30–50 monthsNumerical PatternsShape, Space and Measure (no distinct 2021 ELG)
Can describe their relative position such as ‘behind’ or ‘next to’.
Observe whether the child: can describe their relative position such as ‘behind’ or ‘next to’.
What it looks like
Three ways this behaviour shows up as a child grows. Each level includes everyday moments to watch for.
Emerging
Just starting
Uses or follows positional words only with heavy adult modelling, or uses them inaccurately (mixes up relations).
What you might see
When asked ‘stand next to me’ child stands in front or far away and does not adjust after correction.
Uses pointing/‘there’ instead of describing location and cannot say where they are in a simple hiding game.
Follows ‘next to’ only when the adult moves them into place; repeats the word without accuracy later.
Says ‘next to’ but places an object on top of or inside another object instead of beside it.
Expected
On track
Uses ‘behind’/‘next to’ to describe their own or an object's position in familiar play, mostly accurately, and can follow simple positional directions.
What you might see
During car play, says ‘next to’ and places one car beside another correctly.
In a line, says ‘I’m behind you’ and stands in the correct place most of the time.
Exceeding
Going further
Accurately describes relative position across contexts and can give simple positional directions to others, adjusting when positions change.
What you might see
Uses ‘behind’/‘next to’ in different contexts (hide-and-seek, lining up, building) accurately and corrects self when someone moves.
Gives a direction like ‘put it next to the cup’ and checks whether the object is placed beside, not on top.
Uses positional language to coordinate peers: ‘stand behind me’ / ‘you go next to her’ and adjusts when positions change.
Describes positions in a picture/scene: ‘the dog is behind the tree and the ball is next to it’, showing flexible application.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During tidy-up, ask ‘Can you put the book next to the box?’ and watch whether your child places it beside (not on top or inside).
At the park, play ‘Follow the leader’ and give directions like ‘stand behind me’ or ‘sit next to me’; notice if your child does it without being moved.
In story pictures, ask ‘Where is the cat—behind or next to the chair?’ and see if your child points to the correct relation.
In the car/stroller, ask ‘Who is sitting next to you?’ or ‘What is behind your seat?’ and notice whether your child answers with positional language.
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
Development Matters in the Early Years Foundation Stage (EYFS) (DfE, 2012), Shape, Space and Measure.
DM2012 treats descriptive positional talk as an observable indicator of developing spatial language and reasoning.
Developmental research
Landau, B., & Jackendoff, R. (1993). “What” and “where” in spatial language and spatial cognition. Behavioral and Brain Sciences, 16(2), 217–238.
Links children's acquisition of spatial prepositions to underlying spatial representations, supporting assessment of positional terms like ‘behind’ and ‘next to’.
Five-level rubric (detailed)ShowHide
The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.
Not Yet
Does not use positional words like ‘behind’ or ‘next to’ and cannot reliably act on them; relies on pointing or ‘there’.
When asked ‘stand next to me’ child stands in front or far away and does not adjust after correction.
Uses pointing/‘there’ instead of describing location and cannot say where they are in a simple hiding game.
Emerging
Uses or follows positional words only with heavy adult modelling, or uses them inaccurately (mixes up relations).
Follows ‘next to’ only when the adult moves them into place; repeats the word without accuracy later.
Says ‘next to’ but places an object on top of or inside another object instead of beside it.
Developing
Uses ‘behind’/‘next to’ to describe their own or an object's position in familiar play, mostly accurately, and can follow simple positional directions.
During car play, says ‘next to’ and places one car beside another correctly.
In a line, says ‘I’m behind you’ and stands in the correct place most of the time.
Secure
Accurately describes relative position across contexts and can give simple positional directions to others, adjusting when positions change.
Uses ‘behind’/‘next to’ in different contexts (hide-and-seek, lining up, building) accurately and corrects self when someone moves.
Gives a direction like ‘put it next to the cup’ and checks whether the object is placed beside, not on top.
Reflexive
Uses positional language flexibly to coordinate play and help others (clarifies misunderstandings, adds detail) and can apply it to pictured or imagined scenes.
Uses positional language to coordinate peers: ‘stand behind me’ / ‘you go next to her’ and adjusts when positions change.
Describes positions in a picture/scene: ‘the dog is behind the tree and the ball is next to it’, showing flexible application.
