Squats with steadiness to rest or play with object on the ground, and rises to feet without using hands.
Observe whether the child: squats with steadiness to rest or play with object on the ground, and rises to feet without using hands.
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 attempts a squat but balance is inconsistent and hands often touch the floor or thighs for support. Rising to stand without hands happens rarely and looks wobbly.
What you might see
To pick up a toy from the floor, the child sits down rather than squatting.
When bending knees into a squat, they topple backward or quickly put both hands on the floor.
To stand up, they pull on furniture or an adult’s hands instead of rising with legs.
Squats briefly to grab something but one or both hands touch the floor for balance.
Rises by pushing hands on thighs/knees ("push-up" from legs) rather than hands-free standing.
Squats only when close to furniture and uses it as a "just in case" support.
Expected
On track
The child can squat to reach a toy and stand back up using legs in familiar, stable settings, though occasional hand support appears. They can repeat this a few times before fatigue or loss of form.
What you might see
Squats to pick up a block and stands without hands in at least 1 of 3 attempts.
Can stay in a squat long enough to place a toy into a box, then stands up using legs.
If slightly off balance, uses one hand briefly (touch-and-go) then continues hands-free.
Exceeding
Going further
The child squats steadily with hands free to play or pick up objects and rises smoothly without using hands in everyday contexts. Balance is maintained even with small posture shifts.
What you might see
Squats for 5–10 seconds to look at or play with a toy on the floor with both hands free.
Rises to standing without hands and immediately walks away without wobbling or grabbing support.
Repeats squat-to-stand several times during tidy-up without collapsing to sit.
Squats while holding a small toy, sets it down, and stands without dropping the toy or using hands.
Squats on grass or a slightly uneven surface and corrects balance without touching down with hands.
Uses squatting as part of pretend play (e.g., "gardening") and transitions smoothly between squat, stand, and walk.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Toy pick-up: scatter 3–4 blocks on the floor and watch how your child gets them—do they squat with balance or sit down each time?
Tidy-up routine: ask your child to put small toys into a basket on the floor and notice whether they can squat, place items, and stand up without hands.
Mealtime helper: place a light object (e.g., napkin pack) on the floor and invite your child to "fetch it." Watch how they lower down and rise back up.
Outdoor play: on grass, encourage picking up a leaf or pebble. Notice whether they can squat without hands and stay steady.
Mirror copying: show a slow squat and say "copy me." Observe whether your child tries the shape and whether hands are needed for balance.
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
Stable squat-to-stand reflects developing balance and lower-limb control and is used as a framework-native observable indicator within EYFS progression.
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
To get down to the floor, the child drops to sit/kneel or braces heavily on hands and furniture. To stand, they need to pull up or push off with hands most of the time.
To pick up a toy from the floor, the child sits down rather than squatting.
When bending knees into a squat, they topple backward or quickly put both hands on the floor.
To stand up, they pull on furniture or an adult’s hands instead of rising with legs.
Emerging
The child attempts a squat but balance is inconsistent and hands often touch the floor or thighs for support. Rising to stand without hands happens rarely and looks wobbly.
Squats briefly to grab something but one or both hands touch the floor for balance.
Rises by pushing hands on thighs/knees ("push-up" from legs) rather than hands-free standing.
Squats only when close to furniture and uses it as a "just in case" support.
Developing
The child can squat to reach a toy and stand back up using legs in familiar, stable settings, though occasional hand support appears. They can repeat this a few times before fatigue or loss of form.
Squats to pick up a block and stands without hands in at least 1 of 3 attempts.
Can stay in a squat long enough to place a toy into a box, then stands up using legs.
If slightly off balance, uses one hand briefly (touch-and-go) then continues hands-free.
Secure
The child squats steadily with hands free to play or pick up objects and rises smoothly without using hands in everyday contexts. Balance is maintained even with small posture shifts.
Squats for 5–10 seconds to look at or play with a toy on the floor with both hands free.
Rises to standing without hands and immediately walks away without wobbling or grabbing support.
Repeats squat-to-stand several times during tidy-up without collapsing to sit.
Reflexive
The child moves in and out of squats fluidly during play, sometimes while holding a small object, and maintains stability on varied surfaces. They can copy a model and adjust their body to stay balanced.
Squats while holding a small toy, sets it down, and stands without dropping the toy or using hands.
Squats on grass or a slightly uneven surface and corrects balance without touching down with hands.
Uses squatting as part of pretend play (e.g., "gardening") and transitions smoothly between squat, stand, and walk.
