Birth–11 monthsManaging SelfPersonal, Social and Emotional Development: Self-confidence and self-awareness
Opens mouth for spoon.
Observe whether the child: opens mouth for spoon.
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 sometimes opens their mouth, but usually needs the spoon to touch the lips and/or repeated prompting. Responses vary from bite to bite and may quickly switch to closing lips or turning away.
What you might see
Keeps mouth shut when the spoon hovers near the lips for 2–3 seconds.
Turns head away or pushes the spoon away as it approaches.
Opens mouth only after the spoon touches the lips or after repeated tries.
Accepts one spoonful, then clamps lips shut on the next approach.
Expected
On track
In a familiar feeding routine, the child opens their mouth as the spoon approaches and accepts several supported spoonfuls. The child still relies on adult pacing and predictable positioning.
What you might see
Opens mouth when the spoon is within a few inches during a familiar meal routine.
Leans forward slightly and closes lips around the spoon when it enters.
Exceeding
Going further
The child consistently opens wide for the spoon, closes lips around it, and stays engaged across typical mealtimes and familiar caregivers. The child shows clear readiness/stop signals (e.g., leaning in or turning away).
What you might see
Opens mouth wide before the spoon touches the lips and stays still for insertion.
Turns head away or closes lips firmly to stop when full/tired.
Reaches toward the spoon and opens mouth at the same time, coordinating hand + mouth.
Shifts attention between food and adult, then leans in again to request the next bite.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
At a usual mealtime, hold the spoon a few inches from your child’s lips and pause—do they open their mouth before the spoon touches them?
Try the first spoonful when your child is seated and calm: notice whether they lean forward and keep their head steady as the spoon approaches.
During a snack with a familiar puree, offer 3–5 spoonfuls: do they open their mouth consistently across the sequence, not just the first bite?
If another familiar adult offers the spoon (same food), do you see the same mouth-opening response and pacing?
Near the end of a feed, pause and watch: does your child clearly close lips/turn away to stop, then re-engage if still hungry?
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 (2012), DfE.
The framework situates early feeding participation and self-care within observable routines for birth–11 months.
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
When offered a spoon, the child keeps their lips closed or turns away and does not coordinate opening for a spoonful. Acceptance, if any, is mostly accidental (e.g., from the spoon touching the lips).
Keeps mouth shut when the spoon hovers near the lips for 2–3 seconds.
Turns head away or pushes the spoon away as it approaches.
Emerging
The child sometimes opens their mouth, but usually needs the spoon to touch the lips and/or repeated prompting. Responses vary from bite to bite and may quickly switch to closing lips or turning away.
Opens mouth only after the spoon touches the lips or after repeated tries.
Accepts one spoonful, then clamps lips shut on the next approach.
Developing
In a familiar feeding routine, the child opens their mouth as the spoon approaches and accepts several supported spoonfuls. The child still relies on adult pacing and predictable positioning.
Opens mouth when the spoon is within a few inches during a familiar meal routine.
Leans forward slightly and closes lips around the spoon when it enters.
Secure
The child consistently opens wide for the spoon, closes lips around it, and stays engaged across typical mealtimes and familiar caregivers. The child shows clear readiness/stop signals (e.g., leaning in or turning away).
Opens mouth wide before the spoon touches the lips and stays still for insertion.
Turns head away or closes lips firmly to stop when full/tired.
Reflexive
The child anticipates the spoon visually and actively participates (leans forward, reaches or guides the spoon, signals “more/stop”) across foods and contexts. The child adapts to small changes (different spoon, chair, or caregiver) without losing coordination.
Reaches toward the spoon and opens mouth at the same time, coordinating hand + mouth.
Shifts attention between food and adult, then leans in again to request the next bite.
