Responds to simple instructions, e.g. to get or put away an object.
Observe whether the child: responds to simple instructions, e.g. to get or put away an object.
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
Acts on a one-step instruction when it is paired with pointing/showing the object or repeated several times; response is inconsistent when distracted.
What you might see
When you say “put the blocks in the box,” the child continues playing and does not move any blocks after 10 seconds.
When you say “bring me your shoes,” the child brings an unrelated item or wanders without retrieving shoes.
Needs hand-over-hand help to complete “put the cup on the table.”
Follows “put the teddy away” only after you point to both teddy and the basket/cupboard.
Responds to “get your coat” after the instruction is repeated and you walk toward the coat.
During tidy-up, completes the instruction only when you give one micro-step at a time (e.g., “car in,” then “book on shelf”).
Expected
On track
Follows a one-step instruction in familiar contexts after one clear prompt (e.g., name + instruction), though may miss it when deeply engrossed or in noise.
What you might see
When asked “put your cup on the table,” the child does it after one repetition, without you touching the cup.
When asked “go and get the ball,” the child retrieves the correct ball from a known place and brings it back.
When asked “put the puzzle away,” the child carries the puzzle to its usual spot, with a brief pause if interrupted.
Exceeding
Going further
Responds to simple one-step instructions first time across everyday contexts, selecting and moving the correct object as asked.
What you might see
On the first request “please put the cars away,” the child puts multiple cars into the correct container without further prompting.
When asked “bring the book from the sofa,” the child selects the intended book and delivers it.
In a busier moment (e.g., visitors present), responds to “please put your shoes by the door” without needing gestures.
Hears “put the pens in the pot” while drawing and immediately does it, then returns to drawing.
Notices a peer is unsure and says something like “She said put it in the box” while completing their own tidy-up.
After being asked “put the plate on the counter,” does it and independently checks for other items to put away (generalises the routine).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Tidy-up: Say one clear instruction (e.g., “Put the cars in the box”) and notice whether your child completes it without you pointing or repeating.
Mealtime: Ask “Bring your cup to the table” and watch whether they bring the correct item and place it where asked.
Getting out the door: Say “Get your shoes” and observe if they retrieve them from the usual place without extra cues.
Bath/bed routine: Try “Put your pyjamas on the bed” and see whether they carry out the action after one prompt.
Outdoor play: Say “Bring the ball to me” from a short distance and notice whether they fetch the right object and return.
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) (2012), Communication and Language: Understanding / Listening and attention.
This construct is specified as an observable receptive-language behaviour within the EYFS developmental progression.
Developmental research
Baddeley, A. D., & Hitch, G. J. (1974). Working memory. In G. A. Bower (Ed.), The Psychology of Learning and Motivation (Vol. 8, pp. 47–89). Academic Press.
Following spoken instructions relies on holding and acting on verbal information over short time spans, consistent with working-memory demands.
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 act on a simple spoken instruction without substantial gestural or physical prompting, even in familiar routines.
When you say “put the blocks in the box,” the child continues playing and does not move any blocks after 10 seconds.
When you say “bring me your shoes,” the child brings an unrelated item or wanders without retrieving shoes.
Needs hand-over-hand help to complete “put the cup on the table.”
Emerging
Acts on a one-step instruction when it is paired with pointing/showing the object or repeated several times; response is inconsistent when distracted.
Follows “put the teddy away” only after you point to both teddy and the basket/cupboard.
Responds to “get your coat” after the instruction is repeated and you walk toward the coat.
During tidy-up, completes the instruction only when you give one micro-step at a time (e.g., “car in,” then “book on shelf”).
Developing
Follows a one-step instruction in familiar contexts after one clear prompt (e.g., name + instruction), though may miss it when deeply engrossed or in noise.
When asked “put your cup on the table,” the child does it after one repetition, without you touching the cup.
When asked “go and get the ball,” the child retrieves the correct ball from a known place and brings it back.
When asked “put the puzzle away,” the child carries the puzzle to its usual spot, with a brief pause if interrupted.
Secure
Responds to simple one-step instructions first time across everyday contexts, selecting and moving the correct object as asked.
On the first request “please put the cars away,” the child puts multiple cars into the correct container without further prompting.
When asked “bring the book from the sofa,” the child selects the intended book and delivers it.
In a busier moment (e.g., visitors present), responds to “please put your shoes by the door” without needing gestures.
Reflexive
Responds quickly and independently to simple instructions while continuing an activity, and can support others by restating the instruction in child-friendly words.
Hears “put the pens in the pot” while drawing and immediately does it, then returns to drawing.
Notices a peer is unsure and says something like “She said put it in the box” while completing their own tidy-up.
After being asked “put the plate on the counter,” does it and independently checks for other items to put away (generalises the routine).
