22–36 monthsNumerical PatternsShape, Space and Measure (no distinct 2021 ELG)
Anticipates specific time-based events such as mealtimes or home time.
Observe whether the child: anticipates specific time-based events such as mealtimes or home time.
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
Anticipates an event only with very strong immediate cues (e.g., seeing food on the table) and may become distressed if the routine changes.
What you might see
Adult says ‘it’s nearly lunch’; child continues playing with no shift until seated or food is visible.
At pick-up/home-time cues (bags and coats appearing), child does not move toward the door or caregiver.
When food appears, child runs to the table; but when food preparation is out of view, shows no anticipation.
When adult says ‘home time soon’ and starts getting shoes, child sometimes copies but often resists until the last moment.
Expected
On track
Shows anticipation for a few familiar time-based events when typical cues occur (hearing plates, seeing coats) and begins to move toward the next step with adult support.
What you might see
When hearing plates/cutlery, child comes to the kitchen or brings their cup/bib after a prompt.
When adult puts on their coat and picks up a bag, child goes to the shoe area or fetches shoes with minimal prompting.
Exceeding
Going further
Regularly anticipates key daily events across settings and prepares (gets bib, goes to the door) when cues suggest the event is coming, even if it is a short while away.
What you might see
When a consistent cue happens (timer/end-of-day song), child independently begins tidy-up and moves toward the door.
When adult announces ‘snack time’ child brings their cup/plate to the table without being asked.
Child tells adult ‘home time’ when a caregiver is expected and waits at the door with coat/shoes.
If lunch is delayed, child accepts a simple explanation and stays engaged in another activity while waiting, without repeated distress.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Before a regular event (snack, bath), say ‘Soon it will be snack/bath time’ and watch whether your child starts preparing (goes to the table, fetches towel) before you prompt.
Use a consistent cue (song, timer) for home time or tidy-up; notice whether your child begins transitioning when the cue happens.
At mealtime, see whether your child brings their cup/bib or goes to wash hands when you start setting the table.
When plans change slightly, tell your child ‘Lunch will be later today’ and observe whether they can stay engaged in another activity without repeated distress.
Where this comes from
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 treats anticipation of routine time-based events as an observable step in early understanding of time and sequence.
Developmental research
Nelson, K. (1986). Event Knowledge: Structure and Function in Development. Erlbaum.
Event-script accounts explain how repeated routines support children's ability to predict and prepare for what comes next.
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 show anticipatory behaviours for routine time-based events; needs the event to start before responding.
Adult says ‘it’s nearly lunch’; child continues playing with no shift until seated or food is visible.
At pick-up/home-time cues (bags and coats appearing), child does not move toward the door or caregiver.
Emerging
Anticipates an event only with very strong immediate cues (e.g., seeing food on the table) and may become distressed if the routine changes.
When food appears, child runs to the table; but when food preparation is out of view, shows no anticipation.
When adult says ‘home time soon’ and starts getting shoes, child sometimes copies but often resists until the last moment.
Developing
Shows anticipation for a few familiar time-based events when typical cues occur (hearing plates, seeing coats) and begins to move toward the next step with adult support.
When hearing plates/cutlery, child comes to the kitchen or brings their cup/bib after a prompt.
When adult puts on their coat and picks up a bag, child goes to the shoe area or fetches shoes with minimal prompting.
Secure
Regularly anticipates key daily events across settings and prepares (gets bib, goes to the door) when cues suggest the event is coming, even if it is a short while away.
When a consistent cue happens (timer/end-of-day song), child independently begins tidy-up and moves toward the door.
When adult announces ‘snack time’ child brings their cup/plate to the table without being asked.
Reflexive
Uses anticipation to plan and self-manage transitions (reminds adult, gathers needed items, copes with small schedule changes) and can talk about what is coming next.
Child tells adult ‘home time’ when a caregiver is expected and waits at the door with coat/shoes.
If lunch is delayed, child accepts a simple explanation and stays engaged in another activity while waiting, without repeated distress.
