8–20 monthsFine Motor SkillsPhysical Development: Moving and Handling
Holds an object in each hand and brings them together in the middle, e.g. holds two blocks and bangs them together.
Observe whether the child: holds an object in each hand and brings them together in the middle, e.g. holds two blocks and bangs them together.
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
Child briefly holds one object in each hand but does not consistently bring them together in the middle. They may touch objects together by chance or need adult positioning.
What you might see
When given two blocks, holds one and drops the other within a few seconds.
Transfers one object between hands but does not keep one in each hand together.
Shows no attempt to touch or bang two objects together during play.
Holds two objects briefly but keeps hands apart and mouths one object instead.
Touches the objects together once accidentally, then separates without repeating.
Brings one object toward the other only when the adult moves their hands closer.
Expected
On track
Child holds an object in each hand and intentionally brings them together (touches/bangs) in the midline in familiar play. Coordination is present but timing/aim may be variable.
What you might see
Holds two blocks and taps them together once or twice at midline.
Clacks two spoons together while seated in a high chair, then pauses and repeats.
Brings two rings together in front of their chest, with occasional missed contact.
Exceeding
Going further
Child reliably brings two handheld objects together in the middle (banging, clacking, tapping) with clear intention across different object pairs. They repeat the action and may vary force or rhythm.
What you might see
Bangs two blocks together repeatedly in the middle with consistent contact.
Alternates between tapping and banging two objects together, clearly choosing the action.
Brings two objects together while looking at the point of contact (watches them meet).
Chooses two different objects (e.g., shaker and block) and brings them together to make a new sound effect.
Aligns two objects end-to-end and taps them together with better aiming (less missing).
Uses two objects together in pretend (e.g., ‘stirring’ with two utensils) while maintaining coordinated two-handed control.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Mealtime: Offer two child-safe utensils—notice whether your child holds one in each hand and taps/bangs them together in the middle.
Bath: Give two floating toys—watch if your child brings them together to ‘make them kiss’ or clap them together.
Floor play: Hand your child two blocks—do they intentionally bang them together more than once without you guiding their hands?
Outdoor: Give two pebbles or pinecones (supervised)—observe whether your child clacks them together at chest height.
Music time: Provide two shakers—see if your child experiments with bringing them together to change the sound.
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 (8–20 months).
Midline two-handed coordination is an observable indicator of emerging bilateral integration and object manipulation skills.
Developmental research
Gesell, A. (1940). The First Five Years of Life.
Classic developmental descriptions track early manipulative and bilateral coordination behaviours as part of measurable maturation of motor control.
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
Child does not hold an object in each hand at the same time, or drops one immediately. They do not coordinate hands to bring two objects together.
When given two blocks, holds one and drops the other within a few seconds.
Transfers one object between hands but does not keep one in each hand together.
Shows no attempt to touch or bang two objects together during play.
Emerging
Child briefly holds one object in each hand but does not consistently bring them together in the middle. They may touch objects together by chance or need adult positioning.
Holds two objects briefly but keeps hands apart and mouths one object instead.
Touches the objects together once accidentally, then separates without repeating.
Brings one object toward the other only when the adult moves their hands closer.
Developing
Child holds an object in each hand and intentionally brings them together (touches/bangs) in the midline in familiar play. Coordination is present but timing/aim may be variable.
Holds two blocks and taps them together once or twice at midline.
Clacks two spoons together while seated in a high chair, then pauses and repeats.
Brings two rings together in front of their chest, with occasional missed contact.
Secure
Child reliably brings two handheld objects together in the middle (banging, clacking, tapping) with clear intention across different object pairs. They repeat the action and may vary force or rhythm.
Bangs two blocks together repeatedly in the middle with consistent contact.
Alternates between tapping and banging two objects together, clearly choosing the action.
Brings two objects together while looking at the point of contact (watches them meet).
Reflexive
Child flexibly coordinates both hands to bring objects together for different purposes (sound-making, fitting, pretend play) and adjusts alignment (edge-to-edge, end-to-end) with improved accuracy.
Chooses two different objects (e.g., shaker and block) and brings them together to make a new sound effect.
Aligns two objects end-to-end and taps them together with better aiming (less missing).
Uses two objects together in pretend (e.g., ‘stirring’ with two utensils) while maintaining coordinated two-handed control.
