16–26 monthsFine Motor SkillsPhysical Development: Moving and Handling
Shows control in holding and using jugs to pour, hammers, books and mark-making tools.
Observe whether the child: shows control in holding and using jugs to pour, hammers, books and mark-making tools.
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 to use simple tools with some intention but control is inconsistent (e.g., spills heavily when pouring, misses the target when hammering). Often needs two hands or adult stabilisation.
What you might see
When given a small jug of water, the child tips it suddenly and water misses the cup entirely.
When offered a chunky crayon, the child drops it repeatedly or only bangs it on the table without making purposeful marks.
The child tries to pour into a cup but overshoots and spills most of the liquid onto the tray.
The child holds a toy hammer and taps randomly; the hammer often slips out of their hand mid-tap.
Expected
On track
Uses familiar tools in supported contexts with improving control (e.g., pours into a wide container, makes marks with a chunky crayon). Can repeat the action but still has frequent errors.
What you might see
With a wide target (large bowl), the child pours some liquid in, but pauses frequently and still spills a little over the edge.
The child makes several visible marks on paper with a thick marker, but marks are mostly short and not directed.
Exceeding
Going further
Shows clear control across a range of tools: can aim actions, regulate force, and adjust grip to the tool (e.g., pours with fewer spills, taps with a hammer on purpose, makes more deliberate marks).
What you might see
The child pours from a small jug into a cup on a tray, slowing down as the cup fills and spilling only a small amount.
The child taps a peg or xylophone bar with a hammer/mallet using controlled, repeated strikes in roughly the same spot.
The child stabilises a book with one hand and turns pages or points to pictures with the other without losing place.
When a pour starts to spill, the child adjusts angle/height to correct it and continues successfully without adult correction.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
At mealtime, offer a small jug with a little water and a wide cup on a tray; notice whether your child can pour while aiming and slowing down.
During bath or water play, give a cup and a container with a narrow opening; notice whether your child changes how they pour to hit the opening.
In play, provide a toy hammer/peg board; watch whether your child can tap the same spot repeatedly without the tool slipping.
At drawing time, offer chunky crayons/markers and paper taped down; notice whether your child keeps the tool in hand and makes intentional marks.
During tidy-up, ask your child to carry a book to a shelf and place it down; notice whether they control grip and placement rather than dropping it.
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 (16–26 months).
The construct is framework-native and operationalises early hand control across everyday tools and materials commonly used in toddler routines.
Other sources
Folio, M. R., & Fewell, R. R. (2000). Peabody Developmental Motor Scales, Second Edition (PDMS-2). PRO-ED.
Norm-referenced motor measures define fine-motor competence through observable manipulation and visual-motor tasks aligned with controlled tool use.
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
Grasps tools briefly but frequently drops them or uses them in an uncontrolled way. Pouring and tool actions are mostly accidental, with little aim.
When given a small jug of water, the child tips it suddenly and water misses the cup entirely.
When offered a chunky crayon, the child drops it repeatedly or only bangs it on the table without making purposeful marks.
Emerging
Attempts to use simple tools with some intention but control is inconsistent (e.g., spills heavily when pouring, misses the target when hammering). Often needs two hands or adult stabilisation.
The child tries to pour into a cup but overshoots and spills most of the liquid onto the tray.
The child holds a toy hammer and taps randomly; the hammer often slips out of their hand mid-tap.
Developing
Uses familiar tools in supported contexts with improving control (e.g., pours into a wide container, makes marks with a chunky crayon). Can repeat the action but still has frequent errors.
With a wide target (large bowl), the child pours some liquid in, but pauses frequently and still spills a little over the edge.
The child makes several visible marks on paper with a thick marker, but marks are mostly short and not directed.
Secure
Shows clear control across a range of tools: can aim actions, regulate force, and adjust grip to the tool (e.g., pours with fewer spills, taps with a hammer on purpose, makes more deliberate marks).
The child pours from a small jug into a cup on a tray, slowing down as the cup fills and spilling only a small amount.
The child taps a peg or xylophone bar with a hammer/mallet using controlled, repeated strikes in roughly the same spot.
Reflexive
Uses tools flexibly for a purpose (chooses a tool, sets up the task, adapts when something goes wrong) and can coordinate two-handed roles (one hand stabilises, the other operates) with minimal reminders.
The child stabilises a book with one hand and turns pages or points to pictures with the other without losing place.
When a pour starts to spill, the child adjusts angle/height to correct it and continues successfully without adult correction.
