16–26 monthsThe Natural WorldTechnology (aspect removed in EYFS 2021)
Remembers where objects belong.
Observe whether the child: remembers where objects belong.
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
Sometimes recognises a familiar storage place or object home (often after a prompt) but is inconsistent and easily distracted.
What you might see
After playing, drops toys wherever they are and walks away even when the storage box is visible.
When asked for a familiar item (e.g., shoes), searches randomly rather than going to the usual spot.
When an adult points or says “in the basket,” puts one item into the correct container but then resumes scattered play.
Takes an item toward the right area (e.g., book corner) but leaves it nearby rather than placing it properly.
Expected
On track
In familiar routines, returns a few common items to their usual place and looks for them there, with occasional reminders or cues.
What you might see
At tidy-up, puts a familiar item (e.g., blocks) into the correct tub after a single verbal reminder.
Goes to the usual place for a daily object (e.g., cup on the counter) and points or reaches for it.
Exceeding
Going further
Independently returns and later retrieves familiar objects from their usual places across everyday routines (play, snack, dressing).
What you might see
After finishing a puzzle, returns the pieces/box to the shelf without being asked.
During dressing, carries their shoes to the usual place and puts them down in the same spot each time.
Sorts different play items into the “right” places (e.g., cars in one box, animals in another) without adult direction.
Tells or gestures to another child where an item goes (e.g., brings a toy to the correct box and offers it in).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Tidy-up time: put two containers out (e.g., a book basket and a toy box) and notice whether your child puts familiar items in their usual places without pointing.
Getting ready to go out: ask “Where do your shoes/coat go?” and watch whether your child walks to the typical spot and places the item there.
Mealtime: after a snack, ask “Where does your cup/spoon go?” and observe whether your child takes it to the expected place (tray, sink area, or table spot).
Bath time: after bath toys, say “Let’s put them away” and notice whether your child returns the toys to the usual storage tub.
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
DfE (2012). Development Matters in the Early Years Foundation Stage (EYFS).
Locational memory and routine-based organisation are framework-native indicators of developing understanding of the world in toddlerhood.
Developmental research
Piaget, J. (1952). The Origins of Intelligence in Children. New York: International Universities Press.
Early memory for object location and purposeful action in routines aligns with sensorimotor-to-representational change described in classic developmental accounts.
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 show awareness of “home places” for familiar objects and does not reliably return or retrieve items from expected locations.
After playing, drops toys wherever they are and walks away even when the storage box is visible.
When asked for a familiar item (e.g., shoes), searches randomly rather than going to the usual spot.
Emerging
Sometimes recognises a familiar storage place or object home (often after a prompt) but is inconsistent and easily distracted.
When an adult points or says “in the basket,” puts one item into the correct container but then resumes scattered play.
Takes an item toward the right area (e.g., book corner) but leaves it nearby rather than placing it properly.
Developing
In familiar routines, returns a few common items to their usual place and looks for them there, with occasional reminders or cues.
At tidy-up, puts a familiar item (e.g., blocks) into the correct tub after a single verbal reminder.
Goes to the usual place for a daily object (e.g., cup on the counter) and points or reaches for it.
Secure
Independently returns and later retrieves familiar objects from their usual places across everyday routines (play, snack, dressing).
After finishing a puzzle, returns the pieces/box to the shelf without being asked.
During dressing, carries their shoes to the usual place and puts them down in the same spot each time.
Reflexive
Generalises the idea of where things belong across settings and categories, and may help organise or guide others during tidy-up.
Sorts different play items into the “right” places (e.g., cars in one box, animals in another) without adult direction.
Tells or gestures to another child where an item goes (e.g., brings a toy to the correct box and offers it in).
