22–36 monthsManaging SelfPersonal, Social and Emotional Development: Self-confidence and self-awareness
Can select and use activities and resources with help.
Observe whether the child: can select and use activities and resources with help.
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
Shows interest by reaching/pointing but needs an adult to fetch, open, or set up resources and to stay nearby. Uses the activity briefly before needing re-engagement.
What you might see
Stands near toys/resources but does not choose one; waits until an adult hands something over.
Drops/throws resources quickly and walks away even when an adult sits to support the play.
Needs repeated adult direction for what to do next (e.g., 'put blocks here') to keep engaging.
Points to a toy on a shelf but waits for an adult to retrieve it.
Attempts an activity but needs adult help immediately (e.g., can't open playdough tub; hands it over).
Uses a resource for less than a minute before moving on unless an adult prompts.
Expected
On track
Chooses between a small set of options and, with help, gathers what is needed (e.g., paper, crayons, blocks). Uses the activity for a short period and asks for help to continue (e.g., opening lids, finding pieces).
What you might see
Chooses between two activities when asked ('blocks or crayons?') and moves toward the chosen area.
Fetches one needed item (e.g., brings puzzle box) and asks for help with the rest.
With support, uses resources for a few minutes (draws, stacks, fits pieces) and then seeks help to extend.
Exceeding
Going further
Selects an activity from accessible choices and uses resources appropriately with only occasional help. Can sustain engagement, solve simple problems (e.g., find missing piece), and request specific help when needed.
What you might see
Independently selects a familiar activity and gathers multiple items (e.g., paper + crayons) with minimal help.
Asks a specific help question ('help open', 'find tape') rather than abandoning the activity.
Returns to the same activity after a short break and continues using the resources appropriately.
Says what they want to do next and collects what is needed with minimal prompting.
Uses one resource to solve a problem (e.g., gets a stool to reach, uses a tray to carry items).
Offers a resource to someone else or shows where it goes back during tidy-up.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During free play, offer two choices ('blocks or crayons?'); notice whether your child chooses and then uses the chosen resources with your help.
At craft time, put paper, stickers, and crayons within reach; notice whether your child can select what they want and ask for help opening/setting up.
At a transition (arriving home), ask: 'What do you want to play first?' Observe whether your child selects an activity and seeks needed resources.
At outdoor play, offer a simple choice (ball, bubbles, chalk); notice whether your child can pick one and use it as intended with some help.
During tidy-up, ask your child to put one resource away (e.g., crayons in pot); notice whether they can locate the right place with support.
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), Personal, Social and Emotional Development: Self-confidence and self-awareness (22–36 months).
The construct is framework-native and represents developing autonomy in choosing and engaging with resources with adult support.
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
Waits for an adult to choose and set up activities and does not independently approach resources. May flit between items without purposeful use even with support.
Stands near toys/resources but does not choose one; waits until an adult hands something over.
Drops/throws resources quickly and walks away even when an adult sits to support the play.
Needs repeated adult direction for what to do next (e.g., 'put blocks here') to keep engaging.
Emerging
Shows interest by reaching/pointing but needs an adult to fetch, open, or set up resources and to stay nearby. Uses the activity briefly before needing re-engagement.
Points to a toy on a shelf but waits for an adult to retrieve it.
Attempts an activity but needs adult help immediately (e.g., can't open playdough tub; hands it over).
Uses a resource for less than a minute before moving on unless an adult prompts.
Developing
Chooses between a small set of options and, with help, gathers what is needed (e.g., paper, crayons, blocks). Uses the activity for a short period and asks for help to continue (e.g., opening lids, finding pieces).
Chooses between two activities when asked ('blocks or crayons?') and moves toward the chosen area.
Fetches one needed item (e.g., brings puzzle box) and asks for help with the rest.
With support, uses resources for a few minutes (draws, stacks, fits pieces) and then seeks help to extend.
Secure
Selects an activity from accessible choices and uses resources appropriately with only occasional help. Can sustain engagement, solve simple problems (e.g., find missing piece), and request specific help when needed.
Independently selects a familiar activity and gathers multiple items (e.g., paper + crayons) with minimal help.
Asks a specific help question ('help open', 'find tape') rather than abandoning the activity.
Returns to the same activity after a short break and continues using the resources appropriately.
Reflexive
Plans and sequences choices (e.g., 'puzzle then paint'), adapts resources for a new idea, and can support peers (offers crayons, shows where items belong). Begins to take responsibility for simple tidy-up with support.
Says what they want to do next and collects what is needed with minimal prompting.
Uses one resource to solve a problem (e.g., gets a stool to reach, uses a tray to carry items).
Offers a resource to someone else or shows where it goes back during tidy-up.
