Selects familiar objects by name and will go and find objects when asked, or identify objects from a group.
Observe whether the child: selects familiar objects by name and will go and find objects when asked, or identify objects from a group.
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 selects a small number of highly familiar objects by name in routine contexts, often needing the object visible or the adult’s cue.
What you might see
When two familiar objects are present and asked “Where’s the cup?”, the child grabs whichever is closest rather than the named object.
When asked “Bring the ball,” the child looks around but does not attempt to find or fetch it, even if it is visible.
When asked to identify an object from a group, the child watches the adult’s hand/pointing more than the objects.
When asked “Where’s teddy?”, the child looks toward teddy or reaches for it when it is clearly visible.
When asked “Bring your shoes,” the child picks up shoes if they are right beside them but may not search if not visible.
When given three objects and asked for one, the child selects correctly sometimes but often needs the adult to repeat or gesture.
Expected
On track
The child selects familiar objects by name from a small group and can fetch a named object from nearby locations when asked.
What you might see
From two or three items, the child reliably hands the named object to the adult (“Give me the spoon”).
When asked “Go get the ball,” the child walks a short distance to pick it up and brings it back.
When objects are slightly hidden (behind a cushion), the child searches briefly for the named object when prompted.
Exceeding
Going further
The child identifies many familiar objects by name from a group without pointing cues and can go and find named objects in another part of the room.
What you might see
From a group of several familiar items, the child points to or picks up the named one without the adult pointing.
When asked “Find your cup,” the child goes to where cups are usually kept and retrieves it.
The child can identify objects from pictures or across slightly different versions (different ball/toy car) when named.
The child finds a named object across rooms or after a short delay (“Go get your hat,” then returns with it).
When asked to fetch two different objects in separate turns, the child searches in the right places for each without confusion.
The child can follow a request that requires choosing between similar items (“Bring the big spoon” vs. “the small spoon”) when those labels are part of the routine language.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Mealtime: place two or three familiar items on the table (cup, spoon, bowl). Ask, “Can you give me the spoon?” Notice whether your child selects by the spoken word without pointing.
Play: scatter a few familiar toys. Ask, “Where’s the car?” then “Bring the car.” Observe whether your child identifies and fetches the named toy.
Transition: ask, “Go and find your shoes,” when shoes are in their usual place. Notice whether your child searches and retrieves them.
Bath time: ask, “Bring the duck,” when it’s among other bath toys. Observe whether your child chooses the named toy from the group.
Outdoor: before leaving, ask, “Find your hat,” or “Find the ball.” Watch whether your child uses the word to guide searching rather than waiting for a gesture.
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), Department for Education (DfE).
The construct is framework-native and operationalises early receptive vocabulary through object selection and retrieval by name.
Developmental research
Tomasello, M. (2003). Constructing a Language: A Usage-Based Theory of Language Acquisition. Cambridge, MA: Harvard University Press.
Usage-based accounts emphasise learning word meanings through repeated, meaningful interactions, consistent with naming familiar objects and acting on requests.
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 does not consistently select objects by name; they may grab randomly or rely on adult pointing rather than the spoken word.
When two familiar objects are present and asked “Where’s the cup?”, the child grabs whichever is closest rather than the named object.
When asked “Bring the ball,” the child looks around but does not attempt to find or fetch it, even if it is visible.
When asked to identify an object from a group, the child watches the adult’s hand/pointing more than the objects.
Emerging
The child selects a small number of highly familiar objects by name in routine contexts, often needing the object visible or the adult’s cue.
When asked “Where’s teddy?”, the child looks toward teddy or reaches for it when it is clearly visible.
When asked “Bring your shoes,” the child picks up shoes if they are right beside them but may not search if not visible.
When given three objects and asked for one, the child selects correctly sometimes but often needs the adult to repeat or gesture.
Developing
The child selects familiar objects by name from a small group and can fetch a named object from nearby locations when asked.
From two or three items, the child reliably hands the named object to the adult (“Give me the spoon”).
When asked “Go get the ball,” the child walks a short distance to pick it up and brings it back.
When objects are slightly hidden (behind a cushion), the child searches briefly for the named object when prompted.
Secure
The child identifies many familiar objects by name from a group without pointing cues and can go and find named objects in another part of the room.
From a group of several familiar items, the child points to or picks up the named one without the adult pointing.
When asked “Find your cup,” the child goes to where cups are usually kept and retrieves it.
The child can identify objects from pictures or across slightly different versions (different ball/toy car) when named.
Reflexive
The child generalises object-name understanding across contexts (different versions of an object) and can follow object-finding requests in more complex everyday situations.
The child finds a named object across rooms or after a short delay (“Go get your hat,” then returns with it).
When asked to fetch two different objects in separate turns, the child searches in the right places for each without confusion.
The child can follow a request that requires choosing between similar items (“Bring the big spoon” vs. “the small spoon”) when those labels are part of the routine language.
