30–50 monthsThe Natural WorldTechnology (aspect removed in EYFS 2021)
Knows that information can be retrieved from computers
Observe whether the child: knows that information can be retrieved from computers
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 refers to a computer/tablet as a place for videos or games, and with adult prompting may accept that it can show answers or facts.
What you might see
When asked “How can we find out?”, does not suggest using a computer and instead repeats the question or changes topic.
Treats the device as a toy only (random tapping) and does not attend to content as ‘information’.
After an adult says “Let’s look it up,” agrees and watches, but does not connect the content to the question afterward.
Says “computer show [thing]” only in a narrow context (e.g., favourite videos) rather than for new questions.
Expected
On track
In familiar routines, suggests using a computer/tablet to look something up (pictures, weather, animal video) with adult help to navigate.
What you might see
When curious about something familiar (animal, vehicle), says “see on computer” and waits while an adult sets it up.
After watching a short clip/picture, answers a simple follow-up by referring to what they saw (“It lives in water”).
Exceeding
Going further
Spontaneously proposes retrieving information for real questions and can follow a supported process (ask, search/select, watch/read, relate back).
What you might see
Asks to use the computer/tablet to find out about a new question (“What’s inside a seed?” “Where do penguins live?”).
Stays with the activity long enough to view the relevant information, then returns to the real-world topic (points outside, draws, acts it out).
Asks a follow-up that refines the search (“What sound does it make?” “What do they eat?”) and persists to find it.
Tells another child “We can find out on the computer” and explains what they are looking for (pictures/video/info).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Curiosity moment: when your child asks about an animal/vehicle/weather, ask “How can we find out?” and notice whether they suggest using a computer/tablet.
Story time: after an information book, ask “Do you want to find pictures/videos of this on the computer?” and observe whether your child links the device to answering questions.
Outdoor play: if you find a bug/leaf, ask “What is it?” and notice whether your child proposes looking it up and can describe what they want to search for.
Mealtime: talk about food origins (“Where does rice come from?”) and notice whether your child suggests using a computer to find pictures or an explanation.
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).
The construct is framework-native within early technology understanding: recognising computers as tools for information.
Developmental research
Siraj-Blatchford, J., & Whitebread, D. (2003). Supporting Information and Communications Technology in the Early Years. (Supporting Early Learning Series).
Early years ICT guidance frames technology as a tool for communication and information, embedded in meaningful child-led questions.
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 yet show the idea that a computer can provide information; uses devices mainly for pressing/playing without linking to finding out.
When asked “How can we find out?”, does not suggest using a computer and instead repeats the question or changes topic.
Treats the device as a toy only (random tapping) and does not attend to content as ‘information’.
Emerging
Sometimes refers to a computer/tablet as a place for videos or games, and with adult prompting may accept that it can show answers or facts.
After an adult says “Let’s look it up,” agrees and watches, but does not connect the content to the question afterward.
Says “computer show [thing]” only in a narrow context (e.g., favourite videos) rather than for new questions.
Developing
In familiar routines, suggests using a computer/tablet to look something up (pictures, weather, animal video) with adult help to navigate.
When curious about something familiar (animal, vehicle), says “see on computer” and waits while an adult sets it up.
After watching a short clip/picture, answers a simple follow-up by referring to what they saw (“It lives in water”).
Secure
Spontaneously proposes retrieving information for real questions and can follow a supported process (ask, search/select, watch/read, relate back).
Asks to use the computer/tablet to find out about a new question (“What’s inside a seed?” “Where do penguins live?”).
Stays with the activity long enough to view the relevant information, then returns to the real-world topic (points outside, draws, acts it out).
Reflexive
Uses digital information flexibly (compares sources, asks follow-up questions, applies what they learned), and can explain the purpose to others.
Asks a follow-up that refines the search (“What sound does it make?” “What do they eat?”) and persists to find it.
Tells another child “We can find out on the computer” and explains what they are looking for (pictures/video/info).
