stays aware of where others are, avoiding collisions.
Demonstrates "safe running" for another child (e.g., shows where to run and where to walk).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Hallway game: put two cushions 2–3 metres apart and say, "Run to the cushion and stop." Notice whether your child lands on the whole foot and can stop safely.
Outdoor walk: on a flat path, invite your child to run to a tree then walk back. Notice whether they naturally adjust speed for different spaces (open path vs near people).
Music freeze: play music and say "run" then "freeze." Watch whether your child can stop without toppling or grabbing you.
Obstacle trail: place a soft toy on the floor and say, "Run to me without stepping on the toy." Notice whether they look ahead and adjust their steps.
Busy room moment: during tidy-up or before leaving, observe whether your child slows down when the space is crowded without repeated reminders.
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
Running with increasing stability is a framework-native gross-motor progression indicator within the EYFS age-band descriptors.
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
When invited to run, the child mostly fast-walks or makes a few unstable toe-steps and quickly falls or stops. They need frequent physical support to move safely at speed.
When you say "run to me," the child speeds up into a quick walk rather than running.
When they attempt to run, they take 1–2 toe-steps and drop to their knees or grab for support.
They need an adult handhold to move quickly without falling.
Emerging
The child runs in brief bursts but is often on tiptoes or stiff-legged and loses balance when stopping or turning. Safety depends on lots of space and close adult proximity.
Runs 2–4 steps, often up on toes, then stops abruptly and wobbles or falls.
Runs only when holding an adult’s hand or staying very close to a wall/furniture line.
Cannot stop safely on a "freeze" cue and bumps into a soft obstacle (e.g., cushion) placed in their path.
Developing
The child can run short distances with most steps landing on the whole foot, especially on familiar flat surfaces. They may still have awkward stops and wide, slow turns.
Runs across a room or garden path with visible heel contact on many steps.
Slows down when approaching a boundary (e.g., doorway) after a verbal reminder.
Stops within 1–2 steps after you say "stop," though feet may be wide apart and arms high for balance.
Secure
The child runs confidently with whole-foot contact and can slow, stop, and re-start on cue in a range of everyday spaces. They usually avoid bumping into people or furniture.
Runs from one marker to another and stops on cue without falling.
Runs around a chair or cone, keeping balance while changing direction.
Runs on different surfaces (e.g., carpet to tile, pavement to grass) without immediately losing balance.
Reflexive
The child adapts speed and stopping to the setting (e.g., indoors vs outdoors) and can run safely within simple games. They may remind peers about safety rules (e.g., "walking inside").
Switches to a slower pace when moving through a crowded space without repeated adult prompting.
Plays a simple chase game and stays aware of where others are, avoiding collisions.
Demonstrates "safe running" for another child (e.g., shows where to run and where to walk).
