Observe whether the child: can stand momentarily on one foot when shown.
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 can lift one foot briefly when shown, but balance is very shaky and support (hand, wall, adult) is often needed. The attempt is short and inconsistent.
What you might see
When you demonstrate, the child keeps both feet planted and refuses to lift either foot.
If they lift a foot, it drops back down immediately (no visible pause).
They grab furniture or an adult the instant a foot leaves the floor.
With an adult holding one hand, the child lifts one foot for a split second.
The child lifts one foot but hops sideways or steps down immediately to catch balance.
They can do it once, then cannot repeat it in the next two attempts.
Expected
On track
The child can stand on one foot for a moment after modelling, often using arms for balance. Success is more likely in calm, familiar settings and may not generalise to different contexts.
What you might see
After you show them, the child balances for about a count of "one" before stepping down.
Uses arms out wide and looks at a fixed spot to keep balance momentarily.
Can balance on one foot on one side more easily than the other.
Exceeding
Going further
The child reliably stands momentarily on one foot when shown across everyday contexts, maintaining control without holding on. They can repeat the action and recover balance if they wobble.
What you might see
Balances on one foot momentarily on request and steps down with control rather than falling.
Repeats the balance 3 times, each time showing a clear pause on one foot.
Can do it in different rooms or outdoors after a single reminder.
Uses a one-foot stand in play (e.g., "flamingo" pose) and holds it longer when challenged.
Transitions from one-foot stand into a hop or step-over without losing balance.
Shows another child how to do it (e.g., says "arms out" or demonstrates slowly).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Morning routine: while getting dressed, ask your child to "stand like a flamingo" for one second. Notice whether they need to hold on.
Shoe time: observe whether your child can briefly balance on one foot while you help with a shoe or sock.
Song game: during a movement song, add a "one-foot pose" moment and see if your child copies when shown.
Outdoor curb/line: on a safe line (chalk) or flat curb edge, ask for a one-foot pause and watch stability and recovery.
Story prompt: after reading, say "Show me one-foot like the character" and observe whether modelling is needed each time.
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
Brief one-foot balance is used as an EYFS observable indicator of developing postural control and balance within gross motor skill progression.
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
When shown, the child cannot lift one foot without immediately stepping down, grabbing support, or falling. They avoid the action or become frustrated quickly.
When you demonstrate, the child keeps both feet planted and refuses to lift either foot.
If they lift a foot, it drops back down immediately (no visible pause).
They grab furniture or an adult the instant a foot leaves the floor.
Emerging
The child can lift one foot briefly when shown, but balance is very shaky and support (hand, wall, adult) is often needed. The attempt is short and inconsistent.
With an adult holding one hand, the child lifts one foot for a split second.
The child lifts one foot but hops sideways or steps down immediately to catch balance.
They can do it once, then cannot repeat it in the next two attempts.
Developing
The child can stand on one foot for a moment after modelling, often using arms for balance. Success is more likely in calm, familiar settings and may not generalise to different contexts.
After you show them, the child balances for about a count of "one" before stepping down.
Uses arms out wide and looks at a fixed spot to keep balance momentarily.
Can balance on one foot on one side more easily than the other.
Secure
The child reliably stands momentarily on one foot when shown across everyday contexts, maintaining control without holding on. They can repeat the action and recover balance if they wobble.
Balances on one foot momentarily on request and steps down with control rather than falling.
Repeats the balance 3 times, each time showing a clear pause on one foot.
Can do it in different rooms or outdoors after a single reminder.
Reflexive
The child uses one-foot balance functionally (e.g., stepping over items, initiating a hop) and can hold the moment longer when challenged. They can model the balance for peers and integrate it into games.
Uses a one-foot stand in play (e.g., "flamingo" pose) and holds it longer when challenged.
Transitions from one-foot stand into a hop or step-over without losing balance.
Shows another child how to do it (e.g., says "arms out" or demonstrates slowly).
