Birth–11 monthsNumerical PatternsShape, Space and Measure (no distinct 2021 ELG)
Gets to know and enjoy daily routines, such as getting-up time, mealtimes, nappy time, and bedtime.
Observe whether the child: gets to know and enjoy daily routines, such as getting-up time, mealtimes, nappy time, and bedtime.
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 baby sometimes settles into a familiar routine when strong, consistent cues are used (same song, same chair), but responses are inconsistent and easily disrupted. Enjoyment appears briefly and then fades.
What you might see
Cries throughout most of a nappy change even when a familiar adult uses the usual soothing cues.
Becomes upset when placed in the highchair and does not calm when the bib/spoon routine starts.
Shows no change in affect when the usual bedtime cue (sleep sack or lullaby) begins; distress continues.
Quietens briefly when the usual bedtime song starts, but becomes distressed again before settling.
Opens mouth for the spoon after several familiar prompts, but often turns away or fusses soon after.
Relaxes for part of the nappy change when given the usual toy, but resists when legs are lifted.
Expected
On track
With a familiar caregiver, the baby recognises and generally enjoys key routines, showing anticipation and calmer transitions when the usual cues are present. Support is still needed when tired or in a new place.
What you might see
Smiles or vocalises when seeing the highchair or bib and settles once the feeding routine begins.
Lies back more readily on the changing mat when the routine starts and stays calmer for most steps.
Settles more quickly at bedtime after the usual sequence (bath/pyjamas/story/song), with brief reassurance.
Exceeding
Going further
The baby consistently anticipates and participates in daily routines with positive affect across most days, accepting small variations (different room or caregiver) with brief reassurance. Recovery from minor interruptions is usually quick.
What you might see
Reaches toward the spoon/cup as the mealtime routine starts and remains content through most of the meal.
Lifts legs or stays still during nappy changing in anticipation of the next step (wipes/cream/nappy).
Signals readiness for sleep (rubs eyes, cuddles, reaches for comfort item) when bedtime routine cues appear.
Remains calm when a routine is slightly delayed and re-engages when the usual cue returns (song/object).
Initiates part of a routine, e.g., reaches for the bib, holds out arms for sleeves, or finds comfort item.
Adjusts to a different caregiver starting the routine, settling once familiar steps are followed.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
At mealtime, notice whether your baby shows anticipation (smile, excited kicking, leaning forward) when the highchair/bib appears.
During nappy changes, watch whether your baby relaxes with familiar cues and whether they 'help' (lifting legs, staying still) for parts of the routine.
At bedtime, try a consistent cue (same short song or phrase) and notice whether your baby settles faster over several nights.
At getting-up time, observe whether your baby responds differently to the usual morning sequence (greeting, nappy, milk) compared to an unfamiliar order.
When a routine happens in a new place (different room or out of home), notice whether familiar cues still help your baby enjoy and settle into it.
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 Early Years Foundation Stage (EYFS) (DfE, 2012).
The construct is a framework-native observation statement describing typical early development within everyday routines.
Developmental research
Bowlby, J. (1969/1982). Attachment and Loss: Vol. 1. Attachment.
Predictable caregiver-led routines support regulation and security, which underpins the infant's ability to anticipate and enjoy daily experiences.
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
Daily routines feel unpredictable to the baby; transitions into feeding, changing, or sleep are frequently met with sustained distress. The baby shows little sign of recognising routine cues.
Cries throughout most of a nappy change even when a familiar adult uses the usual soothing cues.
Becomes upset when placed in the highchair and does not calm when the bib/spoon routine starts.
Shows no change in affect when the usual bedtime cue (sleep sack or lullaby) begins; distress continues.
Emerging
The baby sometimes settles into a familiar routine when strong, consistent cues are used (same song, same chair), but responses are inconsistent and easily disrupted. Enjoyment appears briefly and then fades.
Quietens briefly when the usual bedtime song starts, but becomes distressed again before settling.
Opens mouth for the spoon after several familiar prompts, but often turns away or fusses soon after.
Relaxes for part of the nappy change when given the usual toy, but resists when legs are lifted.
Developing
With a familiar caregiver, the baby recognises and generally enjoys key routines, showing anticipation and calmer transitions when the usual cues are present. Support is still needed when tired or in a new place.
Smiles or vocalises when seeing the highchair or bib and settles once the feeding routine begins.
Lies back more readily on the changing mat when the routine starts and stays calmer for most steps.
Settles more quickly at bedtime after the usual sequence (bath/pyjamas/story/song), with brief reassurance.
Secure
The baby consistently anticipates and participates in daily routines with positive affect across most days, accepting small variations (different room or caregiver) with brief reassurance. Recovery from minor interruptions is usually quick.
Reaches toward the spoon/cup as the mealtime routine starts and remains content through most of the meal.
Lifts legs or stays still during nappy changing in anticipation of the next step (wipes/cream/nappy).
Signals readiness for sleep (rubs eyes, cuddles, reaches for comfort item) when bedtime routine cues appear.
Reflexive
The baby adapts flexibly when routines change, quickly re-settling with familiar cues and often initiating or 'helping' within routines (e.g., lifting arms/legs). The baby shows clear pleasure and expectation across multiple routines.
Remains calm when a routine is slightly delayed and re-engages when the usual cue returns (song/object).
Initiates part of a routine, e.g., reaches for the bib, holds out arms for sleeves, or finds comfort item.
Adjusts to a different caregiver starting the routine, settling once familiar steps are followed.
