0–9 months – See this age across all domains Infants

What educators might observe

• Holds head upright and in middle of body when carried
• Brings hands together while lying on their back
• Lies on their back and holds onto their feet
• Rolls from back to front
• Rolls from front to back
• Sits unsupported and reaches for objects
• Moves from sitting to hands and knees
• Rocks back and forth on their hands and knees
• Pulls body forward while on stomach (commando crawl)

Ways educators might support the child's development

• Dance with the baby in your arms so they can feel your movements and begin to move with you
• Place infant in front of a mirror so that they can see the different ways that they move
• Create spaces, places, and times for whole body play and movement
• Place babies on their abdomen with toys placed within sight but slightly beyond their reach; recognize the baby’s efforts to move toward the toys by saying such phrases as, “You really worked very hard to reach that toy and now you have it!”
• Respect babies’ sense of dignity and autonomy by allowing them to move freely in the ways that they would like; avoid furniture that limits babies’ movements such as bouncers and walkers

8–16 months – See this age across all domains Infants

What educators might observe

• Moves between lying down, sitting, and balancing on hands and knees
• Crawls
• Pulls to a standing position
• Sits back down and moves to crawling after sitting down
• Pulls to standing, and uses one hand to manipulate toys
• Cruises (walks holding on to furniture)
• Adjusts body position when moving up or down slopes or along different surfaces
• Crawls up the stairs
• Starts to walk around tables with support
• Pushes a doll stroller or other wheeled object while walking
• Walks without support
• May walk a bit and then suddenly sit down
• Stops walking, squats, and stands back up
• Throws a ball

Ways educators might support the child's development

• Create an indoor learning environment that provides opportunities for children to develop their large motor skills
  • Open spaces where new walkers can practice walking back and forth
  • Different levels so that children are able to pull themselves up on something
  • Mats or rugs for rolling and stretching
  • Large baskets and boxes for crawling in and out of
• Create schedules in which children are able to move their bodies freely whenever they are not engaged in caregiving routines

15–24 months – See this age across all domains Toddlers

What educators might observe

• Runs
• Kicks a ball
• Climbs onto an adult-sized couch
• Walks up and down stairs while holding onto an educator’s hand
• Walks up and down stairs or climbing equipment by stepping with both feet on each step

Ways educators might support the child's development

• Create outdoor spaces that are safe for young toddlers to freely explore
• I nclude large motor furniture in the indoor learning environment
  • Small slide
  • Steps with platform
  • Rocker boat/ bridge
  • Tunnel
  • Large blocks made of wood or cardboard

24–36 months – See this age across all domains Toddlers

What educators might observe

• Changes speed or direction while moving though may have difficulty stopping with control
• Walks up stairs, placing one foot on each step
• Bends over to pick up a toy and stands back up
• Jumps forward with both feet at the same time
• Walks on tip-toes when asked
• Climbs a playground ladder
• Catches a medium-sized ball
• Pedals a tricycle

Ways educators might support the child's development

• Play ball with children, introducing concepts of taking turns, catching, and throwing
• I ntroduce action songs such as, “Animal Action,” “Sammy,” and “We’re Going on a Bear Hunt”
• Give children opportunities to walk barefoot on different surfaces, such as carpets, wood floors, linoleum floors, sand, concrete, or soft matting

3-year-olds – See this age across all domains Preschool

What educators might observe

• Walks along curb or beam for short periods
• Jumps off a step with both feet together
• Throws ball overhand
• Catches mediumto large-size balls and similar objects by trapping them against body with straight arms
• Climbs up playground ladders
• Gallops
• Has a smooth walk/run gait
• Can stop body before running into other peers o obstacles
• Runs and stops suddenly without falling

Ways educators might support the child's development

• Provide access to playground materials that support the development of gross motor skills
  • Balls of various sizes
  • Ribbon dancers
  • Tricycles
  • Scooters
  • Low steps
  • Large blocks
  • Balance beams
• If possible, take children on walks in nature during which they have the opportunity to walk on different surfaces and climb over rocks and logs

4-year-olds – See this age across all domains Preschool

What educators might observe

• Runs smoothly around obstacles, stops and starts, plays tag
• Jumps for height and distance
• Hops on one foot
• Balances on one foot for a few moments
• Pedals tricycle while navigating corners and obstacles
• Walks up and down stairs, alternating feet, without support
• Climbs down playground ladders
• Squats without falling over

Ways educators might support the child's development

• Play games with children that facilitate the development of gross motor skills, such as
  • Simon Says
  • Freeze tag
  • Hokey Pokey
  • Head, Shoulders, Knees, and Toes
  • Red Light, Green Light
  • Songs with dance steps that include galloping, skipping, and walking in rhythm
• Provide times in the daily schedule for both structured and unstructured gross motor activity

5-year-olds – See this age across all domains Preschool

What educators might observe

• Skips using alternating feet
• Walks backwards
• Turns somersaults
• Catches a playground ball from 3 feet away
• Balances on either foot
• Walks up and down stairs while holding an object
• Moves confidently around an obstacle course, maintaining balance while stopping and turning

Ways educators might support the child's development

• Provide access to playground materials that support the development of gross motor skills
  • Hula Hoops
  • Basketballs
  • Soccer balls
  • Large wooden blocks
  • Jump ropes

6-year-olds – See this age across all domains Early elementary

What educators might observe

• Kicks a ball at a target
• Pumps legs to swing
• Rides a bicycle without training wheels
• Jumps rope
• Dribbles basketball a few times

Ways educators might support the child's development

• Sing songs or chants with some dance steps to practice galloping, skipping, side stepping, walking in rhythm, such as
  • “Skip to My Lou”
  • “Going to Boston”
  • “El Juego Chirimbolo”
  • “Sasha 1-2-3”
  • “Little Johnnie Brown”
  • “Funga Alaffia”
• Provide structured gross motor breaks throughout the day
• Provide unstructured, outdoor recess time each day

7-year-olds – See this age across all domains Early elementary

What educators might observe

• Runs up and down stairs with alternating feet
• Runs to catch moving ball
• Turns cartwheels
• Swims
• Learns a series of dance steps
• Swings bat and hits ball

Ways educators might support the child's development

• View recess as a right, not a privilege
• Teach playground ball games such as kickball, foursquare, and tetherball
• Create opportunities for children to choreograph sequences of movements
• Organize competitive games with children and model sportsmanship

8-year-olds – See this age across all domains Early elementary

What educators might observe

• Shows good form in basic movement even when participating in fast-moving games
• Dribbles ball forward
• Runs forward while tossing a ball back and forth with a peer
• Mirrors partner’s movements in a dance
• Tosses a ball to themselves and hits it with a bat

Ways educators might support the child's development

• Talk to families about the importance of gross motor play during out-of-school time
• Connect families to local opportunities to participate in sports (e.g., soccer leagues, local playgrounds, public swimming pools)
• Create opportunities for children to learn and practice dances from their families’ communities and cultures