Physical Development Progression Pack
Toddlers (18–36 Months)
Adult-led activity bank supporting movement, coordination, regulation and early independence
A comprehensive, practitioner-facing Physical Development resource designed to support toddlers’ gross motor, fine motor, sensory integration and early self-care development through joyful, play-based movement and responsive adult interaction.
(This pathway component will be available for download by: March 31st 2026)
What this document is
The Physical Development Progression Pack (18–36 months) is an adult-focused planning and practice tool that supports high-quality Physical Development provision across the toddler age range.
It provides a developmentally sequenced bank of adult-led activities, organised across three overlapping stages (18–24m, 24–30m and 30–36m), alongside guidance for continuous provision, observation and inclusive practice.
Rather than treating Physical Development as a discrete “movement session,” this pack positions it as a core foundation for regulation, learning readiness, confidence and independence, recognising that many challenges in behaviour, attention and engagement are rooted in unmet physical and sensory needs.
This document is intended to support professional judgement. It complements, but does not replace, statutory EYFS guidance or Development Matters.
Who this pack is for
This resource is particularly suited to:
Toddler room practitioners supporting movement, coordination and physical confidence
EYFS leaders and room leaders building a coherent, progression-based PD curriculum
Childminders planning purposeful physical experiences in small or shared spaces
SEND teams and SENCOs supporting motor development and sensory integration
Apprentices, trainees and students developing confident adult interaction strategies
Settings strengthening links between Physical Development, regulation and learning
What this pack helps practitioners do
This pack supports practitioners to:
Plan developmentally appropriate physical experiences based on need, not age
Support progression from early walkers to confident, coordinated movers
Build gross motor strength that underpins posture, focus and fine motor control
Develop fine motor precision through meaningful, purposeful tool use
Support sensory integration for emotional regulation and self-control
Scaffold early self-care skills (feeding, dressing, toileting routines) without pressure
Observe physical development accurately and avoid misinterpreting need as behaviour
Embed Physical Development naturally across indoor and outdoor provision
What’s included in this pack
This comprehensive Physical Development progression resource includes:
Clear intent and pedagogy sections, explaining:
why Physical Development is critical between 18–36 months
the links between movement, regulation, attention and learning
the role of play, repetition and co-regulation in physical skill development
Guiding principles for best practice, including:
play-based movement as the primary teaching tool
the relationship between gross motor stability and fine motor control
self-care as a developmental process, not a behaviour expectation
Practical guidance on how to use the pack, covering:
choosing activities by developmental need rather than age
integrating adult-led activities into weekly planning and routines
reflective questions to support intentional adult interaction
suggested rhythms for weekly, daily and termly use
Three clearly structured developmental sections:
18–24 months – gross motor foundations, early fine motor actions, sensory integration and first self-care steps
24–30 months – refining control, beginning tool use, increasing movement complexity and emerging independence
30–36 months – balance and agility, pre-writing precision, sensory regulation and practical self-care
Progressive adult-led activity plans, each including:
learning intention and targeted physical skills
resources and set-up guidance
adult role, modelling language and vocabulary
extension ideas to increase challenge
observation prompts to support assessment and next steps
SEND-inclusive guidance throughout, reinforcing that:
alternative approaches are valid and equal
physical communication is meaningful communication
“not yet” is a developmentally appropriate stage
Low-burden observation and assessment support, with suggestions such as:
floor books
photo annotation
voice notes
light-touch assessment grids
How this fits within the wider toddler framework
The Physical Development Progression Pack forms part of the Area of Learning Progression Maps & Adult Focus Session series and works alongside:
Communication & Language progression and activity packs
PSED activity packs focused on regulation, attachment and relationships
Toddler project planners and mini-projects
Observation-led, responsive curriculum planning
Together, these resources support a coherent, developmentally grounded toddler curriculum, where physical confidence, regulation and independence are recognised as essential foundations for all future learning.
This document is part of our EYFS Curriculum & Pedagogy Membership (Professional), which provides full access to age-specific curriculum frameworks, planning guidance, assessment tools and leadership support.
(This pathway component will be available for download by: March 31st 2026)
Recommended next read Selection
Or read our ‘Little Owls Resources’ Curriculum Intent Statement’
Additional Documents | Professional Membership Contents (Toddler 18-36 Months)
Navigate our Curriculum & Pedagogy guidance documents here.
Pedagogical identity:
Relationship-led, sensory-rich toddler practice grounded in schemas, play, and responsive adult interaction.
-
👉 This section prevents over-planning and aligns practice.
Toddler Pedagogy Position Statement – How Toddlers Learn (18–36 Months) [Free Orienting Sample]
Toddler Curriculum Overview & Rationale[Free Orienting Sample]
Curriculum Intent in Toddler Rooms (What It Means — and What It Doesn’t)
-
👉 Adult understanding, not child targets.
