Observe whether the child: counts actions or objects which cannot be moved.
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
Attempts to count actions or fixed items with adult modelling, but often double-counts, skips, or forgets where they are. Needs frequent restarting or adult cues to keep place.
What you might see
When asked to do 3 claps, claps many times without counting or stops randomly.
Looks at a page of pictures and says a number string without pointing to each picture.
Counts only after moving objects into a line; refuses or cannot count items that stay in place.
Counts jumps aloud but says two number words during one jump or misses a jump while still saying the next number.
Counts windows in a picture by pointing, but points twice to the same window or skips one.
Starts counting steps, loses place, and restarts from 1 without finishing the count.
Expected
On track
Counts short sequences of actions or fixed items (e.g., claps, steps, pictures on a page) with support, using one number word per action/point. May slow down, point carefully, or recount to confirm.
What you might see
Counts 4–6 claps by saying one number word per clap when an adult sets the pace.
Counts fixed items (e.g., buttons on a coat) by pointing carefully and pausing between points.
Counts stairs aloud while stepping, then repeats the count to check.
Exceeding
Going further
Counts actions or immovable objects reliably in everyday routines, keeping track with pointing, looking, or pausing. Can use this counting to follow game rules or complete a routine (e.g., “5 jumps”).
What you might see
Independently counts 5 jumps and stops exactly at 5 without adult prompting.
Counts items on a page (e.g., 6 stars) by pointing once to each and giving a final total.
Counts steps from the sofa to the table and reports the number consistently on repeat attempts.
Suggests counting actions to settle a dispute (e.g., “Let’s count your turns—1, 2, 3”).
Counts drum beats or claps in a rhyme and notices when one was missed (“We only did four”).
Invents a game rule using action counts (e.g., “Hop 6 times then swap”).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Outdoor: Ask, “Can you do 5 jumps?” Notice whether your child counts one number for each jump and stops at 5.
Transition: On stairs, invite “Let’s count the steps to the top.” Watch for pointing/pausing to keep track.
Storytime: Point to pictures on a page and ask, “How many ducks can you see?” Observe whether they point once to each duck while counting.
Mealtime: Ask your child to count “how many bites” of a snack they take (e.g., 4 bites) and see if they track actions consistently.
Bath: Tap the side of the tub 6 times and ask your child to count the taps as they happen.
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).
The construct is framework-native and captures the widening idea that counting applies beyond movable objects to actions and fixed items.
Developmental research
Gelman, R., & Gallistel, C. R. (1978). The Child's Understanding of Number.
Counting principles (one-to-one, stable order, abstraction) ground the idea that actions/sounds/fixed items can be counted.
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 mainly by grabbing/moving objects and does not apply counting to actions, sounds, or fixed items. Loses track when items can’t be touched or moved.
When asked to do 3 claps, claps many times without counting or stops randomly.
Looks at a page of pictures and says a number string without pointing to each picture.
Counts only after moving objects into a line; refuses or cannot count items that stay in place.
Emerging
Attempts to count actions or fixed items with adult modelling, but often double-counts, skips, or forgets where they are. Needs frequent restarting or adult cues to keep place.
Counts jumps aloud but says two number words during one jump or misses a jump while still saying the next number.
Counts windows in a picture by pointing, but points twice to the same window or skips one.
Starts counting steps, loses place, and restarts from 1 without finishing the count.
Developing
Counts short sequences of actions or fixed items (e.g., claps, steps, pictures on a page) with support, using one number word per action/point. May slow down, point carefully, or recount to confirm.
Counts 4–6 claps by saying one number word per clap when an adult sets the pace.
Counts fixed items (e.g., buttons on a coat) by pointing carefully and pausing between points.
Counts stairs aloud while stepping, then repeats the count to check.
Secure
Counts actions or immovable objects reliably in everyday routines, keeping track with pointing, looking, or pausing. Can use this counting to follow game rules or complete a routine (e.g., “5 jumps”).
Independently counts 5 jumps and stops exactly at 5 without adult prompting.
Counts items on a page (e.g., 6 stars) by pointing once to each and giving a final total.
Counts steps from the sofa to the table and reports the number consistently on repeat attempts.
Reflexive
Uses counting of actions/fixed items flexibly to organise play and problem-solve (e.g., counting steps to the door, counting beats/claps), and can prompt others to count along or check fairness.
Suggests counting actions to settle a dispute (e.g., “Let’s count your turns—1, 2, 3”).
Counts drum beats or claps in a rhyme and notices when one was missed (“We only did four”).
Invents a game rule using action counts (e.g., “Hop 6 times then swap”).
