Children show good control and co-ordination in large and small movements.
Observe whether the child: children show good control and co-ordination in large and small movements.
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
Shows control in either large or small movements at times, but coordination is inconsistent and breaks down when tasks become more complex or rushed.
What you might see
Frequently trips or bumps into objects/people during ordinary movement around a room.
Struggles to use simple tools (spoon, crayon, scissors) without dropping, stabbing, or switching grip repeatedly.
Avoids tasks requiring precision (threading, drawing small shapes, fastening) or becomes upset quickly when trying.
Runs confidently but cannot stop smoothly (crashes into a stop) or cannot change direction without stumbling.
Can draw large marks but loses control on smaller shapes (lines go far off target; tears paper) without reminders.
Completes a fine-motor task only when slowed down and coached step-by-step (e.g., “hold here; turn; now pull”).
Expected
On track
Demonstrates improving coordination in familiar gross-motor play and can complete simple fine-motor tasks with support or reminders (grip, pacing, stabilising).
What you might see
Moves through a simple obstacle route with improving balance, but needs a cue to slow down in tight spaces.
Uses fork/spoon with fewer spills, though may still switch hands or grip when tired.
Builds a small block/tile structure or threads large beads with concentration, pausing to reposition hands.
Exceeding
Going further
Shows good control across both large and small movements in everyday routines and play, adjusting force, timing, and posture as needed.
What you might see
Transitions between movement types smoothly (run to stop; climb to step down) without losing balance.
Uses tools with appropriate force (cuts paper without ripping, pours without flooding, draws without tearing).
Coordinates helper hand and working hand (holds paper while drawing, steadies bowl while stirring, holds item while fastening).
Learns a short movement sequence (dance/action game) and performs it with control of timing and direction.
Coordinates whole-body movement with precision (catches then throws; moves then stops to pick up a small item).
Notices a coordination problem and adjusts (“I need to hold the paper,” “I’ll slow down”) without adult prompting.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
At mealtime, notice whether your child can coordinate utensil use (scoop, bring to mouth) with minimal spills and adjust grip when needed.
During dressing, observe whether your child coordinates both hands to manage fastenings (zip start, buttons, pulling up trousers) without getting tangled.
In craft time, offer safe scissors and watch whether your child can control the cut line while the other hand turns/holds the paper.
Outdoors, observe whether your child can climb/balance and then stop safely when asked, showing control rather than crashing or wobbling.
In construction play (blocks/LEGO), notice whether your child can place small pieces accurately and persist even when pieces don’t fit first 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, and Early Learning Goal statements for physical development.
Frames coordinated large and small movements as an integrative outcome observable across routines, play, and tool use.
Developmental research
Thelen & Smith (1994), A Dynamic Systems Approach to the Development of Cognition and Action.
Supports grading coordination by task complexity and context, as skilled control emerges through adaptive coupling of posture, perception, and action.
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
Large movements are frequently unbalanced (stumbles, bumps) and small-movement tasks (tools, fastenings, drawing) lack control or are avoided.
Frequently trips or bumps into objects/people during ordinary movement around a room.
Struggles to use simple tools (spoon, crayon, scissors) without dropping, stabbing, or switching grip repeatedly.
Avoids tasks requiring precision (threading, drawing small shapes, fastening) or becomes upset quickly when trying.
Emerging
Shows control in either large or small movements at times, but coordination is inconsistent and breaks down when tasks become more complex or rushed.
Runs confidently but cannot stop smoothly (crashes into a stop) or cannot change direction without stumbling.
Can draw large marks but loses control on smaller shapes (lines go far off target; tears paper) without reminders.
Completes a fine-motor task only when slowed down and coached step-by-step (e.g., “hold here; turn; now pull”).
Developing
Demonstrates improving coordination in familiar gross-motor play and can complete simple fine-motor tasks with support or reminders (grip, pacing, stabilising).
Moves through a simple obstacle route with improving balance, but needs a cue to slow down in tight spaces.
Uses fork/spoon with fewer spills, though may still switch hands or grip when tired.
Builds a small block/tile structure or threads large beads with concentration, pausing to reposition hands.
Secure
Shows good control across both large and small movements in everyday routines and play, adjusting force, timing, and posture as needed.
Transitions between movement types smoothly (run to stop; climb to step down) without losing balance.
Uses tools with appropriate force (cuts paper without ripping, pours without flooding, draws without tearing).
Coordinates helper hand and working hand (holds paper while drawing, steadies bowl while stirring, holds item while fastening).
Reflexive
Integrates coordination flexibly (sequences, multi-step tasks, tool use under movement demands), generalises across contexts, and can model strategies for peers.
Learns a short movement sequence (dance/action game) and performs it with control of timing and direction.
Coordinates whole-body movement with precision (catches then throws; moves then stops to pick up a small item).
Notices a coordination problem and adjusts (“I need to hold the paper,” “I’ll slow down”) without adult prompting.
