30–50 monthsNumerical PatternsShape, Space and Measure (no distinct 2021 ELG)
Uses positional language.
Observe whether the child: uses positional language.
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
Uses a small number of positional words (e.g., “on top,” “in”) inconsistently and may confuse meanings. Understands some positional instructions in familiar routines but not reliably.
What you might see
When asked “Put the teddy under the chair,” places the teddy on the chair and looks uncertain.
Uses only “there/that one” with pointing instead of positional words when describing where something is.
Does not respond differently to “in the box” versus “on the box” and places the item randomly.
Uses “on” for multiple positions (on/in/under) and only sometimes uses “top” accurately.
Follows “put it in” but struggles with “put it next to” unless the adult points.
Repeats an adult’s phrase (e.g., “behind you”) without applying it correctly to an object.
Expected
On track
Uses several positional words accurately in familiar play and daily routines and can follow simple positional instructions (in/on/under/next to). Begins to describe where objects are in relation to other objects.
What you might see
Says “The car is under the table” during play and the location matches what they say.
When asked, places a cup next to a plate at snack time without needing pointing.
In a hiding game, says “It’s behind the door” and points to the correct place.
Exceeding
Going further
Uses a broad range of positional language (e.g., behind, in front of, between, beside) consistently across contexts. Can give clear directions to others and describe relative position without needing to point.
What you might see
Uses “between” correctly (e.g., “Put it between the two books”) and places the item in the right spot.
Gives directions like “Put it at the end of the line” and another child can follow them.
Describes a picture scene using position (e.g., “The cat is in front of the tree”) without prompting.
Negotiates roles in play using position (e.g., “You stand behind me and I’ll go in front”).
Clarifies and self-corrects (e.g., “Not on top—inside the box”) when someone misunderstands.
Uses positional language in route-like talk (e.g., “Go around the chair, then stop by the door”).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Tidy-up game: Say, “Put the cars in the box, then put the box next to the sofa.” Notice whether your child understands and uses position words while doing it.
Mealtime helper: Ask, “Can you put the spoon beside the plate and the cup in front of the bowl?” Watch for accurate placement and any positional talk.
Toy hiding: Hide a toy and ask your child to tell you where it is using words like “under,” “behind,” or “between.”
Story picture talk: Point to a busy picture and ask, “Where is the dog? Is it behind, next to, or in front of something?”
Outdoor obstacle course: Set up chairs/cones and say, “Go around the chair, then crawl under the table.” Observe whether your child follows and repeats the positional language.
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), Department for Education (DfE), Shape, Space and Measure (30–50 months) statements.
Specifies positional language as an observable mathematical communication behaviour in early spatial reasoning.
Developmental research
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Supports the role of language as a tool for thinking and self-guidance, aligning positional talk with developing spatial concepts and shared problem solving.
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 use positional words and shows limited understanding of them in simple instructions, relying mainly on pointing or “there.” Often places items incorrectly when given positional directions.
When asked “Put the teddy under the chair,” places the teddy on the chair and looks uncertain.
Uses only “there/that one” with pointing instead of positional words when describing where something is.
Does not respond differently to “in the box” versus “on the box” and places the item randomly.
Emerging
Uses a small number of positional words (e.g., “on top,” “in”) inconsistently and may confuse meanings. Understands some positional instructions in familiar routines but not reliably.
Uses “on” for multiple positions (on/in/under) and only sometimes uses “top” accurately.
Follows “put it in” but struggles with “put it next to” unless the adult points.
Repeats an adult’s phrase (e.g., “behind you”) without applying it correctly to an object.
Developing
Uses several positional words accurately in familiar play and daily routines and can follow simple positional instructions (in/on/under/next to). Begins to describe where objects are in relation to other objects.
Says “The car is under the table” during play and the location matches what they say.
When asked, places a cup next to a plate at snack time without needing pointing.
In a hiding game, says “It’s behind the door” and points to the correct place.
Secure
Uses a broad range of positional language (e.g., behind, in front of, between, beside) consistently across contexts. Can give clear directions to others and describe relative position without needing to point.
Uses “between” correctly (e.g., “Put it between the two books”) and places the item in the right spot.
Gives directions like “Put it at the end of the line” and another child can follow them.
Describes a picture scene using position (e.g., “The cat is in front of the tree”) without prompting.
Reflexive
Uses positional language flexibly to plan, negotiate, and clarify with peers, including self-corrections (e.g., “not on—inside”). Applies positional talk in more complex situations (routes, turn-taking, organising spaces).
Negotiates roles in play using position (e.g., “You stand behind me and I’ll go in front”).
Clarifies and self-corrects (e.g., “Not on top—inside the box”) when someone misunderstands.
Uses positional language in route-like talk (e.g., “Go around the chair, then stop by the door”).
