16–26 monthsThe Natural WorldTechnology (aspect removed in EYFS 2021)
Enjoys playing with small-world models such as a farm, a garage, or a train track.
Observe whether the child: enjoys playing with small-world models such as a farm, a garage, or a train track.
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 briefly explores small-world pieces (moves vehicles, picks up animals), but engagement is short and mostly repetitive or sensory. The child may need adult modelling to stay with the set.
What you might see
When a farm/garage/train set is placed out, the child ignores it or leaves within a minute despite invitation.
Handles pieces only to mouth/throw with no attempt to place, move, or use them in the set.
Pushes a car back and forth briefly, then switches away without returning.
Needs the adult to demonstrate (e.g., putting train on track) before engaging at all.
Expected
On track
The child enjoys small-world play for longer stretches and uses simple actions (pushes train along track, parks car in garage, places animals in a field) with adult support. The child may begin simple pretend sequences but they are fragile.
What you might see
Pushes a train along the track and repeats the action several times, watching the movement.
Places an animal in a pen/area after adult modelling, then continues similar actions.
Exceeding
Going further
The child consistently returns to small-world models, sustains play, and uses simple pretend or representational sequences (drives to garage, loads/unloads, puts animals ‘to sleep’) with minimal adult support. The child can combine pieces meaningfully and may include others in play.
What you might see
Runs a vehicle into the garage, takes it out, and repeats with variation (different vehicle/route).
Sets up pieces (animals in field, fences placed) and stays with the play for several minutes.
Creates a simple story sequence (car breaks down → goes to garage → comes back) using the models.
Adjusts the setup to solve a problem (moves track pieces to connect, repositions buildings to make space) and continues play.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Offer a small-world set (farm/garage/train track) and watch: does your child choose it and stay with it for several minutes without constant prompting?
Model one simple action (e.g., put train on track and push once), then pause—does your child repeat and vary the action independently?
During play, add one new piece (extra animal/vehicle): does your child incorporate it into the existing play rather than abandoning the set?
Notice whether your child starts simple pretend sequences (parking, feeding animals, going ‘to sleep’) while playing with the models.
Invite you to join (hands you a piece, looks at you, makes space): does your child include others in the small-world play?
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.
Small-world play is framed as an observable route into understanding the world through representational play and exploration.
Developmental research
Piaget, J. (1951). Play, Dreams and Imitation in Childhood.
Classic developmental theory situates symbolic/representational play as a key mechanism for learning and cognitive development in toddlerhood.
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 interest in small-world sets and does not engage with the models beyond brief mouthing/throwing or wandering away. The child does not sustain play with the set even with adult invitation.
When a farm/garage/train set is placed out, the child ignores it or leaves within a minute despite invitation.
Handles pieces only to mouth/throw with no attempt to place, move, or use them in the set.
Emerging
The child briefly explores small-world pieces (moves vehicles, picks up animals), but engagement is short and mostly repetitive or sensory. The child may need adult modelling to stay with the set.
Pushes a car back and forth briefly, then switches away without returning.
Needs the adult to demonstrate (e.g., putting train on track) before engaging at all.
Developing
The child enjoys small-world play for longer stretches and uses simple actions (pushes train along track, parks car in garage, places animals in a field) with adult support. The child may begin simple pretend sequences but they are fragile.
Pushes a train along the track and repeats the action several times, watching the movement.
Places an animal in a pen/area after adult modelling, then continues similar actions.
Secure
The child consistently returns to small-world models, sustains play, and uses simple pretend or representational sequences (drives to garage, loads/unloads, puts animals ‘to sleep’) with minimal adult support. The child can combine pieces meaningfully and may include others in play.
Runs a vehicle into the garage, takes it out, and repeats with variation (different vehicle/route).
Sets up pieces (animals in field, fences placed) and stays with the play for several minutes.
Reflexive
The child flexibly creates and varies small-world scenarios, problem-solves within the set (builds a track route, sets up spaces), and generalises themes across different small-world kits. The child narrates or signals roles and adapts play when new items are introduced.
Creates a simple story sequence (car breaks down → goes to garage → comes back) using the models.
Adjusts the setup to solve a problem (moves track pieces to connect, repositions buildings to make space) and continues play.
