30–50 monthsNumerical PatternsShape, Space and Measure (no distinct 2021 ELG)
Uses familiar objects and common shapes to create and recreate patterns and build models.
Observe whether the child: uses familiar objects and common shapes to create and recreate patterns and build models.
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
Copies a very simple pattern/model when heavily supported (adult starts it; child continues 1–2 steps) but quickly loses the rule.
What you might see
Given two colors of blocks, child stacks randomly with no repetition and cannot continue an adult-started AB pattern.
When shown a simple block model and asked to ‘make one like this’ child does not attempt to match shapes/arrangement.
Adult starts red-blue-red; child adds one red then switches colors randomly without noticing the break.
With adult prompting each placement, child copies a 3-item pattern but stops or changes it when prompts are removed.
Expected
On track
Creates or recreates simple repeating patterns (e.g., AB) with familiar objects and builds simple models (tower, road) that resemble familiar things in known play contexts.
What you might see
Creates a repeating pattern with familiar items (e.g., spoon-fork-spoon-fork) after seeing it modelled once.
Builds a simple ‘bridge’/‘train’ from blocks that resembles the familiar object and uses common shapes appropriately.
Exceeding
Going further
Independently recreates a simple pattern from a model/picture and builds more structured models using common shapes, adjusting pieces to fit and repairing when needed.
What you might see
Recreates a simple bead/block pattern from a picture card and checks back visually to keep it consistent.
Builds a ‘house’ model with blocks and rebuilds a fallen part to restore the overall shape without giving up.
Says the rule while building (e.g., ‘red, blue, red, blue’) and corrects a misplaced color without adult prompt.
Recreates the same pattern/model using different materials (switches from blocks to leaves/stones and maintains the structure).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
At snack, set out an AB pattern (cracker, grape, cracker) and ask your child to continue it; notice whether they keep the rule.
In block play, build a simple model (a ‘bridge’ or ‘house’) and ask your child to make one like it; watch whether they choose similar shapes and adjust pieces to fit.
Use household objects (spoons, lids) to make a simple pattern and invite your child to recreate it somewhere else with different objects.
During outdoor play, collect two types of items (stone/leaf) and ask your child to make a repeating pattern path.
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 frames patterning and model building with familiar objects/shapes as observable indicators of developing spatial and mathematical thinking.
Developmental research
Newcombe, N. S., & Huttenlocher, J. (2000). Making Space: The Development of Spatial Representation and Reasoning. Cambridge, MA: MIT Press.
Summarizes how children develop spatial representations and use models/maps, supporting assessment of building models and structured arrangements.
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
Uses objects for play but does not create/copy a repeating pattern or purposeful model; arrangements are random piles or single placements.
Given two colors of blocks, child stacks randomly with no repetition and cannot continue an adult-started AB pattern.
When shown a simple block model and asked to ‘make one like this’ child does not attempt to match shapes/arrangement.
Emerging
Copies a very simple pattern/model when heavily supported (adult starts it; child continues 1–2 steps) but quickly loses the rule.
Adult starts red-blue-red; child adds one red then switches colors randomly without noticing the break.
With adult prompting each placement, child copies a 3-item pattern but stops or changes it when prompts are removed.
Developing
Creates or recreates simple repeating patterns (e.g., AB) with familiar objects and builds simple models (tower, road) that resemble familiar things in known play contexts.
Creates a repeating pattern with familiar items (e.g., spoon-fork-spoon-fork) after seeing it modelled once.
Builds a simple ‘bridge’/‘train’ from blocks that resembles the familiar object and uses common shapes appropriately.
Secure
Independently recreates a simple pattern from a model/picture and builds more structured models using common shapes, adjusting pieces to fit and repairing when needed.
Recreates a simple bead/block pattern from a picture card and checks back visually to keep it consistent.
Builds a ‘house’ model with blocks and rebuilds a fallen part to restore the overall shape without giving up.
Reflexive
Plans and explains a pattern/model and generalises it to new materials; may invite others to copy and correct errors to match the intended design.
Says the rule while building (e.g., ‘red, blue, red, blue’) and corrects a misplaced color without adult prompt.
Recreates the same pattern/model using different materials (switches from blocks to leaves/stones and maintains the structure).
