Is able to follow directions (if not intently focused on own choice of activity).
Observe whether the child: is able to follow directions (if not intently focused on own choice of activity).
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 follows some directions when delivered clearly and close-by, but needs repetition, gesture, or adult proximity to act. They may start but not complete the direction, or follow only one part of it.
What you might see
When told “Put the pen on the table,” the child looks briefly but does not move the pen until the adult takes their hand to guide them.
When asked “Come and wash your hands,” the child stays where they are and does not move until several repeats and physical prompting.
When told “Bring your cup,” the child follows if the adult points to the cup, but does not follow when the gesture is removed.
When told “Put the blocks away,” the child puts away one block and then stops unless reminded.
Expected
On track
The child follows directions in familiar routines when not intensely focused, usually after one or two prompts. They can manage short, practical directions (e.g., “come here”, “put it in the box”) and are starting to follow multi-part directions with support.
What you might see
When told “Come to the table,” the child comes after a second reminder or after their name is used, as long as they aren’t deeply absorbed.
When told “Put your shoes in the basket,” the child follows in the usual routine, but may need support if the basket is moved.
Exceeding
Going further
The child reliably follows directions across everyday contexts when not intently focused on their own chosen activity, completing what was asked after one clear instruction. They can pause, shift attention, and carry out the direction without needing physical guidance.
What you might see
When told “Please close the door,” the child goes to the door and closes it without further prompts, then returns to what they were doing.
When told “Put the book back and sit down,” the child completes the direction calmly when not intensely focused on their own chosen activity.
After a direction, the child says “Okay, first I’ll…” and completes it, then checks the adult’s face as if confirming they did it right.
The child notices they missed a step and corrects themselves (e.g., goes back to put the item away) without being reminded.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Transition: when your child is doing a calm activity, give a simple direction like “Put the toy in the box” and watch whether they do it after one instruction.
Mealtime: say “Bring your plate to the sink/bin” and observe whether your child follows without needing you to point or physically guide.
Outdoor: say “Stand by the gate and wait” and notice whether your child can follow and stay there briefly when not deeply engaged in another game.
Bath/bedtime: say “Put your clothes in the basket” and observe whether your child follows as part of the routine without repeated prompts.
Play: give a short two-part direction (“Get the ball and give it to me”) and notice whether your child completes both parts when calm and not intensely focused.
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
DfE (2012). Development Matters in the Early Years Foundation Stage (EYFS).
Defines following directions as a practical indicator of listening, attention, and receptive understanding in this stage.
Developmental research
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Supports understanding direction-following as developing through social guidance and internalised self-regulation routines.
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
Even when not deeply absorbed in their own activity, the child does not reliably follow spoken directions and often continues doing what they were doing. They may need repeated prompts, physical guidance, or the direction broken down into single steps every time.
When told “Put the pen on the table,” the child looks briefly but does not move the pen until the adult takes their hand to guide them.
When asked “Come and wash your hands,” the child stays where they are and does not move until several repeats and physical prompting.
Emerging
The child follows some directions when delivered clearly and close-by, but needs repetition, gesture, or adult proximity to act. They may start but not complete the direction, or follow only one part of it.
When told “Bring your cup,” the child follows if the adult points to the cup, but does not follow when the gesture is removed.
When told “Put the blocks away,” the child puts away one block and then stops unless reminded.
Developing
The child follows directions in familiar routines when not intensely focused, usually after one or two prompts. They can manage short, practical directions (e.g., “come here”, “put it in the box”) and are starting to follow multi-part directions with support.
When told “Come to the table,” the child comes after a second reminder or after their name is used, as long as they aren’t deeply absorbed.
When told “Put your shoes in the basket,” the child follows in the usual routine, but may need support if the basket is moved.
Secure
The child reliably follows directions across everyday contexts when not intently focused on their own chosen activity, completing what was asked after one clear instruction. They can pause, shift attention, and carry out the direction without needing physical guidance.
When told “Please close the door,” the child goes to the door and closes it without further prompts, then returns to what they were doing.
When told “Put the book back and sit down,” the child completes the direction calmly when not intensely focused on their own chosen activity.
Reflexive
The child follows directions flexibly, can repeat back or clarify what was asked, and can handle more complex directions (including sequencing) when calm. They may also help organise peers (e.g., repeats the direction to another child) and self-monitor completion.
After a direction, the child says “Okay, first I’ll…” and completes it, then checks the adult’s face as if confirming they did it right.
The child notices they missed a step and corrects themselves (e.g., goes back to put the item away) without being reminded.
