The Development of Fine and

Gross Motor Skills (Ages 0-5)

In the first year of their lives, babies reach many physical milestones. As children grow, they refine these
skills and begin to gain more precise movements. Children will develop their fine and gross motor skills
at different rates and will continue to develop them throughout their educational journeys.

This handout will explore the development of fine and gross motor skills from birth to five years of age. If
you would like further information about fine and gross motor skills, please explore this handout.

From birth, babies usually begin to develop a range of skills:

► grasping by opening and closing their ► shaking and banging toys;

fist, bringing the object to their mouth and
transferring objects between their hands; ► following objects with eyes and looking
towards their outstretched hand
► stretching and moving legs and arms, (developing vision);
eventually moving them with a purpose;
► beginning to put objects into a large
► lifting their head when on their tummy container;
and then pushing up onto their elbows and
forearms; ► sitting up, supported at first
and then unaided;
► turning their head left and right when
positioned on their back and can lift and turn ► reaching for objects
their head to both sides when on their tummy; while sitting;

► rolling from their back to their tummy; ► attempting to stack

blocks;
► poking, raking and grasping with thumb and
two fingers; developing an early pincer grasp; ► moving to a sitting
position from lying
► holding small objects in hands; down without help;

► holding hands together; ► beginning to crawl.

From around the age of one, children may start to:

► crawl (although this stage can be missed
out by some babies and they go straight to
cruising and walking);
► cruise around holding onto objects to steady
themselves;
► hold a chunky object, like a crayon, and
attempt to make random marks on surfaces;
► pick up and stack cubes;
► point using their index finger;

► walk, initially with two hands held and then ► bring their hands together to the midline of
one hand; their body;

► clap their hands together and wave;
► turn pages on a book a few at a time;
► move to a standing position, squat and stand
back up unaided;
► manage some self-care skills, such as
feeding using hands or tools;
► complete simple inset shape puzzles;
► attempt to run, although may be unsteady.

Disclaimer: Every setting's needs are different and so the recommendations in this resource may not be suitable for
all settings. The examples used are not an exhaustive list and it is for you to consider whether it is appropriate to use 1 of 2
this guidance within your setting.
Between the ages of two and four, children often start to:

► run, jump, catch a ball and kick a ball forwards; ► climb up stairs using alternate feet;

► hold a crayon or pencil between thumb and ► balance on one foot;

fingers and can make vertical, horizontal and
circular motions; ► begin to manage zips with help
and manipulate large buttons
► turn pages in a book, one at a time; and poppers;

► thread onto a string; ► develop self-care

skills, such as eating
► use scissors (initially with help), then snip independently,
paper and cut along a straight line; unbuttoning and
► complete simple puzzles (initially up to ten zipping clothes and
pieces); pour a drink into a
open cup.
► screw and unscrew lids;

By the time children are accessing school:

They are consolidating or developing many of the skills touched on above. Once children feel
more confident and independent with these skills they may begin to:
► move in a range of ways, confidently and
with more control, balance and coordination
(including hopping, climbing, skipping,
jumping and running);
► place small objects into containers, such
as bottles;
► hold and cut with scissors to create different
shapes and lines, moving on to cutting out
more complex shapes;
► cut food with a knife;
► use a range of simple tools, such as
tweezers;
► hold a pencil and make recognisable
pictures, marks, letters and numbers;
► develop further self-care skills, such
as dressing themselves opening all
fastenings and buttoning up clothes
and becoming
independent with
toileting.

Every child’s fine and gross motor skills will develop at a

different rate. It’s important to meet children where they
are so they can gain confidence and build strength in their
movements before moving on to more challenging activities
like those above.

Disclaimer: Every setting's needs are different and so the recommendations in this resource may not be suitable for
all settings. The examples used are not an exhaustive list and it is for you to consider whether it is appropriate to use 2 of 2
this guidance within your setting.