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30–50 monthsThe Natural World

Developing an understanding of growth, decay and changes over time.

Observe whether the child: developing an understanding of growth, decay and changes over time.

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

Notices obvious changes (bigger/smaller, wet/dry, melted) when pointed out, but explanations are limited and time links are inconsistent.

What you might see

  • Does not notice when a familiar plant/fruit has changed (wilted, brown, mouldy) unless an adult labels it.
  • When asked what will happen next in a routine (e.g., seed planting), cannot suggest any change over time.
  • Says “yucky” or “gone bad” when an adult shows spoiled food, but cannot describe what changed (smell/colour).
  • After an adult comment (“it’s bigger now”), repeats the word “bigger” without linking it to time passing.

Expected

On track

Talks about simple changes over time in everyday contexts (plants growing, food going off, day/night) especially with adult support and routines.

What you might see

  • Notices and names a visible change (“ice melted,” “banana brown,” “flower droopy”) after it happens.
  • During routines, uses simple time linking (“tomorrow”/“later”) and expects change (“we water it and it grows”).

Exceeding

Going further

Spontaneously comments on and predicts common changes over time (growth, decay, weather/season patterns) and can describe simple sequences.

What you might see

  • Predicts a common change (“If we leave it out it will go dry,” “The plant will get bigger”) and checks later.
  • Describes a simple sequence of change (“First it was a seed, then a sprout, then a flower”) using pictures or objects.
  • Suggests comparing over time (“Let’s look tomorrow,” “Take a picture now and later”) and remembers what it looked like before.
  • Explains a change with a simple causal idea tied to time (“It went brown because it was left out all day”).

Try this at home

Small everyday moments where you can notice this behaviour without setting up anything special.

  • Cooking/mealtime: show fruit at different ripeness (or toasted vs untoasted bread) and ask “What changed?” then notice whether your child links change to time or process.

  • Outdoor/garden: plant seeds or care for a pot plant and ask “What do you think it will look like in a few days?” then check later and observe your child’s comments.

  • Bath time: use a small ice cube or bubble foam and ask “What will happen if we wait?”—notice whether your child predicts melting/dissolving and watches for change.

  • Daily routines: talk about time (“yesterday/today/tomorrow”) and notice whether your child anticipates changes (bin day, weekend, weather, getting bigger).

Connected behaviours

Behaviours that scaffold, follow, or co-emerge with this one.

Where this comes from

The framework source and supporting developmental research.

Framework source

  • DfE (2012). Development Matters in the Early Years Foundation Stage (EYFS).

    Noticing and reasoning about growth/decay/time-based change is a framework-native strand within understanding the world.

Developmental research

  • National Research Council. (2007). Taking Science to School: Learning and Teaching Science in Grades K-8. Washington, DC: National Academies Press.

    Research syntheses emphasise observation of change over time as a foundational scientific practice that begins in early childhood.

Five-level rubric (detailed)Show

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 notice or talk about change over time; treats events and objects as static and may not link yesterday/tomorrow to differences.
  • Does not notice when a familiar plant/fruit has changed (wilted, brown, mouldy) unless an adult labels it.
  • When asked what will happen next in a routine (e.g., seed planting), cannot suggest any change over time.
Emerging
Notices obvious changes (bigger/smaller, wet/dry, melted) when pointed out, but explanations are limited and time links are inconsistent.
  • Says “yucky” or “gone bad” when an adult shows spoiled food, but cannot describe what changed (smell/colour).
  • After an adult comment (“it’s bigger now”), repeats the word “bigger” without linking it to time passing.
Developing
Talks about simple changes over time in everyday contexts (plants growing, food going off, day/night) especially with adult support and routines.
  • Notices and names a visible change (“ice melted,” “banana brown,” “flower droopy”) after it happens.
  • During routines, uses simple time linking (“tomorrow”/“later”) and expects change (“we water it and it grows”).
Secure
Spontaneously comments on and predicts common changes over time (growth, decay, weather/season patterns) and can describe simple sequences.
  • Predicts a common change (“If we leave it out it will go dry,” “The plant will get bigger”) and checks later.
  • Describes a simple sequence of change (“First it was a seed, then a sprout, then a flower”) using pictures or objects.
Reflexive
Compares changes across different situations, uses time language (before/after/next week), and suggests ways to observe change (check again, take a photo, measure).
  • Suggests comparing over time (“Let’s look tomorrow,” “Take a picture now and later”) and remembers what it looked like before.
  • Explains a change with a simple causal idea tied to time (“It went brown because it was left out all day”).