30–50 monthsNumerical PatternsShape, Space and Measure (no distinct 2021 ELG)
Orders and sequences familiar events.
Observe whether the child: orders and sequences familiar events.
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
Can follow or describe a 2-step sequence in a familiar routine (first/then) with prompts, but loses order when more steps are involved.
What you might see
When asked ‘what do we do at bedtime?’ child names one thing (e.g., ‘book’) but cannot indicate what comes before/after.
Given three routine pictures (wash hands, eat, brush teeth), child places them randomly and does not correct after feedback.
Can say ‘bath then bed’ only when the adult offers choices; reverses the order if asked again.
In pretend play, repeats one step (e.g., ‘cook’) and does not move to ‘eat’ unless prompted.
Expected
On track
Orders and sequences familiar events in play or talk when supported by pictures/questions and can place about 3 key steps in order for a well-known event.
What you might see
With three photos of a familiar routine, child places ‘coat on’ before ‘go outside’ when prompted with ‘what comes first?’.
Follows a two-part sequence instruction (e.g., ‘put toys away and then wash hands’) when reminded once.
Exceeding
Going further
Independently sequences familiar events in correct order, using simple temporal language (first/next/last) and uses the sequence to guide actions.
What you might see
Describes a familiar sequence: ‘first we wash hands, then we eat, then we go play’ with the steps in the correct order.
In pretend cooking, completes steps in a sensible order (get plate, put food, serve) without adult directing each step.
Notices a missed step and reminds an adult/peer (e.g., ‘we didn’t wash hands first’).
Explains order: ‘we put shoes on before we go outside so our feet don’t get wet’ (or similar cause-and-order reasoning).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Ask your child to tell you what happens ‘first’, ‘next’, and ‘last’ at bedtime or before going out.
Use 3 simple picture cards from a daily routine (wash hands → eat → brush teeth) and ask your child to put them in order.
During cooking/chores, say ‘First we get the bowl, then we pour, then we stir’ and see if your child can repeat or act out the sequence.
After an outing, ask ‘What did we do before we came home?’ and notice whether your child recalls the main events in order.
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 (EYFS) (DfE, 2012), Shape, Space and Measure.
DM2012 uses ordering and sequencing familiar events as an observable indicator of early time/sequence understanding.
Developmental research
Nelson, K. (1986). Event Knowledge: Structure and Function in Development. Erlbaum.
Event-script research explains how children represent routines as ordered sequences, supporting assessment of sequencing familiar events.
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
Does not reliably put familiar events into order; describes routines in fragments or mixes steps and needs the adult to lead each step.
When asked ‘what do we do at bedtime?’ child names one thing (e.g., ‘book’) but cannot indicate what comes before/after.
Given three routine pictures (wash hands, eat, brush teeth), child places them randomly and does not correct after feedback.
Emerging
Can follow or describe a 2-step sequence in a familiar routine (first/then) with prompts, but loses order when more steps are involved.
Can say ‘bath then bed’ only when the adult offers choices; reverses the order if asked again.
In pretend play, repeats one step (e.g., ‘cook’) and does not move to ‘eat’ unless prompted.
Developing
Orders and sequences familiar events in play or talk when supported by pictures/questions and can place about 3 key steps in order for a well-known event.
With three photos of a familiar routine, child places ‘coat on’ before ‘go outside’ when prompted with ‘what comes first?’.
Follows a two-part sequence instruction (e.g., ‘put toys away and then wash hands’) when reminded once.
Secure
Independently sequences familiar events in correct order, using simple temporal language (first/next/last) and uses the sequence to guide actions.
Describes a familiar sequence: ‘first we wash hands, then we eat, then we go play’ with the steps in the correct order.
In pretend cooking, completes steps in a sensible order (get plate, put food, serve) without adult directing each step.
Reflexive
Flexibly sequences events across contexts, explains why order matters, and adapts when a step is skipped or the routine changes.
Notices a missed step and reminds an adult/peer (e.g., ‘we didn’t wash hands first’).
Explains order: ‘we put shoes on before we go outside so our feet don’t get wet’ (or similar cause-and-order reasoning).
