8–20 monthsThe Natural WorldTechnology (aspect removed in EYFS 2021)
Anticipates repeated sounds, sights and actions, e.g. when an adult demonstrates an action toy several times.
Observe whether the child: anticipates repeated sounds, sights and actions, e.g. when an adult demonstrates an action toy several times.
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 shows growing excitement after repetition (smiles, vocalises) but anticipation is delayed and usually happens after the event. They may not yet act before the repeated moment.
What you might see
Watches an adult press an action toy repeatedly but does not reach or move before the action happens.
Startles or reacts fresh each time a repeated sound happens, without showing a build-up response.
Does not pause or wait for a repeated moment in a familiar game (for example, peekaboo).
Smiles or vocalises after the repeated sound, but only once it has already happened.
Bounces or flaps hands during repetition but timing is not linked to the moment just before the action.
Looks at the adult with excitement after two or three repeats, but does not reach to restart.
Expected
On track
The child anticipates a familiar repeated action by moving their body, reaching, or vocalising just before it happens, especially in well-known games or routines. They may need the same set-up and adult pacing.
What you might see
Leans forward or reaches just before the adult presses the action toy again.
Vocalises or laughs right before a repeated moment in a familiar song or game.
Shows an expectant pause and looks between the toy and adult after the pattern begins.
Exceeding
Going further
The child reliably anticipates repeated actions across different routines and toys and may pause and wait for the repeated moment. They can initiate the next repetition by offering the toy or making an expectant gesture.
What you might see
Hands the toy to the adult to repeat the action again and watches closely for the next turn.
Pauses and waits for the repeated moment (for example, holds still before the pop-up happens).
Anticipates repeated actions in more than one routine (for example, song actions and toy actions).
Repeats an action themselves to recreate a sound or movement, then looks to see the result each time.
Changes something (for example, presses a different button) and watches for how the outcome changes.
Initiates a repeat game with an adult by making a consistent cue (gesture, sound) and waiting for the response.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Play a short action game (for example, peekaboo or ready-steady-go) and notice whether your child moves, reaches, or vocalises just before the repeated moment happens.
With an action toy that makes a sound or movement, repeat the same action several times and observe whether your child begins to reach or show an expectant pause before the next one.
During a familiar routine (for example, bedtime song or getting shoes on), notice whether your child anticipates the next step and signals before you do it.
Offer a toy with two different effects (for example, two buttons) and observe whether your child repeats one effect, then tries a different one to see what changes.
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 (DfE, 2012) - Technology (8-20 months).
DM2012 includes anticipation of repeated sounds, sights, and actions as an observable behaviour supporting early learning about cause, effect, and routine.
Developmental research
Gopnik, A., Meltzoff, A. N., & Kuhl, P. K. (1999). The Scientist in the Crib: Minds, Brains, and How Children Learn.
Summarises evidence that infants and toddlers learn patterns and expectations from repeated experiences, supporting rubric levels based on anticipation and experimentation.
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 does not yet anticipate what will happen next during repeated sounds, sights, or actions and responds as if each event is new. They watch passively without showing a ready-to-act response.
Watches an adult press an action toy repeatedly but does not reach or move before the action happens.
Startles or reacts fresh each time a repeated sound happens, without showing a build-up response.
Does not pause or wait for a repeated moment in a familiar game (for example, peekaboo).
Emerging
The child shows growing excitement after repetition (smiles, vocalises) but anticipation is delayed and usually happens after the event. They may not yet act before the repeated moment.
Smiles or vocalises after the repeated sound, but only once it has already happened.
Bounces or flaps hands during repetition but timing is not linked to the moment just before the action.
Looks at the adult with excitement after two or three repeats, but does not reach to restart.
Developing
The child anticipates a familiar repeated action by moving their body, reaching, or vocalising just before it happens, especially in well-known games or routines. They may need the same set-up and adult pacing.
Leans forward or reaches just before the adult presses the action toy again.
Vocalises or laughs right before a repeated moment in a familiar song or game.
Shows an expectant pause and looks between the toy and adult after the pattern begins.
Secure
The child reliably anticipates repeated actions across different routines and toys and may pause and wait for the repeated moment. They can initiate the next repetition by offering the toy or making an expectant gesture.
Hands the toy to the adult to repeat the action again and watches closely for the next turn.
Pauses and waits for the repeated moment (for example, holds still before the pop-up happens).
Anticipates repeated actions in more than one routine (for example, song actions and toy actions).
Reflexive
The child actively creates repetition by repeating an action, handing the toy back to restart, or varying the sequence to see what changes. They show early turn-taking and experimentation within repeated patterns.
Repeats an action themselves to recreate a sound or movement, then looks to see the result each time.
Changes something (for example, presses a different button) and watches for how the outcome changes.
Initiates a repeat game with an adult by making a consistent cue (gesture, sound) and waiting for the response.
