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30–50 monthsThe Natural World

Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world.

Observe whether the child: comments and asks questions about aspects of their familiar world such as the place where they live or the natural world.

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

Makes occasional comments about familiar places or nature (often naming) and asks a few simple questions, especially when prompted by an adult.

What you might see

  • On a walk, looks around but does not point/comment on what they see even when an adult pauses and waits.
  • When an adult asks “What’s that?” often shrugs or repeats the last word without adding a comment or question.
  • Names a familiar thing (“tree,” “bus”) after an adult points to it, but does not add a question.
  • Asks a basic question after prompting (e.g., adult says “I wonder…” and child echoes “where?”).

Expected

On track

Regularly comments and asks simple ‘what/where/why’ questions about familiar places, animals, plants, and everyday events, mainly in supported conversations.

What you might see

  • Points out something they notice (“big crane,” “tiny bug”) and asks a simple question (“where go?” “what that?”).
  • During a routine (e.g., bin day, rain), comments on what is happening (“raining outside”) and asks “why?” or “what doing?”

Exceeding

Going further

Spontaneously asks a range of questions and shares observations across settings (home, outdoors, travel), sustaining back-and-forth talk about the world.

What you might see

  • Asks multiple related questions during the same experience (“Where does it live?” “What is it eating?”) and listens for answers.
  • Brings up a familiar place/nature topic without an immediate prompt (“We saw ducks there”) and adds a question.
  • Compares experiences (“This leaf is like the one at park”) and asks ‘how/what if’ questions (“What if it’s cold?”).
  • Suggests how to find out (“Let’s look in a book” / “Can we search on the computer?”) and follows through with support.

Try this at home

Small everyday moments where you can notice this behaviour without setting up anything special.

  • Outdoor walk: pause near a tree, puddle, insect, or building site and wait—notice whether your child comments first and what questions they ask without you leading.

  • Mealtime: talk about where food comes from (“milk/eggs/fruit”) and notice whether your child asks follow-up questions or adds their own observations.

  • Story time: choose a book about animals or seasons and ask “What do you wonder about?”—observe whether your child asks ‘why/how/where’ questions.

  • Transitions: on the way to nursery/shop, ask “What do you notice today?” and watch whether your child points out features of the neighbourhood and asks about them.

Connected behaviours

Behaviours that scaffold, follow, or co-emerge with this one.

Where this comes from

The framework source and supporting developmental research.

Framework source

  • DfE (2012). Development Matters in the Early Years Foundation Stage (EYFS).

    Curiosity shown through comments and questions about the world is a framework-native indicator of developing understanding of the world.

Developmental research

  • Bruner, J. S. (1983). Child's Talk: Learning to Use Language. New York: W. W. Norton.

    Adult–child conversation and scaffolding support children’s questioning and meaning-making about everyday experiences.

Five-level rubric (detailed)Show

The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.

Not Yet
Rarely comments or asks questions about their surroundings; talk stays mostly in the here-and-now without curiosity about places or nature.
  • On a walk, looks around but does not point/comment on what they see even when an adult pauses and waits.
  • When an adult asks “What’s that?” often shrugs or repeats the last word without adding a comment or question.
Emerging
Makes occasional comments about familiar places or nature (often naming) and asks a few simple questions, especially when prompted by an adult.
  • Names a familiar thing (“tree,” “bus”) after an adult points to it, but does not add a question.
  • Asks a basic question after prompting (e.g., adult says “I wonder…” and child echoes “where?”).
Developing
Regularly comments and asks simple ‘what/where/why’ questions about familiar places, animals, plants, and everyday events, mainly in supported conversations.
  • Points out something they notice (“big crane,” “tiny bug”) and asks a simple question (“where go?” “what that?”).
  • During a routine (e.g., bin day, rain), comments on what is happening (“raining outside”) and asks “why?” or “what doing?”
Secure
Spontaneously asks a range of questions and shares observations across settings (home, outdoors, travel), sustaining back-and-forth talk about the world.
  • Asks multiple related questions during the same experience (“Where does it live?” “What is it eating?”) and listens for answers.
  • Brings up a familiar place/nature topic without an immediate prompt (“We saw ducks there”) and adds a question.
Reflexive
Connects ideas across experiences (past and present), asks deeper ‘how/what if’ questions, and seeks information (books, adults, simple tech) to answer.
  • Compares experiences (“This leaf is like the one at park”) and asks ‘how/what if’ questions (“What if it’s cold?”).
  • Suggests how to find out (“Let’s look in a book” / “Can we search on the computer?”) and follows through with support.