Gross motor development
A toddler who shows beginning interest in stairsteps uses hands and knees to crawl up and down steps with caregiver support.
Be Prepared: Stair equipment for toddlers typically has 3–4 steps ending with a platform surrounded by safety rails. If you use some other type of steps, ensure there are secure supports at the top for the toddler to grasp. Affix the caged bell at the top of the steps so it can be easily reached by a toddler who stands or sits at the top of the steps.
[Station yourself at the steps of an indoor or outdoor toddler climber. Kneel beside the steps and invite a toddler to go up the steps with your help.]
You can use your hands and knees to go up the steps. Today you will use hands and knees only. Crawling up is safest for you.
[Some young toddlers will be adventurous and eagerly climb up steps.]
[If the young toddler stands at the first step or attempts to put his/her foot on the first step, tap the floor next to the first step and say, “Crawling up is best for you.” If necessary, gently help the toddler get into a hands-and-knees position on the first step. Lightly place one hand on the toddler’s back the first few times he/she goes up. Repeat phrases, such as:
Once the toddler reaches the platform or top of the stairs, cheerfully acknowledge his/her accomplishment! Example: “Hurray for you, Bodhi. You crawled up the stairsteps!”
Invite the toddler to turn around and look into the room, standing or sitting on the platform at the top of the steps. Encourage the toddler to hold the railing if he/she stands.]
Would you like to ring the bell now?
[Point to the bell attached to the climber. Wait for the toddler’s reaction.]
You can ring the bell and then crawl back down.
[Encourage the toddler to get on hands and knees to crawl down the steps backward. Provide help in turning around and getting in position for crawling backward. This is a challenging task (see Extra Support tips).
[Describe the toddler’s efforts. Example: “Today you crawled up the steps on your hands and knees. You rang our bell and then crawled down backward on your hands and knees! You put your feet down first.”]
Teaching a young toddler to crawl up and down steps on his/her hands and knees is the safest and most appropriate method. A toddler who can use feet to go up and down stairs can be offered Option 2 or Option 3 of this activity plan.
Some toddlers may appear restrained in approaching steps and will need time to be near you to watch other toddlers crawl up and down. It is not unusual for a child to wait until he/she has given consideration to a new situation to feel ready to try. Some toddlers may wait a month or two before the time is right. Let the toddler decide when to approach the steps.
Young toddlers are generally delighted to reach the platform or top of the steps. Some toddlers will enjoy standing. Looking out at the classroom and the other children is enjoyable. Some toddlers may be excited to ring the bell, but for others, the achievement of making it up the steps is sufficiently satisfying.
As with mountain climbing, going down stairsteps is more difficult than going up! Going down steps backward presents an additional challenge because the toddler cannot see in the direction of his/her movement. It will take practice for a toddler to remember to turn around. It may require assisting a toddler 20 or more times for him/her to remember and turn. Small touches or repositioning the toddler can be used as needed. It is helpful for some toddlers to feel how to get into feet-first position. Rotating a toddler’s body using both your hands informs the child of what movement is needed.
Generally, young toddlers learn to crawl up steps before developing the reverse actions of crawling down. Some toddlers will be successful in crawling up steps and have difficulty learning to crawl down; they naturally want to go headfirst. It is important to stay next to the steps to prevent a toddler from walking off a step.
Extra support
Enrichment
Gross motor development
A toddler who is ready to stand while going up stairsteps practices walking up the steps and using a sitting position to come down the steps with caregiver support.
Position yourself next to the stairsteps when another adult is fully available to support children’s activities in other parts of the room. Invite toddlers to step up the stairs with your help. Encourage toddlers to leave all toys elsewhere in the room. A toddler’s hands should be free for holding onto a railing and helping to balance his/her body. (Toddlers who are learning to crawl on steps or need practice in crawling up and down steps should be offered Option 1. Learning to go up stairsteps while standing generally follows the accomplishment of successfully crawling up.)
Give support and guidance to one toddler at a time. Show each toddler where to hang on. One hand should hold the rail, and the other arm and hand should aid in balancing. Some toddlers may use the same to step up on each stair.
