Sign inStart free
Back to EYFS framework
30–50 monthsThe Natural World

Knows how to operate simple equipment, e.g. turns on CD player and uses remote control.

Observe whether the child: knows how to operate simple equipment, e.g. turns on CD player and uses remote control.

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

With close adult guidance, can complete one simple action (e.g., press power) but is inconsistent and needs repeated prompting or hand-over-hand help.

What you might see

  • Presses many buttons quickly on a remote/device without looking for an effect or waiting for a response.
  • Hands the device to an adult and does not attempt to try a control even after a demonstration.
  • After an adult says “press the circle button,” presses it once but then starts random pressing.
  • Can press “on” when the adult points, but cannot repeat the action the next time without the same cue.

Expected

On track

In familiar situations, operates simple equipment using a short sequence (power then play/volume) with occasional reminders.

What you might see

  • Turns a device on and then selects a familiar control (e.g., play) after a short verbal reminder.
  • Uses volume up/down appropriately after being told “turn it down” once.

Exceeding

Going further

Independently operates a range of simple equipment appropriately (turn on/off, basic controls) and can repeat the steps reliably across days.

What you might see

  • Turns equipment on, uses one or two controls (play/pause/skip/volume), and turns it off when finished without adult help.
  • If it doesn’t work, checks a simple cause (e.g., presses power again, looks for the correct button) before asking for help.
  • On a new device, looks for familiar icons (power, play) and tries them in a sensible order to achieve the goal.
  • Shows another child how to start/stop something by pointing to the button and describing the effect (“this makes it play”).

Try this at home

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

  • Music time: ask your child to start a familiar song using a simple player/remote and notice whether they follow the steps without you pointing.

  • Tidy-up transition: use a kitchen timer or simple audio device—observe whether your child can start/stop it appropriately to manage the routine.

  • Story time: let your child operate an audio story device (play/pause/volume) and notice whether they adjust controls purposefully rather than randomly.

  • Everyday problem: intentionally stop the music and say “Can you make it play again?” then watch what steps your child tries before asking for help.

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).

    Operating simple equipment is a framework-native indicator of early technological understanding and purposeful action.

Developmental research

  • Siraj-Blatchford, J., & Whitebread, D. (2003). Supporting Information and Communications Technology in the Early Years. (Supporting Early Learning Series).

    Early ICT guidance emphasises playful, goal-directed interaction with simple devices and controls as developmentally appropriate.

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
Does not yet operate simple equipment intentionally; presses buttons randomly or avoids using the device even with support.
  • Presses many buttons quickly on a remote/device without looking for an effect or waiting for a response.
  • Hands the device to an adult and does not attempt to try a control even after a demonstration.
Emerging
With close adult guidance, can complete one simple action (e.g., press power) but is inconsistent and needs repeated prompting or hand-over-hand help.
  • After an adult says “press the circle button,” presses it once but then starts random pressing.
  • Can press “on” when the adult points, but cannot repeat the action the next time without the same cue.
Developing
In familiar situations, operates simple equipment using a short sequence (power then play/volume) with occasional reminders.
  • Turns a device on and then selects a familiar control (e.g., play) after a short verbal reminder.
  • Uses volume up/down appropriately after being told “turn it down” once.
Secure
Independently operates a range of simple equipment appropriately (turn on/off, basic controls) and can repeat the steps reliably across days.
  • Turns equipment on, uses one or two controls (play/pause/skip/volume), and turns it off when finished without adult help.
  • If it doesn’t work, checks a simple cause (e.g., presses power again, looks for the correct button) before asking for help.
Reflexive
Transfers skills to new devices, explains what buttons do in simple terms, and uses equipment purposefully to achieve a goal (music, story, timer).
  • On a new device, looks for familiar icons (power, play) and tries them in a sensible order to achieve the goal.
  • Shows another child how to start/stop something by pointing to the button and describing the effect (“this makes it play”).