Walks downstairs, two feet to each step while carrying a small object.
Observe whether the child: walks downstairs, two feet to each step while carrying a small object.
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 goes downstairs with two feet to a step but needs a rail/adult hand and often stops to regain balance. Carrying a small object is brief or leads to dropping it.
What you might see
Refuses stairs down or cries/halts at the top step without full adult assistance.
Sits down to go downstairs or goes down on bottom rather than stepping.
Drops the object immediately so both hands can grip the rail or adult.
Steps down with two feet per step only when holding a rail tightly and an adult is close.
Carries a small object for 1–2 steps, then stops and hands it to an adult or drops it.
Looks away briefly and loses balance, needing an adult to steady them.
Expected
On track
The child can walk down several steps with two feet per step while holding a small object, usually with a rail or nearby adult. They may pause at landings and watch their feet closely.
What you might see
Walks down 3–6 steps with two feet per step while holding a small soft toy.
Keeps hold of the object but pauses at each step to stabilise before moving the next foot.
Uses the rail with one hand while the other hand holds the object, with a brief wobble at the bottom.
Exceeding
Going further
The child reliably walks downstairs using two feet per step while carrying a small object, maintaining control and safety across typical home/setting stairs. They can keep hold of the object and manage balance with minimal prompting.
What you might see
Walks down a flight of stairs with two feet per step while carrying a small object and does not drop it.
Keeps a steady pace and holds the rail or wall lightly rather than gripping tightly.
Stops at a landing if someone is in the way, then continues when clear.
Carries a small object downstairs as part of routine (e.g., brings a book/toy) and keeps posture controlled.
Adjusts pace when stairs are steeper or when others are on the stairs, waiting and continuing safely.
Reminds a peer/sibling to hold the rail or "two feet on each step" when going down.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Daily routine: during a calm moment, ask your child to bring a small soft toy downstairs. Notice whether they keep two feet on each step and keep hold of the toy.
Safety rule check: say "hold the rail and go slowly" and observe whether your child can combine the rule with carrying a small object.
Different stairs: if available, observe on different step types (home stairs vs playground steps). Notice whether the skill generalises.
Transition time: when excited (e.g., going to the garden), watch whether your child still controls their descent rather than rushing.
Story context: after reading a book about going upstairs/downstairs, ask your child to "show me how we go down safely" and observe their stair pattern.
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 stair descent while carrying an item is a framework-native observable marker combining balance, coordination, and safe risk management.
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 avoids going downstairs or needs full adult support and cannot coordinate carrying an object while stepping down. They may sit to descend or drop the object to use hands for balance.
Refuses stairs down or cries/halts at the top step without full adult assistance.
Sits down to go downstairs or goes down on bottom rather than stepping.
Drops the object immediately so both hands can grip the rail or adult.
Emerging
The child goes downstairs with two feet to a step but needs a rail/adult hand and often stops to regain balance. Carrying a small object is brief or leads to dropping it.
Steps down with two feet per step only when holding a rail tightly and an adult is close.
Carries a small object for 1–2 steps, then stops and hands it to an adult or drops it.
Looks away briefly and loses balance, needing an adult to steady them.
Developing
The child can walk down several steps with two feet per step while holding a small object, usually with a rail or nearby adult. They may pause at landings and watch their feet closely.
Walks down 3–6 steps with two feet per step while holding a small soft toy.
Keeps hold of the object but pauses at each step to stabilise before moving the next foot.
Uses the rail with one hand while the other hand holds the object, with a brief wobble at the bottom.
Secure
The child reliably walks downstairs using two feet per step while carrying a small object, maintaining control and safety across typical home/setting stairs. They can keep hold of the object and manage balance with minimal prompting.
Walks down a flight of stairs with two feet per step while carrying a small object and does not drop it.
Keeps a steady pace and holds the rail or wall lightly rather than gripping tightly.
Stops at a landing if someone is in the way, then continues when clear.
Reflexive
The child descends safely while managing an additional goal (e.g., carrying an item for a routine) and adjusts pace based on step size or crowding. They can explain or demonstrate safe stair habits to others.
Carries a small object downstairs as part of routine (e.g., brings a book/toy) and keeps posture controlled.
Adjusts pace when stairs are steeper or when others are on the stairs, waiting and continuing safely.
Reminds a peer/sibling to hold the rail or "two feet on each step" when going down.
