Gross Motor Delay Therapy Children What Parents Need to Know

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Gross Motor Delay Therapy for Children

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Learn the signs of gross motor delays in children and how paediatric OT supports movement, confidence and early development.

When a child finds it hard to roll, sit, crawl, climb, run or join in playground games, it can affect more than movement. Gross motor skills support play, self-care, confidence, learning and participation at home, kinder, school and in the community.

At Being Human Paediatric Occupational Therapy, gross motor support is practical, child-centred and family-focused. The goal is to understand what is getting in the way, then build skills through meaningful play and everyday routines.

Gross motor therapy often looks like play, but each activity has a purpose.

What are gross motor delays?

Gross motor skills are the big body movements children use to move, play and explore. They involve large muscle groups, balance, coordination, posture, strength and body awareness.

A child may have a developmental delay in gross motor skills when their movement skills are developing more slowly than expected for their age, or when movement is effortful, awkward or avoided.

This can include challenges with:

• Head and trunk control

• Rolling, sitting, crawling or walking

• Climbing stairs or playground equipment

• Running, jumping, hopping or skipping

• Ball skills

• Balance and coordination

• Endurance and muscle strength

• Motor planning, which means working out how to move the body for a task

  
  

Every child develops at their own pace. A delay does not define a child. It simply tells us they may need extra support to build the skills needed for daily life.

Common signs of gross motor delays

Gross motor delay can look different across ages. Some signs are subtle, especially in children who are cautious, avoid physical play or tire quickly.

Signs in infants

Parents or health professionals may notice that an infant:

• Has difficulty lifting their head during tummy time

• Feels unusually floppy or stiff

• Rolls later than expected

• Struggles to sit without support

• Avoids weight-bearing through arms or legs

• Uses one side of the body much more than the other

• Seems unsettled with movement or changes in position

  
  

Signs in toddlers

In toddlers, concerns may include:

• Delayed walking

• Frequent falling compared with peers

• Difficulty climbing onto furniture or playground equipment

• Trouble going up or down stairs

• Avoiding active play

• Poor balance when squatting, stepping or changing direction

• Limited ball skills for their age

  
  

Signs in preschoolers

Preschool-aged children may show signs such as:

• Difficulty jumping with two feet

• Trouble hopping, skipping or balancing on one foot

• Avoiding climbing, swings or obstacle courses

• Poor coordination during running or ball games

• Fatigue during outings or group activities

• Difficulty sitting upright on the floor or at a table

• Low confidence in movement-based play

  
  

Teachers may notice a child sits out of active games, bumps into others, avoids the playground or struggles during transitions that involve stairs, bags, seating or floor time.

Obstacle courses help children practise balance, strength and motor planning safely.

Why early intervention matters

Early intervention helps children practise movement skills while their brains and bodies are rapidly learning. Support can reduce frustration, build confidence and make everyday routines easier.

The benefits often extend beyond physical movement. Stronger gross motor skills can support:

• Participation in kinder, school and playground activities

• Independence with dressing, toileting and mealtimes

• Sitting posture for drawing, writing and learning

• Social play with peers

• Confidence to try new activities

• Body awareness and safety

  
  

Early support also gives families and referrers a clearer picture of a child’s strengths, needs and next steps. If a child needs input from other professionals, such as physiotherapy, speech pathology, psychology or a paediatrician, an occupational therapist can help guide appropriate referrals.

How paediatric OT assesses gross motor skills

A paediatric occupational therapy assessment looks at the whole child, not just whether they can complete a task.

At Being Human Paediatric Occupational Therapy, assessment may include parent discussion, observation, play-based activities and standardised tools where suitable. The therapist considers how movement affects daily participation at home, childcare, kinder or school.

What an OT may look at

An OT may assess:

• Postural control and core strength

• Balance and coordination

• Motor planning and sequencing

• Muscle tone and endurance

• Bilateral coordination, which means using both sides of the body together

• Body awareness and spatial awareness

• Sensory processing and confidence with movement

• Functional skills such as dressing, climbing, sitting, playing and moving safely in different environments

  
  

The assessment also explores what motivates the child. Therapy works best when activities feel meaningful, playful and achievable.

Evidence-based therapy approaches

Gross Motor Delay Therapy for Children is most effective when it is goal-focused, consistent and connected to real-life activities. OT sessions are designed around the child’s current skills, family priorities and the environments where the child needs to participate.

Therapy may include:

Task-specific practice

Children practise the actual skills they need, such as climbing stairs, jumping, getting up from the floor or joining a playground game.

Strength and postural activities

Activities may target the core, shoulders, hips and legs through crawling games, animal walks, obstacle courses, scooter boards and balance tasks.

Motor planning support

Some children know what they want to do but struggle to organise their body. OT can break tasks into smaller steps, use visual cues and practise movement sequences in fun ways.

Sensory-informed strategies

If a child avoids movement, seeks intense movement or feels unsure on playground equipment, sensory processing may be part of the picture. OT can help children feel safer and more confident with movement.

Coaching for families and educators

Therapy does not only happen in the clinic. Parents, carers and teachers are supported with practical strategies that fit into daily routines.

You can explore related support through paediatric OT services, early intervention and school readiness pathways.

Small movement wins can build balance, confidence and body awareness.

Practical strategies to try at home

Home practice does not need to feel like formal exercise. Short, playful moments throughout the day often work best.

Try these ideas:

• Tummy time play for infants, using toys, mirrors or a rolled towel for support

• Crawling through tunnels or under chairs

• Animal walks such as bear walks, crab walks and frog jumps

• Stepping stones made from cushions or floor spots

• Throwing and catching soft balls or beanbags

• Climbing at the playground with close supervision

• Dancing, action songs and movement games

• Wheelbarrow walks or pushing a laundry basket with safe weight

• Practising stairs, curbs and uneven surfaces during everyday outings

  
  

Keep activities playful and success-based. If a child becomes distressed, fatigued or repeatedly avoids an activity, scale it back. A smaller version of the task can still build skill.

For example, before hopping on one foot, a child may practise standing on one foot while holding a bench. Before climbing a high ladder, they may practise stepping up and down from a low platform.

When to seek support

Seek advice if movement difficulties are affecting play, independence, confidence or participation. Support may also be helpful if a child is not meeting expected milestones, loses skills they previously had, strongly avoids movement, falls often or seems much weaker or less coordinated than peers.

For infants, it is also worth seeking support if there are clear differences between the left and right sides of the body, persistent stiffness or floppiness, or feeding and movement concerns together.

A GP, maternal and child health nurse, teacher or early childhood educator may suggest a referral. Families can also contact a paediatric OT service directly.

This information is general and does not replace individual medical or developmental advice. If there are concerns about your child’s health or development, speak with a qualified health professional.

Everyday play can support therapy goals between sessions.

How Being Human Paediatric Occupational Therapy can help

Being Human Paediatric Occupational Therapy supports children with movement, play, self-care and school participation needs. For children with gross motor skill challenges, therapy is tailored to the child’s age, strengths, goals and everyday environments.

Support may include clinic-based therapy, parent coaching, educator recommendations and practical home programs. For children preparing for kinder or school, OT can also look at how movement supports attention, posture, playground skills, toileting, dressing and early learning routines.

If you are a parent, teacher or referrer concerned about a child’s movement development, early support can provide clarity and a clear plan. To discuss booking or referral options, contact Being Human Paediatric Occupational Therapy and ask about gross motor and early intervention support.

The key takeaway is simple: gross motor challenges are supportable. With the right assessment, playful practice and consistent guidance, children can build the strength, coordination and confidence they need to take part more fully in everyday life.