Coming down the stairs will be a challenge for most toddlers. At an early stage of learning to step up a set of stairs, a toddler typically comes down by sitting on the top step and then lowering himself/herself to each the next step while maintaining a sitting position. (Walking down the steps is supported in Option 3 of this activity plan.)
There may be toddlers who can maintain balance when stepping down. A toddler will have greater control and balance when moving down stairsteps sitting than when standing.
Some toddlers will use the same foot to step up on each stair for several months. It is not necessary to guide or teach the toddler to use alternating feet at this age. Some toddlers will develop the ability to go up four steps without help.
Striving for independence is sometimes expressed as resistance to do what is asked by an adult. If a toddler does not want to come down and other toddlers are waiting, offer an interesting alternative to staying at the top of the stairs. In general, it is better to coax a toddler down from the little climber than to remove him/her. Perhaps a way to get back down is a slide or another set of steps. Suggest the toddler crawl down backward while pretending to be a puppy or kitten. Some toddlers will accept other ideas, such as pretending to be a firefighter or a prince/princess crawling down the steps.
Extra support
Enrichment
Gross motor development
A toddler practices stepping down a set of stairs after stepping up the stairs.
Invite a toddler to practice stepping up and stepping down a set of stairs. Positively acknowledge the toddler’s accomplishment in reaching the platform or top step. Verbal guidance for turning around may be needed. Encourage the toddler to look around the room and tell what he/she sees. For the stepping down part of the activity, a toddler may feel most secure stepping down with the same foot. At this age, there is no need for concern if a child leads with the same foot over and over.
Give clear and informative reminders to help the toddler remain focused and safe, such as:
The toddler may wish to repeat the practice in stepping up and down the stairs.
Sometimes toddlers focus on a destination or become absorbed in play and forget to use the stairstep skills they have practiced. It is common for toddlers to want independence and to ignore adult suggestions, preferring “I’ll do it myself” autonomy. Still, if you observe a toddler hurrying in his/her play, or becoming intensely involved in accomplishing a goal, move close to the toddler, kneel at eye level and talk in a calm manner about what he/she is doing. Make suggestions for actions that may slow or de-escalate an exciting play interaction that still fits into the toddler’s play interest. Example: “Hi. I am a helper. Here is some (pretend) food for busy puppies. I will watch you come down the steps for pretend puppy treats.”
Even when a toddler is not rushing or focused on something else, provide clear and informative reminders, such as those suggested in the activity plan. Avoid general statements, such as “be careful.”
Extra support
Enrichment
Materials Needed: non-breakable mirror, toddler climber, laminated footprints, tape, wooden boxes or activity centers, plastic wading pool, and cushions
Fasten a non-breakable mirror at the platform level of the toddler climber so toddlers see themselves when they go up the steps. Foster walking skills by laminating your favorite footprints and attaching them to the carpet with clear tape for toddlers to step on.
Provide opportunities for crawling in and out of toddler equipment, such as wooden boxes or activity centers toddlers can get inside. Set up a small plastic wading pool as a book nook. Add a few cushions to encourage toddlers to crawl in and out.
Materials Needed: small toys
Coach toddlers in stair skills according to their age and development. Encourage preschool-age and older children to practice going up and down with alternating feet. Emphasize safety, including holding the rail and one child at a time going up or down.
Support existing motor skills for infants in your care. Each infant may be developing different motor skills. Observe the movements each infant makes when he/she is alert and playful. Encourage the skill you observe by providing space to move freely. Also, talk and interact with the infant as he/she is moving; describing the actions is a form of support. Provide appropriate play for individual infants. Example: If an infant has learned to roll over and is beginning to creep forward, place small toys within reach and just out of reach.
An infant who has begun to play with his/her hands and feet may enjoy an activity of “bicycle riding” motions. Place one infant who is alert and ready for play on his/her back on the floor. Sit facing the infant. Hold the infant’s feet in your two hands. Gently circle the infant’s feet as if he/she is pedaling a bicycle. Add a little song, such as the following. (Tune: “Wheels on the Bus”):
Baby’s little feet go round and round
[Use infant’s name]
Round and round
Baby’s little feet go round and round
All through the town.
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