Birth–11 monthsThe Natural WorldTechnology (aspect removed in EYFS 2021)
Repeats actions that have an effect, e.g. kicking or hitting a mobile or shaking a rattle.
Observe whether the child: repeats actions that have an effect, e.g. kicking or hitting a mobile or shaking a rattle.
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
Occasionally repeats an action after an interesting effect occurs (e.g., an accidental kick makes the mobile move), but repetition is brief or inconsistent. May need the effect to be immediate and obvious.
What you might see
When a rattle is placed in hand, briefly holds it or drops it without repeating a shake to make sound.
Kicks legs generally, but does not increase or repeat kicking when the mobile moves.
After an accidental shake makes the rattle sound once, produces one or two extra shakes, then stops.
When the mobile moves after a kick, looks at it but does not attempt to kick again right away.
Expected
On track
Repeats an action in familiar set-ups to recreate an effect (e.g., shakes a rattle again after it makes a sound) and shows clear attention to the outcome. Often needs easy positioning or adult set-up to succeed.
What you might see
Shakes a rattle several times in a row, pauses, then shakes again while watching/listening.
Hits a hanging toy/mobile with hand and repeats the hit when it swings or makes noise.
Exceeding
Going further
Intentionally repeats actions to reliably produce effects across more than one toy/context (kicks, shakes, bangs) and pauses/starts again as if experimenting. Watches/listens for the effect and persists for a short sequence.
What you might see
Kicks at a foot-play toy/mobile repeatedly to keep it moving, pausing and restarting to re-trigger movement.
Bangs a toy on a tray/table to hear the sound, then repeats the bang in a short rhythm.
Tries a different action when the effect stops (e.g., switches from shaking to banging the rattle to make sound).
When offered a new cause–effect toy, quickly repeats the action that makes it work (press, kick, shake) without needing repeated demonstration.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Play mat: hang a soft mobile or kick toy near your baby’s feet and notice whether they repeat kicking to make it move.
Rattle time: place a rattle in your baby’s hand and watch for a repeat pattern—shake, pause, then shake again to hear the sound.
Highchair/tray: offer a safe noisy object (e.g., spoon on tray) and observe whether your baby repeats banging to recreate the sound.
Bath time: use a bath toy that splashes when moved and notice whether your baby repeats the same movement to make the splash again.
Face-to-face play: when your baby repeats an action, pause and see if they restart it as if inviting you to respond.
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 EYFS (2012), DfE (DM2012).
Lists repeating actions that have an effect as a birth–11 month observable underpinning exploration of the physical world.
Developmental research
Piaget, J. (1952). The Origins of Intelligence in Children.
Describes early circular reactions—repeating actions to recreate effects—as a foundational mechanism for infant learning and assessment of cause–effect exploration.
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
Movements appear mostly random or reflexive and are not repeated in response to an effect (sound/movement). Shows little sign of noticing that their action caused a change.
When a rattle is placed in hand, briefly holds it or drops it without repeating a shake to make sound.
Kicks legs generally, but does not increase or repeat kicking when the mobile moves.
Emerging
Occasionally repeats an action after an interesting effect occurs (e.g., an accidental kick makes the mobile move), but repetition is brief or inconsistent. May need the effect to be immediate and obvious.
After an accidental shake makes the rattle sound once, produces one or two extra shakes, then stops.
When the mobile moves after a kick, looks at it but does not attempt to kick again right away.
Developing
Repeats an action in familiar set-ups to recreate an effect (e.g., shakes a rattle again after it makes a sound) and shows clear attention to the outcome. Often needs easy positioning or adult set-up to succeed.
Shakes a rattle several times in a row, pauses, then shakes again while watching/listening.
Hits a hanging toy/mobile with hand and repeats the hit when it swings or makes noise.
Secure
Intentionally repeats actions to reliably produce effects across more than one toy/context (kicks, shakes, bangs) and pauses/starts again as if experimenting. Watches/listens for the effect and persists for a short sequence.
Kicks at a foot-play toy/mobile repeatedly to keep it moving, pausing and restarting to re-trigger movement.
Bangs a toy on a tray/table to hear the sound, then repeats the bang in a short rhythm.
Reflexive
Varies actions to explore different effects (faster/slower shaking; different hitting spots) and transfers cause–effect exploration to new objects. May use repeated action to get an adult’s attention or to restart an effect on purpose.
Tries a different action when the effect stops (e.g., switches from shaking to banging the rattle to make sound).
When offered a new cause–effect toy, quickly repeats the action that makes it work (press, kick, shake) without needing repeated demonstration.
