Birth–11 monthsGross Motor SkillsPhysical Development: Moving and Handling
Makes movements with arms and legs which gradually become more controlled.
Observe whether the child: makes movements with arms and legs which gradually become more controlled.
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
Some movements become smoother for short moments (gentler kicking or waving) and the child begins to repeat a movement briefly. Control is inconsistent and easily disrupted by excitement, tiredness, or startle.
What you might see
Arms and legs move in sudden bursts with little pattern, and the child does not repeat the same movement to make something happen.
When a toy is near, the child does not direct an arm toward it (no purposeful swipe/reach), only general flailing.
Kicks legs in a smoother rhythm for a few seconds, then returns to jerky bursts.
Brings hands toward the middle briefly (hands close together), but cannot repeat consistently.
Waves an arm toward a toy once, then stops and does not try again.
Expected
On track
Shows increasingly controlled, purposeful arm and leg movements (repeated kicking, bringing hands together, reaching/swiping) especially in familiar routines. The child can start and stop movement more intentionally and sustain smoother motion during play.
What you might see
Repeatedly kicks at a mat/play gym to make it move or to touch it.
Swipes or reaches toward a nearby toy with a more direct arm movement (not just random flail).
Moves arms and legs in a repeated pattern during excited play, then pauses when attention is captured.
Exceeding
Going further
Uses arms and legs with noticeable control across everyday contexts: reaches toward objects, kicks or moves legs with intent, and coordinates movements with attention (pauses to focus, then acts). Movements look smoother and better directed most of the time.
What you might see
Reaches out and makes contact with a toy intentionally, then repeats the action to keep playing.
Kicks one or both legs to make a hanging toy move and watches the result.
Shows smoother, more continuous arm/leg movement during play rather than only startle-like bursts.
Changes strength of movement depending on the goal (e.g., gentle pat vs strong kick to move a toy).
Coordinates arms and legs during play (kicks while reaching, or stabilises body to reach more accurately).
Repeats a movement sequence to produce a predictable effect (e.g., kick—watch—kick again) and adjusts if it does not work.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Play gym or blanket time: Notice whether your baby makes repeated kicks or arm movements to hit a toy and then repeats the action when they see it move.
Mealtime prep: While your baby is lying or supported, observe whether they can pause movement to look at you/toy, then move arms/legs again with purpose.
Song time: During a familiar song, watch whether your baby moves arms/legs in a more rhythmic, controlled way compared with random flailing.
Bath or dressing routine: Notice whether your baby begins to move an arm/leg in a more directed way (e.g., bringing hands together, lifting legs) as routines become familiar.
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 describing early motor control refinement across the first year.
Other sources
Folio, M. R., & Fewell, R. R. (2000). Peabody Developmental Motor Scales–Second Edition (PDMS-2). PRO-ED.
PDMS-2 provides clinical context for graded motor control and purposeful limb movement as part of gross and fine motor development in infancy.
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
Arm and leg movements are mostly uncontrolled and reflex-like (sudden flailing, startle patterns) with little ability to repeat a movement on purpose. The child does not yet show clear, smoother control that changes with attention or intent.
Arms and legs move in sudden bursts with little pattern, and the child does not repeat the same movement to make something happen.
When a toy is near, the child does not direct an arm toward it (no purposeful swipe/reach), only general flailing.
Emerging
Some movements become smoother for short moments (gentler kicking or waving) and the child begins to repeat a movement briefly. Control is inconsistent and easily disrupted by excitement, tiredness, or startle.
Kicks legs in a smoother rhythm for a few seconds, then returns to jerky bursts.
Brings hands toward the middle briefly (hands close together), but cannot repeat consistently.
Waves an arm toward a toy once, then stops and does not try again.
Developing
Shows increasingly controlled, purposeful arm and leg movements (repeated kicking, bringing hands together, reaching/swiping) especially in familiar routines. The child can start and stop movement more intentionally and sustain smoother motion during play.
Repeatedly kicks at a mat/play gym to make it move or to touch it.
Swipes or reaches toward a nearby toy with a more direct arm movement (not just random flail).
Moves arms and legs in a repeated pattern during excited play, then pauses when attention is captured.
Secure
Uses arms and legs with noticeable control across everyday contexts: reaches toward objects, kicks or moves legs with intent, and coordinates movements with attention (pauses to focus, then acts). Movements look smoother and better directed most of the time.
Reaches out and makes contact with a toy intentionally, then repeats the action to keep playing.
Kicks one or both legs to make a hanging toy move and watches the result.
Shows smoother, more continuous arm/leg movement during play rather than only startle-like bursts.
Reflexive
Modulates movement deliberately (gentle vs strong, fast vs slow) to achieve an effect (make a toy move, reach a target, kick a play gym) and coordinates multiple body parts during play with flexible control.
Changes strength of movement depending on the goal (e.g., gentle pat vs strong kick to move a toy).
Coordinates arms and legs during play (kicks while reaching, or stabilises body to reach more accurately).
Repeats a movement sequence to produce a predictable effect (e.g., kick—watch—kick again) and adjusts if it does not work.
