EYFS Development Matters Statements Birth to Three

• Lift their head while lying on their front.
• Push their chest up with straight arms.
• Roll over: from front to back, then back to front.
• Enjoy moving when outdoors and inside.
• Sit without support.
• Begin to crawl in different ways and directions.
• Pull themselves upright and bouncing in preparation for walking.
• Reach out for objects as co-ordination develops.
• Pass things from one hand to the other. Let go of things and hand them to another person, or drop them.
• Gradually gain control of their whole body through continual practice of large movements, such as waving, kicking, rolling, crawling and walking.
• Clap and stamp to music.
• Fit themselves into spaces, like tunnels, dens and large boxes, and move around in them.
• Enjoy starting to kick, throw and catch balls.
• Build independently with a range of appropriate resources.
• Begin to walk independently – choosing appropriate props to support at first.
• Walk, run, jump and climb – and start to use the stairs independently.
• Spin, roll and independently use ropes and swings (for example, tyre swings).
• Sit on a push-along wheeled toy, use a scooter or ride a tricycle.
• Use large and small motor skills to do things independently, for example manage buttons and zips, and pour drinks.
• Show an increasing desire to be independent, such as wanting to feed themselves and dress or undress.
• Start eating independently and learning how to use a knife and fork.
• Develop manipulation and control.
• Explore different materials and tools.

EYFS Development Matters Statements Three to Four Year Olds

• Continue to develop their movement, balancing, riding (scooters, trikes and bikes) and ball skills.
• Go up steps and stairs, or climb up apparatus, using alternate feet.
• Skip, hop, stand on one leg and hold a pose for a game like musical statues.
• Use large-muscle movements to wave flags and streamers, paint and make marks.
• Start taking part in some group activities which they make up for themselves, or in teams.
• Increasingly be able to use and remember sequences and patterns of movements which are related to music and rhythm.
• Match their developing physical skills to tasks and activities in the setting. For example, they decide whether to crawl, walk or run across a plank, depending on its length and width.
• Choose the right resources to carry out their own plan. For example, choosing a spade to enlarge a small hole they dug with a trowel.
• Collaborate with others to manage large items, such as moving a long plank safely, carrying large hollow blocks.
• Use one-handed tools and equipment, for example, making snips in paper with scissors.
• Use a comfortable grip with good control when holding pens and pencils.
• Show a preference for a dominant hand.
• Be increasingly independent as they get dressed and undressed, for example, putting coats on and doing up zips.