Progression across 6-month bands (18–24 | 24–30 | 30–36 months)
-
👉 Observation is the driver of planning.
Communication & Language
PSED
Physical Development
Maths Seeds
Characteristics of Effective Learning
Behaviour & Emotional Regulation
Schema Observation & Analysis
-
👉 The environment does the teaching.
Universal Continuous Provision
Continuous Provision Setup Guides | Toddler Room
Small World
Messy / Wet Play
Dry Sensory & Loose Parts
Construction
Role Play / Home Corner
Mark Making
Book Area / Reading Nook
Music & Sound
Outdoor
Continuous Provision Maps (18–36 Months)
C&L
PSED
PD
Maths Seeds
Literacy Seeds
UW
EAD
-
👉 Movement, regulation and sensory experience.
Outdoor Continuous Provision Pack
Outdoor Zone-by-Zone Setup Guide (Gross Motor, Sensory/Nature, Creative/Mark Making, Small World Outside, Water/Mud)
Seasonal Adjustments Planner
Outdoor Risk–Benefit Assessment Template + examples
Nature-Based Learning & Schema Guide
Outdoor Mark Making & Literacy Opportunities Sheet
Outdoor Maths Seeds Sheet
-
👉 Projects are optional contexts, not directives.
How Projects Work in Toddler Rooms (Guidance)
Project/Theme Planners:
12 × Main Project Planners (3–4 Weeks)
8 × Mini-Project Planners (1 Week)
-
👉 Invitations, provocations and shared experiences.
Supports Child-led learning and responsive provision
Area of Learning Progression Maps & Adult Focus Sessions
(Organised by Age Band: 18–24 months | 24–30 months | 30–36 months)
Supports intentional teaching, vocabulary development and staff confidence
Understanding the World – Experience Progression Pack
Expressive Arts & Design – Creative Media & Expression Toolkit
-
-
👉 Proportionate, meaningful assessment.
Report Template
Practitioner Guidance
-
👉 Early identification, gentle support.
SEND Inclusion Strategy Pack (18–36 Months)
Practical SEND & inclusion strategies for toddlers aged 18–36 months
Six quick-reference strategy sheets covering communication, sensory needs, anxiety and behaviour
Aligned with the EYFS Framework and the Assess–Plan–Do–Review approach
Inclusive, diagnosis-free guidance ready to use in everyday practice
Ideal for observations, provision planning, team use and Ofsted evidence
-
👉 Strong partnerships, realistic expectations.
Transition
Home–Setting Communication
Parent Information Pages
Additional Whole-Setting Guidance | for Professional Members
Explore our whole-setting guidance below, including overarching curriculum and pedagogy documents, early years schemas and EYFS setting policies.
-
-
Early Years Schemas - Practitioner Toolkit | EYFS Birth-5
↪ Schema Cards (definition, behaviours, age-related examples, enabling resources)
↪ Schema Observation & Responsive Provision Planning Template
-
EYFS Group Setting Policies Pack
↪ x 22 Policy Documents
↪ Policy Sign-Off and Confirmation Document
↪ EYFS Setting Policy Folder Contents List
Childminder Setting Policies Pack
↪ x 22 Policy Documents
↪ Childminder Assistant or Volunteer Policy Sign-Off and Confirmation Document
↪ Childminder Policy Folder Contents List
-
↪ Clear, practitioner-friendly explanations of key curriculum and pedagogy terms used throughout our guidance.
Looking for a different age group pathway?
Select the pathway that best reflects your role or the age group you work with. You do not need to use everything. (Some practitioners may use more than one pathway.)
What is Professional Membership?
Find our more about our Professional guidance for confident, reflective EYFS practice (Birth–5)
Alternatively, learn more about and explore our printable provision resources.
Thousands of ready-to-use printables to support provision, organisation, routines and learning across EYFS.
Latest EYFS Articles & Practical Guides | From Our Blog
Stay informed, get expert advice, and find inspiration from our collection of articles and useful external resources, tailored specifically for EYFS practitioners. We regularly publish in-depth articles to support you with current best practices, regulatory changes, and fresh ideas.
Are you looking for a specific resource or document for your provision?
Use our 🔍 SEARCH Bar located at the top of every page.
___________________________
Content within the EYFS Curriculum & Pedagogy Membership is provided as professional guidance and support. It reflects current understanding of the EYFS statutory framework, Development Matters and inspection expectations at the time of writing. Practitioners are responsible for applying professional judgement and ensuring practice aligns with current statutory requirements and their specific context. All resources, experiences and environment arrangements must be risk assessed by the setting and used in accordance with individual children’s developmental stages, needs and supervision requirements.
Safeguarding content does not replace a setting’s safeguarding and child protection policy or the statutory role of the Designated Safeguarding Lead (DSL). All concerns must be managed in line with current statutory guidance and local safeguarding procedures.
_____________________________