8–20 monthsThe Natural WorldTechnology (aspect removed in EYFS 2021)
Explores objects by linking together different approaches: shaking, hitting, looking, feeling, tasting, mouthing, pulling, turning and poking.
Observe whether the child: explores objects by linking together different approaches: shaking, hitting, looking, feeling, tasting, mouthing, pulling, turning and poking.
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
The child explores using one or two actions (for example, mouthing and banging) but does not shift between different approaches smoothly. They may need new objects or adult positioning to continue exploring.
What you might see
Picks up an object and drops it within a few seconds without looking closely or trying different actions.
Uses only one action repeatedly (for example, mouths only) and stops when the object is moved slightly.
Avoids touching new objects and watches rather than exploring with hands or mouth.
Bangs an object once or twice, then immediately switches to a different toy without further exploration.
Mouths an object and briefly rubs it, but does not look, turn, pull, or poke it.
Touches a flap or part but does not attempt to move it, even after a short adult model.
Expected
On track
The child links several approaches together on the same object (for example, shake then look then mouth), often with adult support for safe access. They repeat actions to notice effects like sound or movement.
What you might see
Shakes a toy, pauses to listen, then looks at it closely and mouths it.
Pulls at a soft label or strap, then turns the object in both hands to look at another side.
Pokes or presses a part after seeing an adult do it, then repeats the action to see if it happens again.
Exceeding
Going further
The child uses a wide range of exploration actions and shifts between them purposefully based on what they notice (for example, turns the object to inspect, shakes for sound, pokes to test). They persist longer and use both hands and body to explore.
What you might see
Moves an object between hands, turns it around, and looks closely at details before mouthing or shaking it.
Tries multiple actions in a row (shake, hit, pull, poke) and watches or listens for differences in outcomes.
Adjusts action based on feedback (for example, changes grip to turn a part, changes angle to pull a flap).
Repeats an experiment with variation (for example, shakes softly then hard) and shows excitement at differences.
Seeks a new object and immediately begins multi-step exploration without waiting for adult prompts.
Brings an object to an adult and demonstrates an action they discovered (for example, pulls a flap to reveal something).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During floor play, offer one safe household object (for example, a wooden spoon or a soft brush) and watch whether your child tries different actions like banging, rubbing, turning, and mouthing.
At bath time, offer a safe cup and a floating toy and notice whether your child explores by pouring, squeezing, tapping, and looking closely at what changes.
During a nappy change or dressing, offer a safe textured item (for example, a crinkly cloth) and observe whether your child shifts between touching, pulling, looking, and mouthing.
On an outdoor walk, give your child a safe natural object to hold (for example, a large leaf) and observe whether they look, feel, scrunch, and turn it to explore.
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 EYFS (DfE, 2012) - Understanding the World: The World (8-20 months).
DM2012 describes multi-action object exploration as an observable behaviour in early understanding of the physical world.
Developmental research
Piaget, J. (1952). The Origins of Intelligence in Children.
Links sensorimotor exploration and trial-and-variation to early cognitive development, supporting rubrics based on varied object exploration.
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
The child explores objects in a limited way and does not link different actions together, often holding briefly, dropping, or using one repeated action only. Exploration is short and mostly passive.
Picks up an object and drops it within a few seconds without looking closely or trying different actions.
Uses only one action repeatedly (for example, mouths only) and stops when the object is moved slightly.
Avoids touching new objects and watches rather than exploring with hands or mouth.
Emerging
The child explores using one or two actions (for example, mouthing and banging) but does not shift between different approaches smoothly. They may need new objects or adult positioning to continue exploring.
Bangs an object once or twice, then immediately switches to a different toy without further exploration.
Mouths an object and briefly rubs it, but does not look, turn, pull, or poke it.
Touches a flap or part but does not attempt to move it, even after a short adult model.
Developing
The child links several approaches together on the same object (for example, shake then look then mouth), often with adult support for safe access. They repeat actions to notice effects like sound or movement.
Shakes a toy, pauses to listen, then looks at it closely and mouths it.
Pulls at a soft label or strap, then turns the object in both hands to look at another side.
Pokes or presses a part after seeing an adult do it, then repeats the action to see if it happens again.
Secure
The child uses a wide range of exploration actions and shifts between them purposefully based on what they notice (for example, turns the object to inspect, shakes for sound, pokes to test). They persist longer and use both hands and body to explore.
Moves an object between hands, turns it around, and looks closely at details before mouthing or shaking it.
Tries multiple actions in a row (shake, hit, pull, poke) and watches or listens for differences in outcomes.
Adjusts action based on feedback (for example, changes grip to turn a part, changes angle to pull a flap).
Reflexive
The child shows intentional experimenting by varying actions to see what changes (for example, shakes harder vs softly, turns different parts) and seeks out new objects to explore. They may show an adult what they discovered through gesture or vocalisation.
Repeats an experiment with variation (for example, shakes softly then hard) and shows excitement at differences.
Seeks a new object and immediately begins multi-step exploration without waiting for adult prompts.
Brings an object to an adult and demonstrates an action they discovered (for example, pulls a flap to reveal something).
