16–26 monthsThe Natural WorldTechnology (aspect removed in EYFS 2021)
Seeks to acquire basic skills in turning on and operating some ICT equipment.
Observe whether the child: seeks to acquire basic skills in turning on and operating some ICT equipment.
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 explores devices through touching and pressing, but actions are mostly random and do not reliably produce the intended effect (turning on/operating). The child may need frequent adult hand-over-hand support.
What you might see
When shown a button/switch and invited to press, the child does not attempt and moves away.
After one unsuccessful press, the child stops trying and does not watch the adult demonstration.
Presses multiple buttons quickly without checking what happens, then loses interest.
Needs hand-over-hand help to press and hold a button long enough to activate it.
Expected
On track
With adult modelling and in familiar contexts, the child attempts basic operations (pressing power, tapping a simple control) to make something happen. The child can repeat a successful action but may struggle with sequences or waiting for response.
What you might see
After watching an adult turn something on, the child tries the same button and repeats it when it works.
Attempts a simple sequence (press button, wait, press again) when the device response is delayed.
Exceeding
Going further
The child consistently seeks to learn and can operate basic functions (turn on/off, start a simple activity, adjust a basic control) on some ICT equipment with minimal prompts. The child can follow a short sequence (e.g., open cover → press button) and persist through small errors.
What you might see
Purposefully presses the correct on/off control on a familiar device and waits for it to respond.
If the first attempt fails, tries again (repositions finger, presses more firmly) without giving up quickly.
Transfers learning to a new simple device (tries the obvious power/control area first) and adjusts after feedback.
Explains/indicates to an adult or peer what to press (points to the button and looks expectantly).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
With a supervised simple device (e.g., a toy with an on/off switch or a battery torch), show the control once—does your child attempt to copy the action to make it work?
When it doesn’t work immediately, does your child persist (tries again, changes finger position) instead of abandoning it right away?
Offer a device that needs a small sequence (e.g., open flap then press): can your child follow the steps after watching you?
Introduce a different simple device: does your child try to locate the control and operate it based on prior experience?
During everyday routines (music player button, simple remote under supervision), does your child seek opportunities to practice and learn the controls?
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 construct frames early technology exploration as observable cause–effect learning and intentional operation in 16–26 months.
Developmental research
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes.
Sociocultural theory emphasises learning through guided participation with cultural tools, aligning with adult-supported operation of simple devices.
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
The child shows little curiosity about switches/buttons on ICT or digital devices and does not attempt to operate them. The child may avoid or quickly abandon attempts even with adult modelling.
When shown a button/switch and invited to press, the child does not attempt and moves away.
After one unsuccessful press, the child stops trying and does not watch the adult demonstration.
Emerging
The child explores devices through touching and pressing, but actions are mostly random and do not reliably produce the intended effect (turning on/operating). The child may need frequent adult hand-over-hand support.
Presses multiple buttons quickly without checking what happens, then loses interest.
Needs hand-over-hand help to press and hold a button long enough to activate it.
Developing
With adult modelling and in familiar contexts, the child attempts basic operations (pressing power, tapping a simple control) to make something happen. The child can repeat a successful action but may struggle with sequences or waiting for response.
After watching an adult turn something on, the child tries the same button and repeats it when it works.
Attempts a simple sequence (press button, wait, press again) when the device response is delayed.
Secure
The child consistently seeks to learn and can operate basic functions (turn on/off, start a simple activity, adjust a basic control) on some ICT equipment with minimal prompts. The child can follow a short sequence (e.g., open cover → press button) and persist through small errors.
Purposefully presses the correct on/off control on a familiar device and waits for it to respond.
If the first attempt fails, tries again (repositions finger, presses more firmly) without giving up quickly.
Reflexive
The child flexibly generalises basic operating skills across different simple devices (with supervision), uses purposeful trial-and-adjust, and may show others what to press. The child anticipates cause–effect and adapts when the device behaves differently (e.g., needs a longer press).
Transfers learning to a new simple device (tries the obvious power/control area first) and adjusts after feedback.
Explains/indicates to an adult or peer what to press (points to the button and looks expectantly).
