Understands more complex sentences, e.g. ‘Put your toys away and then we’ll read a book.’
Observe whether the child: understands more complex sentences, e.g. ‘Put your toys away and then we’ll read a book.’
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 completes one part of a two-part sentence if it is slowed down, repeated, or supported with pointing/gesture. They may start the first step but get stuck before the second without an adult prompt.
What you might see
When told “Put the block in the box and then bring me the book,” the child does neither step until the adult points/physically guides.
When given “Shoes on and then we’ll go outside,” the child continues playing and does not move toward shoes or the door.
After “Put your cup on the table and then sit down,” the child puts the cup down but keeps wandering until prompted to sit.
After “Tidy the cars and then come for snack,” the child picks up one car and stops, needing the adult to repeat the second step.
Expected
On track
The child follows two-part sentences in familiar routines with an adult nearby (e.g., tidy then choose a book), sometimes needing a reminder partway through. Understanding is clearest when the steps are concrete and immediate.
What you might see
After “Put the puzzle away and then choose a book,” the child puts the puzzle away and then looks around until the adult cues “book” again.
After “Throw the nappy in the bin and then wash hands,” the child does both steps during the usual routine, but may need the adult nearby.
Exceeding
Going further
The child reliably follows two-part sentences across common settings without gestures, completing both steps in order after one clear instruction. They can pause their own activity to do the steps and then return.
What you might see
After “Hang your coat up and then come to the table,” the child completes both steps without additional prompts.
After “Put the ball in the basket and then clap,” the child does both actions in order after one instruction.
After “Put the crayons away and then we’ll read,” the child tidies, walks to the book area, and waits, looking at the adult expectantly.
When the adult says “First… then…,” the child starts the first step immediately and does not switch to the second until the first is finished.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Transition: when it’s nearly time to leave, say “Put your shoes by the door and then come and get your coat” and notice whether both steps happen without pointing.
Tidy-up: say “Put the blocks in the box and then bring me your favourite book” and watch whether your child completes the sequence in order.
Mealtime: say “Put your cup on the table and then sit on your chair” and observe whether your child needs reminders for the second part.
Bath routine: say “Put the dirty clothes in the basket and then come to the bath” and notice whether your child follows the two-part sentence without you leading.
Outdoor play: say “Kick the ball into the goal and then give me a high five” and watch whether your child carries out both actions after one instruction.
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).
Provides the age-banded receptive-language progression that this construct is drawn from.
Developmental research
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Grounds the role of adult language and scaffolding in helping children internalise multi-step instructions and attention control.
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
When spoken to in a two-part sentence (with “and then”), the child does not carry out the sequence and may not respond unless shown what to do. They may act on only one part (or none) even in familiar routines.
When told “Put the block in the box and then bring me the book,” the child does neither step until the adult points/physically guides.
When given “Shoes on and then we’ll go outside,” the child continues playing and does not move toward shoes or the door.
Emerging
The child completes one part of a two-part sentence if it is slowed down, repeated, or supported with pointing/gesture. They may start the first step but get stuck before the second without an adult prompt.
After “Put your cup on the table and then sit down,” the child puts the cup down but keeps wandering until prompted to sit.
After “Tidy the cars and then come for snack,” the child picks up one car and stops, needing the adult to repeat the second step.
Developing
The child follows two-part sentences in familiar routines with an adult nearby (e.g., tidy then choose a book), sometimes needing a reminder partway through. Understanding is clearest when the steps are concrete and immediate.
After “Put the puzzle away and then choose a book,” the child puts the puzzle away and then looks around until the adult cues “book” again.
After “Throw the nappy in the bin and then wash hands,” the child does both steps during the usual routine, but may need the adult nearby.
Secure
The child reliably follows two-part sentences across common settings without gestures, completing both steps in order after one clear instruction. They can pause their own activity to do the steps and then return.
After “Hang your coat up and then come to the table,” the child completes both steps without additional prompts.
After “Put the ball in the basket and then clap,” the child does both actions in order after one instruction.
Reflexive
The child manages two-part sentences even in new places or with a short delay and can show they understood the order (e.g., starts step 1 before step 2). They may repeat part of the instruction back or prompt the adult for the “then” step.
After “Put the crayons away and then we’ll read,” the child tidies, walks to the book area, and waits, looking at the adult expectantly.
When the adult says “First… then…,” the child starts the first step immediately and does not switch to the second until the first is finished.
