8–20 monthsBuilding RelationshipsPersonal, Social and Emotional Development: Making relationships
Uses a familiar adult as a secure base from which to explore independently in new environments, e.g. ventures away to play and interact with others, but returns for a cuddle or reassurance if becomes anxious.
Observe whether the child: uses a familiar adult as a secure base from which to explore independently in new environments, e.g. ventures away to play and interact with others, but returns for a cuddle or reassurance if becomes anxious.
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 shows brief ventures away but returns quickly or becomes anxious and needs prolonged support to settle. They may check back visually but still struggle to balance exploring with returning for reassurance.
What you might see
In a new room, the child clings and does not step away for at least a minute even when toys are nearby.
The child runs/wanders away without looking back, then becomes upset and hard to settle when they realise the distance.
After a fright (noise/new person), the child cannot be soothed enough to return to exploring within several minutes.
The child takes a few steps toward a toy, then immediately returns and stays on the adult’s lap.
The child looks back often but still stops exploring if the adult shifts position.
The child becomes anxious and needs extended holding before they can re-engage with the environment.
Expected
On track
The child makes short, repeated ventures away to explore and intermittently returns for touch/eye contact, especially when something feels uncertain. After reassurance, they can resume exploration in the same area.
What you might see
The child plays a short distance away, then returns to touch the adult’s hand/leg before going back.
When a new person approaches, the child moves back to the adult for a brief cuddle, then resumes play.
The child explores one activity area for 30–60 seconds, checks back, and then continues.
Exceeding
Going further
The child confidently explores a new environment while keeping the familiar adult as a reference point, returning for brief reassurance when anxious and then re-engaging. They show a clear pattern of venture–return that supports sustained exploration and emerging social interaction.
What you might see
The child moves between play areas, returning for quick reassurance when uncertain, then re-joining play without delay.
If the adult sits nearby, the child initiates exploration and briefly interacts with another child, then checks back.
After a loud noise, the child seeks a brief cuddle and then returns to exploring within the minute.
The child confidently approaches a new activity, checks back with a look or touch, and continues without needing to be held.
The child initiates contact with a peer in a new setting (offers a toy/stands close), then returns for a quick check-in and re-engages.
When mildly anxious, the child seeks reassurance, calms quickly, and then explores a different area (generalising the secure base pattern).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
In a new place (friend’s home, soft play), notice whether your child ventures away to explore and then returns to you for a brief cuddle/check-in before going back out.
At a playground, stand in one spot and watch whether your child uses you as a reference point (looks back, returns briefly) while exploring equipment.
During a new routine (new class, new room), observe whether your child can calm with brief reassurance and then re-engage with toys/people.
When another adult approaches to talk, notice whether your child checks in with you (touches, looks) and then continues exploring.
If your child becomes startled (noise, crowd), notice whether they come back for comfort and then recover enough to return to 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 EYFS (2012) — Personal, Social and Emotional Development: Making relationships (8–20 months).
The construct directly operationalises secure-base behaviour as an observable pattern (venture–return) supporting exploration in early toddlerhood.
Developmental research
Bowlby, J. (1969/1982). Attachment and Loss: Vol. 1. Attachment; Ainsworth, M. D. S. et al. (1978). Patterns of Attachment.
Secure base and proximity-seeking are core attachment constructs, empirically linked to exploration and regulation in unfamiliar settings.
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
In new environments, the child does not use the familiar adult to support exploration: they may remain distressed/clinging without venturing, or they may wander without checking back and become overwhelmed. Reassurance does not quickly help them return to exploring.
In a new room, the child clings and does not step away for at least a minute even when toys are nearby.
The child runs/wanders away without looking back, then becomes upset and hard to settle when they realise the distance.
After a fright (noise/new person), the child cannot be soothed enough to return to exploring within several minutes.
Emerging
The child shows brief ventures away but returns quickly or becomes anxious and needs prolonged support to settle. They may check back visually but still struggle to balance exploring with returning for reassurance.
The child takes a few steps toward a toy, then immediately returns and stays on the adult’s lap.
The child looks back often but still stops exploring if the adult shifts position.
The child becomes anxious and needs extended holding before they can re-engage with the environment.
Developing
The child makes short, repeated ventures away to explore and intermittently returns for touch/eye contact, especially when something feels uncertain. After reassurance, they can resume exploration in the same area.
The child plays a short distance away, then returns to touch the adult’s hand/leg before going back.
When a new person approaches, the child moves back to the adult for a brief cuddle, then resumes play.
The child explores one activity area for 30–60 seconds, checks back, and then continues.
Secure
The child confidently explores a new environment while keeping the familiar adult as a reference point, returning for brief reassurance when anxious and then re-engaging. They show a clear pattern of venture–return that supports sustained exploration and emerging social interaction.
The child moves between play areas, returning for quick reassurance when uncertain, then re-joining play without delay.
If the adult sits nearby, the child initiates exploration and briefly interacts with another child, then checks back.
After a loud noise, the child seeks a brief cuddle and then returns to exploring within the minute.
Reflexive
The child uses the secure base flexibly: they approach new activities and peers, manage small anxieties with quick check-ins, and can widen their exploration range. They can tolerate mild separation within sight and return for comfort appropriately when needed.
The child confidently approaches a new activity, checks back with a look or touch, and continues without needing to be held.
The child initiates contact with a peer in a new setting (offers a toy/stands close), then returns for a quick check-in and re-engages.
When mildly anxious, the child seeks reassurance, calms quickly, and then explores a different area (generalising the secure base pattern).
