Realises not only objects, but anything can be counted, including steps, claps or jumps.
Observe whether the child: realises not only objects, but anything can be counted, including steps, claps or jumps.
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 adult modelling, attempts to count actions (claps/steps) but loses one-to-one alignment, skips events, or stops partway.
What you might see
When asked ‘shall we count your claps?’, the child claps but does not attempt to say any number words.
Counts objects on the table but does not count steps/jumps even when prompted during movement play.
Recites ‘one, two, three…’ while jumping but the numbers do not match the jumps (keeps talking after stopping or jumps without numbers).
Counts ‘one, two, three’ while clapping but produces multiple claps per number or multiple numbers per clap.
Starts counting steps, then loses track and restarts from ‘one’ mid-walk.
Needs an adult to cue each count word (‘one… two…’) to keep counting aligned with actions.
Expected
On track
Counts small numbers of actions with growing one-to-one matching (one number word per clap/step), especially in familiar games and routines.
What you might see
Counts 3–5 claps with one number name per clap when an adult starts the game.
Counts a short set of steps (e.g., to the bathroom door) and stops when the movement stops.
Counts jumps in a ‘how many jumps?’ moment, with occasional skips but clear intent to match counts to actions.
Exceeding
Going further
Spontaneously suggests or accepts counting actions across contexts (steps to the door, claps in a song) and keeps track through short sequences.
What you might see
Suggests counting during movement play (e.g., ‘count my jumps!’) and sustains counting across the action sequence.
Counts claps/steps consistently to a small target number (e.g., ‘let’s do 5 claps’) and stops at the target.
Counts actions that cannot be held or moved (claps, stomps) with visible one-to-one matching.
Transfers the idea of counting beyond movement (e.g., counts drum beats, turns in a game, or ‘times we roll the ball’).
Uses counting to compare (‘you did more jumps than me’) and may check by repeating and counting again.
Explains the abstraction (‘we can count anything we do’) in simple language or demonstrates it to a peer.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Transition: On the way to the bathroom or car, say ‘Let’s count our steps to the door’—notice whether your child attempts to count steps (not just objects).
Music/rhyme: Play a clapping game and ask ‘How many claps shall we do?’—observe whether your child can count claps with one number per clap.
Outdoor play: Ask ‘Can you do 5 jumps?’—notice whether your child counts the jumps as they do them and stops at the target.
Bath time: Do ‘splash counts’—invite your child to count splashes and watch whether they align number words to each splash.
Turn-taking game: Roll a ball back and forth and ask ‘How many turns did we do?’—observe whether your child treats turns/actions as countable.
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 (2012), Mathematics: Numbers (30-50 months).
This construct is framework-native and reflects children’s growing understanding that counting principles apply to actions and events, not only objects.
Developmental research
Gelman, R., & Gallistel, C. R. (1978). The Child's Understanding of Number. Cambridge, MA: Harvard University Press.
The abstraction principle states that counting can apply to any collection, including non-physical events like actions or sounds, aligning directly with this construct.
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
Counts only visible objects (or recites number words without linking them to events) and does not attempt to count actions like claps or jumps.
When asked ‘shall we count your claps?’, the child claps but does not attempt to say any number words.
Counts objects on the table but does not count steps/jumps even when prompted during movement play.
Recites ‘one, two, three…’ while jumping but the numbers do not match the jumps (keeps talking after stopping or jumps without numbers).
Emerging
With adult modelling, attempts to count actions (claps/steps) but loses one-to-one alignment, skips events, or stops partway.
Counts ‘one, two, three’ while clapping but produces multiple claps per number or multiple numbers per clap.
Starts counting steps, then loses track and restarts from ‘one’ mid-walk.
Needs an adult to cue each count word (‘one… two…’) to keep counting aligned with actions.
Developing
Counts small numbers of actions with growing one-to-one matching (one number word per clap/step), especially in familiar games and routines.
Counts 3–5 claps with one number name per clap when an adult starts the game.
Counts a short set of steps (e.g., to the bathroom door) and stops when the movement stops.
Counts jumps in a ‘how many jumps?’ moment, with occasional skips but clear intent to match counts to actions.
Secure
Spontaneously suggests or accepts counting actions across contexts (steps to the door, claps in a song) and keeps track through short sequences.
Suggests counting during movement play (e.g., ‘count my jumps!’) and sustains counting across the action sequence.
Counts claps/steps consistently to a small target number (e.g., ‘let’s do 5 claps’) and stops at the target.
Counts actions that cannot be held or moved (claps, stomps) with visible one-to-one matching.
Reflexive
Generalises counting to varied ‘non-object’ collections (sounds, turns, movements) and uses counting to plan, compare, or explain (e.g., ‘we did 5 jumps’).
Transfers the idea of counting beyond movement (e.g., counts drum beats, turns in a game, or ‘times we roll the ball’).
Uses counting to compare (‘you did more jumps than me’) and may check by repeating and counting again.
Explains the abstraction (‘we can count anything we do’) in simple language or demonstrates it to a peer.
