Birth–11 monthsManaging SelfPersonal, Social and Emotional Development: Self-confidence and self-awareness
Anticipates food routines with interest.
Observe whether the child: anticipates food routines with interest.
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 sometimes becomes alert to feeding cues (voice, bib, bottle/spoon sounds) but interest is inconsistent and easily disrupted. Anticipation may show only with one caregiver or one setting.
What you might see
When the bib comes out or the bottle/spoon is prepared, the child shows no change in attention and does not look toward the food.
During typical meal setup, the child does not reach, vocalise, or orient toward the feeding area.
Looks briefly toward the spoon/bottle when it appears, then quickly disengages or fusses.
Shows interest only after the adult begins feeding (no anticipation during setup).
Expected
On track
The child shows interest in predictable feeding routines (watches closely, reaches, vocalises) when familiar cues happen in the usual context. The child’s anticipation still depends on routine and adult setup.
What you might see
Watches the adult prepare food and reaches toward the spoon during the usual routine.
Turns toward the feeding chair when placed nearby and becomes visibly alert.
Exceeding
Going further
The child consistently anticipates feeding across typical contexts (different rooms, familiar caregivers) and shows clear engagement (reaching, excited vocalisations, attentive watching). The child can wait briefly while the routine is completed.
What you might see
Becomes excited when hearing familiar feeding cues (high-chair tray, spoon clink) and maintains attention through setup.
Reaches toward the spoon/food and pauses when the adult asks them to wait momentarily.
Moves or gestures toward the feeding place (high chair/seat) when hungry, before the adult starts setup.
Uses a repeated signal (sound/gesture) to request food and then looks between adult and food expectantly.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Before a usual feed, do the normal setup (bib, chair, bowl) and pause—does your child look toward the food or reach during the setup, not only once feeding begins?
Try a slightly different context (e.g., feeding in a different room): does your child still show interest when they see the spoon/bowl appear?
When you say a familiar cue word (e.g., “milk” or “dinner”) and show the spoon/bottle, does your child turn toward you/it and become more alert?
During mealtime transitions, notice if your child can wait briefly while you prepare the next spoonful without losing interest or becoming distressed.
At snack time, hold the food briefly out of reach and watch: do they signal interest (reach, vocalise, look between you and the snack)?
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.
Anticipation of routines is framed as an observable foundation for early self-care and feeding participation.
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 sign of recognising feeding routines and does not become more alert or engaged when food-related cues appear. The child may remain passive or distressed without any anticipatory interest.
When the bib comes out or the bottle/spoon is prepared, the child shows no change in attention and does not look toward the food.
During typical meal setup, the child does not reach, vocalise, or orient toward the feeding area.
Emerging
The child sometimes becomes alert to feeding cues (voice, bib, bottle/spoon sounds) but interest is inconsistent and easily disrupted. Anticipation may show only with one caregiver or one setting.
Looks briefly toward the spoon/bottle when it appears, then quickly disengages or fusses.
Shows interest only after the adult begins feeding (no anticipation during setup).
Developing
The child shows interest in predictable feeding routines (watches closely, reaches, vocalises) when familiar cues happen in the usual context. The child’s anticipation still depends on routine and adult setup.
Watches the adult prepare food and reaches toward the spoon during the usual routine.
Turns toward the feeding chair when placed nearby and becomes visibly alert.
Secure
The child consistently anticipates feeding across typical contexts (different rooms, familiar caregivers) and shows clear engagement (reaching, excited vocalisations, attentive watching). The child can wait briefly while the routine is completed.
Becomes excited when hearing familiar feeding cues (high-chair tray, spoon clink) and maintains attention through setup.
Reaches toward the spoon/food and pauses when the adult asks them to wait momentarily.
Reflexive
The child initiates or extends food routines (moves toward the high chair, brings a bib/spoon, uses gestures/vocalisations to request) and flexibly anticipates even when the routine varies. The child communicates readiness and can pause/return to eating.
Moves or gestures toward the feeding place (high chair/seat) when hungry, before the adult starts setup.
Uses a repeated signal (sound/gesture) to request food and then looks between adult and food expectantly.
