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8–20 monthsThe Natural World

Watches toy being hidden and tries to find it.

Observe whether the child: watches toy being hidden and tries to find it.

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 searches when the toy is only partly hidden or very easy to find, but the search is brief. They may need adult cues to continue.

What you might see

  • Watches a toy get covered, then looks away without reaching toward the hiding place.
  • Stops play when the toy disappears and does not attempt to lift the cover or move toward it.
  • Looks at the adult rather than searching for the hidden toy.
  • Reaches for the toy only when part of it is still visible under a cloth.
  • Touches the covering cloth but does not lift it until the adult prompts again.
  • Looks toward the hiding place for a second or two, then gives up.

Expected

On track

The child watches the hiding action and then attempts to find the toy in the obvious location, often by lifting a cloth or reaching into a container with adult encouragement. They show persistence for a short time.

What you might see

  • Lifts a cloth to reveal the toy after the adult says, Where is it?
  • Reaches into a box or under a bowl after watching the toy go in, with an adult nearby.
  • Tries once, then tries again after a short adult cue (for example, Look again).

Exceeding

Going further

The child reliably searches for and finds the hidden toy even when it is fully covered, and persists across more than one attempt. They use simple strategies like moving the cover aside and looking where it disappeared.

What you might see

  • Immediately lifts the cover and retrieves the toy after watching it be hidden.
  • Searches behind a cushion or inside a container when the toy is fully hidden, not just partly visible.
  • Keeps searching for at least 10 to 20 seconds if the first reach does not find it.
  • Checks a new hiding spot after the adult hides the toy in a different place than before.
  • Initiates the game by handing the toy to an adult and watching closely for the hiding action.
  • Hides a toy under a cloth themselves and then pulls the cloth away to find it again.

Try this at home

Small everyday moments where you can notice this behaviour without setting up anything special.

  • During floor play, hide a favourite toy under a cloth while your child watches and observe whether they try to lift the cloth to find it.

  • At mealtime or in a high chair, hide a spoon or small toy under a napkin (only while supervised) and see if your child searches for it after it disappears.

  • During bath time, hide a floating toy under a sponge or washcloth and observe whether your child looks and retrieves it.

  • During a short game, hide the toy in different places (under a bowl, behind a cushion) and observe whether your child adjusts where they search.

Connected behaviours

Behaviours that scaffold, follow, or co-emerge with this one.

Where this comes from

The framework source and supporting developmental research.

Framework source

  • Development Matters in the EYFS (DfE, 2012) - Understanding the World: The World (8-20 months).

    DM2012 includes searching for a hidden toy as an observable indicator of early understanding that objects continue to exist when out of sight.

Developmental research

  • Piaget, J. (1954). The Construction of Reality in the Child.

    Classic developmental account of object permanence and search behaviour, grounding evidence for hidden-toy search as a cognitive milestone.

Five-level rubric (detailed)Show

The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.

Not Yet
The child does not yet search for a toy after it is hidden and loses interest when it disappears from view. They may look briefly and then move on.
  • Watches a toy get covered, then looks away without reaching toward the hiding place.
  • Stops play when the toy disappears and does not attempt to lift the cover or move toward it.
  • Looks at the adult rather than searching for the hidden toy.
Emerging
The child sometimes searches when the toy is only partly hidden or very easy to find, but the search is brief. They may need adult cues to continue.
  • Reaches for the toy only when part of it is still visible under a cloth.
  • Touches the covering cloth but does not lift it until the adult prompts again.
  • Looks toward the hiding place for a second or two, then gives up.
Developing
The child watches the hiding action and then attempts to find the toy in the obvious location, often by lifting a cloth or reaching into a container with adult encouragement. They show persistence for a short time.
  • Lifts a cloth to reveal the toy after the adult says, Where is it?
  • Reaches into a box or under a bowl after watching the toy go in, with an adult nearby.
  • Tries once, then tries again after a short adult cue (for example, Look again).
Secure
The child reliably searches for and finds the hidden toy even when it is fully covered, and persists across more than one attempt. They use simple strategies like moving the cover aside and looking where it disappeared.
  • Immediately lifts the cover and retrieves the toy after watching it be hidden.
  • Searches behind a cushion or inside a container when the toy is fully hidden, not just partly visible.
  • Keeps searching for at least 10 to 20 seconds if the first reach does not find it.
Reflexive
The child anticipates hiding games, searches flexibly when the hiding place changes, and may initiate hide-and-find by hiding an object themselves. They can continue searching even after a brief delay.
  • Checks a new hiding spot after the adult hides the toy in a different place than before.
  • Initiates the game by handing the toy to an adult and watching closely for the hiding action.
  • Hides a toy under a cloth themselves and then pulls the cloth away to find it again.