May be beginning to show preference for dominant hand.
Observe whether the child: may be beginning to show preference for dominant hand.
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
A slight preference appears in some familiar tasks (e.g., feeding or scribbling), but switching hands is still common. The child may show a “first choice” hand but does not sustain it reliably.
What you might see
During a short colouring session, the child swaps crayons between hands repeatedly with no clear pattern.
When eating with a spoon, they alternate hands every few bites, even when seated and calm.
When stacking blocks, they switch hands for each block rather than settling into one lead hand.
Starts drawing with one hand, but after a minute switches to the other hand and continues.
Uses the same hand for spoon for part of a meal, but uses the other hand for the next similar meal.
Begins to use one hand more often for pointing or poking, but still frequently changes hands when reaching.
Expected
On track
The child more often chooses the same hand for precision tasks and uses the other hand as a helper (e.g., holds paper, steadies bowl). Preference is clearer during repeated, similar actions.
What you might see
Chooses the same hand first for scribbling on most days across a week of casual observation.
Uses one hand to hold a cup while the other hand does the “work” (e.g., stirs with spoon).
When turning pages, uses a consistent “page-turn hand” while the other hand holds the book steady.
Exceeding
Going further
The child shows a consistent hand preference across many daily routines and usually initiates fine-motor actions with the same hand. The non-dominant hand regularly supports and stabilises objects.
What you might see
Initiates drawing/mark-making with the same hand across different materials (crayon, chalk, marker).
Uses the preferred hand for tool use (e.g., spoon, toothbrush) while the other hand stabilises the object or body.
When building, uses the preferred hand to place pieces while the other hand holds the base steady.
Keeps using the preferred hand for precision even when excited (e.g., still uses it for quick scribbles or feeding).
Switches hands strategically only when positioning makes it easier (e.g., reaching across the table) and then returns to the preferred hand for control.
Uses the helper hand consistently for stabilising (e.g., holds paper down without being prompted).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Mealtime check: across 3 different meals, notice which hand your child uses first for spoon or fork, and whether they switch hands mid-meal.
Bath play: offer a sponge or small cup and see which hand does the squeezing/pouring while the other hand holds the toy or steadies the container.
Mark-making: put paper in front of your child and place a crayon in the middle—watch which hand reaches first and whether they keep that hand for most of the drawing.
Snack container: give a simple lid or flip-top box and notice which hand manipulates the lid while the other holds the container still.
Story time: while turning pages, observe whether the same hand usually does the page-turning and whether the other hand holds the book steady.
Where this comes from
The framework source and supporting developmental research.
Framework source
Development Matters in the EYFS (2012) — Physical Development: Moving and Handling
EYFS includes emerging hand preference as an observable, developmentally expected feature within this age-band for tool use and early mark-making.
Developmental research
Michel, G. F., et al. (2013). Unimanual to bimanual: tracking the development of handedness from 6 to 24 months.
Longitudinal handedness research supports the idea that stable preference patterns can begin to emerge in the toddler period while still showing variability across tasks.
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 uses either hand interchangeably across tasks with no noticeable pattern, even for repeated activities. They may frequently swap hands mid-action because control is still emerging in both hands.
During a short colouring session, the child swaps crayons between hands repeatedly with no clear pattern.
When eating with a spoon, they alternate hands every few bites, even when seated and calm.
When stacking blocks, they switch hands for each block rather than settling into one lead hand.
Emerging
A slight preference appears in some familiar tasks (e.g., feeding or scribbling), but switching hands is still common. The child may show a “first choice” hand but does not sustain it reliably.
Starts drawing with one hand, but after a minute switches to the other hand and continues.
Uses the same hand for spoon for part of a meal, but uses the other hand for the next similar meal.
Begins to use one hand more often for pointing or poking, but still frequently changes hands when reaching.
Developing
The child more often chooses the same hand for precision tasks and uses the other hand as a helper (e.g., holds paper, steadies bowl). Preference is clearer during repeated, similar actions.
Chooses the same hand first for scribbling on most days across a week of casual observation.
Uses one hand to hold a cup while the other hand does the “work” (e.g., stirs with spoon).
When turning pages, uses a consistent “page-turn hand” while the other hand holds the book steady.
Secure
The child shows a consistent hand preference across many daily routines and usually initiates fine-motor actions with the same hand. The non-dominant hand regularly supports and stabilises objects.
Initiates drawing/mark-making with the same hand across different materials (crayon, chalk, marker).
Uses the preferred hand for tool use (e.g., spoon, toothbrush) while the other hand stabilises the object or body.
When building, uses the preferred hand to place pieces while the other hand holds the base steady.
Reflexive
The child keeps a strong preferred hand for precision while flexibly using the other hand when the situation demands (e.g., reaching from the other side). They can explain or show “this is my writing hand” and organise helper-hand roles naturally.
Keeps using the preferred hand for precision even when excited (e.g., still uses it for quick scribbles or feeding).
Switches hands strategically only when positioning makes it easier (e.g., reaching across the table) and then returns to the preferred hand for control.
Uses the helper hand consistently for stabilising (e.g., holds paper down without being prompted).
