Runs skilfully and negotiates space successfully, adjusting speed or direction to avoid obstacles.
Observe whether the child: runs skilfully and negotiates space successfully, adjusting speed or direction to avoid obstacles.
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 sometimes avoids obvious, stationary obstacles but needs reminders and lots of space. Speed changes and turns are inconsistent, and collisions still happen when excited.
What you might see
Runs toward a target without looking up and collides with a chair, wall, or person.
Cannot slow down before a boundary (e.g., doorway) and needs an adult to stop them.
Falls frequently when trying to turn, often stopping with a stumble or hands down.
Runs around a single obstacle only if an adult points and says "go around it."
Slows down after a reminder but speeds up again immediately and bumps something.
Changes direction only by stopping first, then turning the whole body and restarting.
Expected
On track
The child can run and steer around simple obstacles in familiar settings, usually slowing down when prompted. They may still misjudge distance in crowded areas or when obstacles move.
What you might see
Runs around two spaced cones/chairs and avoids them in most attempts.
Slows when approaching a corner or narrow space after one cue ("slow down").
Can follow a simple path (e.g., "run to the tree then back") without bumping into a stationary object.
Exceeding
Going further
The child runs with control and regularly adjusts speed and direction to move safely around obstacles and other children. They anticipate turns, slow near boundaries, and recover balance after direction changes.
What you might see
Adjusts pace when another child crosses their path, avoiding contact without adult instruction.
Runs through an obstacle course (markers, cushions) with smooth turns and few stumbles.
Stops within 1–2 steps on cue, even when running fast.
Changes speed strategically during a chase game (slow to lure, fast to escape) while staying aware of others.
Looks ahead and chooses a safer route (e.g., goes around a crowded area rather than through it).
Explains or demonstrates a "safe running route" for peers (e.g., where to run, where to slow).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Park chase: play a gentle chase game and watch whether your child changes direction to avoid trees/benches and other people without you telling them.
Home obstacle course: place 2–3 cushions or cones and invite your child to run around them. Notice whether turning is smooth or causes stops and falls.
Speed control: do a "fast/slow" running game ("fast like a rocket", "slow like a turtle"). Observe whether your child can actually change speed on cue.
Crowded space check: during a busy moment (getting shoes on, family in hallway), notice whether your child naturally slows or keeps running into others.
Boundary awareness: set a clear stop line (tape/chalk) and say "run to the line and stop." Watch how safely they stop.
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
Controlled running with obstacle avoidance is specified as an EYFS observable indicator of developing gross-motor coordination and safety awareness.
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
The child runs in a straight line without looking ahead and often bumps into obstacles or people. Stopping and changing direction are abrupt and unsafe without adult intervention.
Runs toward a target without looking up and collides with a chair, wall, or person.
Cannot slow down before a boundary (e.g., doorway) and needs an adult to stop them.
Falls frequently when trying to turn, often stopping with a stumble or hands down.
Emerging
The child sometimes avoids obvious, stationary obstacles but needs reminders and lots of space. Speed changes and turns are inconsistent, and collisions still happen when excited.
Runs around a single obstacle only if an adult points and says "go around it."
Slows down after a reminder but speeds up again immediately and bumps something.
Changes direction only by stopping first, then turning the whole body and restarting.
Developing
The child can run and steer around simple obstacles in familiar settings, usually slowing down when prompted. They may still misjudge distance in crowded areas or when obstacles move.
Runs around two spaced cones/chairs and avoids them in most attempts.
Slows when approaching a corner or narrow space after one cue ("slow down").
Can follow a simple path (e.g., "run to the tree then back") without bumping into a stationary object.
Secure
The child runs with control and regularly adjusts speed and direction to move safely around obstacles and other children. They anticipate turns, slow near boundaries, and recover balance after direction changes.
Adjusts pace when another child crosses their path, avoiding contact without adult instruction.
Runs through an obstacle course (markers, cushions) with smooth turns and few stumbles.
Stops within 1–2 steps on cue, even when running fast.
Reflexive
The child uses flexible running strategies in games (speeding up, slowing down, feinting, changing direction) while staying safe. They can plan a route, follow simple rules, and help others negotiate space.
Changes speed strategically during a chase game (slow to lure, fast to escape) while staying aware of others.
Looks ahead and chooses a safer route (e.g., goes around a crowded area rather than through it).
Explains or demonstrates a "safe running route" for peers (e.g., where to run, where to slow).
