8–20 monthsThe Natural WorldTechnology (aspect removed in EYFS 2021)
Knows things are used in different ways, e.g. a ball for rolling or throwing, a toy car for pushing.
Observe whether the child: knows things are used in different ways, e.g. a ball for rolling or throwing, a toy car for pushing.
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
Occasionally uses an object in a typical way after an adult models it, but the action is brief or inconsistent. May switch quickly back to exploratory actions (mouthing/banging) rather than purposeful use.
What you might see
When given a ball, mostly mouths it or bangs it on the floor, without attempting to roll or throw even when space is clear.
When given a toy car, repeatedly bangs it or turns it over rather than pushing it along a surface.
After an adult rolls a ball once, briefly pats or nudges it forward, then returns to mouthing/banging.
Pushes a toy car once after watching an adult, but stops quickly or pushes in the air rather than on a surface.
Expected
On track
Uses familiar objects for their usual actions in supported contexts (e.g., pushes a toy car after seeing it pushed). May need set-up, prompting, or the right positioning to show the functional use.
What you might see
Pushes a toy car along the floor when placed in front of them and the adult says "push" or demonstrates first.
Rolls a ball back and forth with an adult for a few turns when seated facing them.
Exceeding
Going further
Spontaneously uses several everyday toys/objects in different appropriate ways (e.g., rolls or throws a ball; pushes a car) across familiar settings. Can select a suitable action for the object without needing an adult demonstration each time.
What you might see
Picks up a ball and throws it forward (any direction) during play without being prompted.
Takes a toy car to the floor/table and pushes it along, watching it move and repeating the push.
Uses a ball in two different ways in the same play episode (e.g., rolls it, then picks it up to throw).
Attempts to make a toy car go further (e.g., pushes harder, chooses a smoother surface) and repeats to see the effect.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Floor play: offer a ball and a toy car together and notice whether your child uses each differently (rolling/throwing vs pushing).
Outdoor or hallway: give a ball and watch whether your child throws it forward or rolls it to chase it.
At tidy-up: place the toy car a short distance away and see if your child brings it back by pushing it along rather than carrying it.
With a sibling: notice if your child copies the sibling’s object use (e.g., rolling the ball) and then tries it independently.
Bath time: offer floating toys/balls and observe whether your child experiments with different actions (pushing, splashing, dropping) that fit the object.
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), DfE (DM2012).
Positions functional object use as an observable progression within Understanding the World (The world) for 8–20 months.
Developmental research
Piaget, J. (1952). The Origins of Intelligence in Children.
Sensorimotor development accounts describe how purposeful actions on objects become organised into goal-directed schemes, supporting functional use.
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
Uses objects in undifferentiated ways (e.g., mainly mouthing, banging, or waving) without showing a functional use linked to the object. Does not appear to match an object to a typical action even in familiar play.
When given a ball, mostly mouths it or bangs it on the floor, without attempting to roll or throw even when space is clear.
When given a toy car, repeatedly bangs it or turns it over rather than pushing it along a surface.
Emerging
Occasionally uses an object in a typical way after an adult models it, but the action is brief or inconsistent. May switch quickly back to exploratory actions (mouthing/banging) rather than purposeful use.
After an adult rolls a ball once, briefly pats or nudges it forward, then returns to mouthing/banging.
Pushes a toy car once after watching an adult, but stops quickly or pushes in the air rather than on a surface.
Developing
Uses familiar objects for their usual actions in supported contexts (e.g., pushes a toy car after seeing it pushed). May need set-up, prompting, or the right positioning to show the functional use.
Pushes a toy car along the floor when placed in front of them and the adult says "push" or demonstrates first.
Rolls a ball back and forth with an adult for a few turns when seated facing them.
Secure
Spontaneously uses several everyday toys/objects in different appropriate ways (e.g., rolls or throws a ball; pushes a car) across familiar settings. Can select a suitable action for the object without needing an adult demonstration each time.
Picks up a ball and throws it forward (any direction) during play without being prompted.
Takes a toy car to the floor/table and pushes it along, watching it move and repeating the push.
Reflexive
Applies functional use flexibly and generalises to new-but-similar objects (e.g., pushes a new wheeled toy, rolls different balls) and may switch purposefully between uses to achieve a goal. Sometimes shows another child what to do by demonstrating.
Uses a ball in two different ways in the same play episode (e.g., rolls it, then picks it up to throw).
Attempts to make a toy car go further (e.g., pushes harder, chooses a smoother surface) and repeats to see the effect.
