Birth–11 monthsManaging SelfPersonal, Social and Emotional Development: Self-confidence and self-awareness
Enjoys finding own nose, eyes or tummy as part of naming games.
Observe whether the child: enjoys finding own nose, eyes or tummy as part of naming games.
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 attends to the adult’s voice and touch and may smile, but locating the named body part is inconsistent or mainly happens with the adult guiding their hands. The child’s responses are brief and variable.
What you might see
When asked “Where’s your tummy?” the child makes no movement toward their body and quickly shifts attention away.
The adult guides the child’s hand to their nose and the child does not repeat the action independently.
Smiles when the adult taps the child’s nose, but does not try to touch their own nose.
Briefly pats face or belly after the adult models, but not clearly linked to the named word.
Expected
On track
In familiar naming games (songs, rhymes, mirror play), the child sometimes touches or pats the named body part (nose/eyes/tummy), especially with adult modelling. Enjoyment is visible but accuracy is not yet steady.
What you might see
After “nose!” the child pats their nose once, then stops and watches the adult for the next cue.
In a mirror game, the child touches their tummy after the adult points and names it.
Exceeding
Going further
The child consistently joins in naming games by locating the named body part on themselves across common routines (nappy change, bath, play). The child shows clear enjoyment and repeats the action when invited.
What you might see
When prompted, the child reliably touches their nose/eyes/tummy during a familiar rhyme.
Repeats the action (e.g., touches tummy again) when the adult repeats the word with a playful tone.
Brings their hand to a body part before the adult finishes the prompt (anticipates the naming game).
Offers a body part for the adult to name (leans in, touches nose, then looks to the adult expectantly).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During nappy change, say “Where’s your tummy?” and wait—does your child try to touch their tummy without you moving their hands?
In the bath, play a quick naming game (“nose… eyes… tummy”)—does your child stay engaged and try to find the parts as you name them?
At a mirror, point to your own nose and say “nose!”—does your child try to touch their own nose (not just the mirror)?
During a rhyme (e.g., a simple body-part song), notice whether your child repeats the body-part touch each time the word comes up.
While getting dressed, pause and ask “Where are your eyes?”—does your child attempt the action in a new routine, not only in one familiar game?
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 is framed as early self-awareness expressed through enjoyable social games and routines.
Developmental research
Rochat, P. (2003). Five levels of self-awareness as they unfold early in life. Consciousness and Cognition, 12(4), 717–731.
Describes early self-awareness developing from birth, supporting body-related self-referential behaviours in social interaction.
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 interest in body-part naming games and does not attempt to locate the named body part on themselves. The child may look away or remain neutral when prompted.
When asked “Where’s your tummy?” the child makes no movement toward their body and quickly shifts attention away.
The adult guides the child’s hand to their nose and the child does not repeat the action independently.
Emerging
The child attends to the adult’s voice and touch and may smile, but locating the named body part is inconsistent or mainly happens with the adult guiding their hands. The child’s responses are brief and variable.
Smiles when the adult taps the child’s nose, but does not try to touch their own nose.
Briefly pats face or belly after the adult models, but not clearly linked to the named word.
Developing
In familiar naming games (songs, rhymes, mirror play), the child sometimes touches or pats the named body part (nose/eyes/tummy), especially with adult modelling. Enjoyment is visible but accuracy is not yet steady.
After “nose!” the child pats their nose once, then stops and watches the adult for the next cue.
In a mirror game, the child touches their tummy after the adult points and names it.
Secure
The child consistently joins in naming games by locating the named body part on themselves across common routines (nappy change, bath, play). The child shows clear enjoyment and repeats the action when invited.
When prompted, the child reliably touches their nose/eyes/tummy during a familiar rhyme.
Repeats the action (e.g., touches tummy again) when the adult repeats the word with a playful tone.
Reflexive
The child initiates or extends the naming game (offers a body part, repeats the routine, or responds to new wording) and generalises beyond one context. The child may use body-part touching to communicate meaningfully (e.g., rubs tummy during food talk).
Brings their hand to a body part before the adult finishes the prompt (anticipates the naming game).
Offers a body part for the adult to name (leans in, touches nose, then looks to the adult expectantly).
