8–20 monthsNumerical PatternsShape, Space and Measure (no distinct 2021 ELG)
Beginning to understand that things might happen ‘now’.
Observe whether the child: beginning to understand that things might happen ‘now’.
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 sometimes anticipates an immediate event in a very familiar routine when the adult uses consistent cues (e.g., “ready… now!”) but this is limited to a small number of contexts. They often need repetition and close adult support.
What you might see
When an adult says “Ready… now!” the child does not look, lean in, or change posture until the action starts (e.g., tickle begins).
In a routine like “now we wash hands”, the child continues current play and does not shift attention to the next step.
The child only reacts after seeing the adult move the object (spoon/towel/toy) rather than anticipating.
In one familiar game (e.g., peekaboo), the child smiles/leans forward at “now!” but does not show this in other routines yet.
The child shows brief anticipation (looks at the adult’s hands) but then loses focus unless the action happens quickly.
The child anticipates “now” only when the adult’s gesture is very obvious (raised arms, exaggerated voice).
Expected
On track
The child shows anticipatory behaviour to “now” in several everyday routines (e.g., reaching, leaning in, moving to position) and links the cue to an immediate change about to happen. They respond more quickly and with fewer repeats.
What you might see
When an adult says “now”, the child reaches immediately for the offered item (cup/spoon/toy) before it touches their hand.
In “ready… steady… go!”, the child pauses and then moves at “go” most of the time.
At the start of a routine cue (“now shoes”), the child moves toward the expected place (door/bench) with minimal prompting.
Exceeding
Going further
The child consistently responds to immediate cues across contexts, adjusts their body/action to be ready, and may use simple words/gestures (e.g., “now!”, pointing) to request immediacy. They can pause briefly and then act at the “now” moment.
What you might see
The child consistently shifts attention and body position at “now” across different routines (snack, bath, leaving).
The child uses a gesture or word to request immediacy (e.g., holds out hands and vocalises “now!”) and waits briefly for the response.
When the adult delays after saying “now”, the child shows expectation (looks, points, repeats cue) rather than acting randomly.
The child initiates a “now” moment in play (e.g., pauses, looks at adult, then signals ‘now’ to start a chase/tickle).
The child coordinates a simple turn (“you now / me now”) using gestures and follows the sequence with support.
In a new setting, the child still responds to immediate cues (ready/go/now) without needing the routine to be familiar.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
In a familiar game (peekaboo/tickle), use a clear build-up: “Ready… steady… now!” Watch for anticipation (pause, smile, leaning in) before the action happens.
During a daily routine (snack, nappy, bath), say: “Now we do ___” and pause for a second—notice whether your child shifts attention/body toward the next step.
At the door, try: “Ready… now we go!” Observe if your child waits for the cue and then moves, instead of running immediately.
At mealtime, say: “Now—spoon!” and hold the spoon still for a moment. Notice whether your child reaches in anticipation at the “now” cue.
In outdoor play, play “freeze and go”: “Stop… now go!” Watch for quick switching from pause to action.
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) (DM2012) — Mathematics: Shape, space and measure (age band statements).
The framework frames early temporal immediacy as an observable behaviour emerging through routine-linked anticipation and action.
Developmental research
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes.
Socially mediated routines and adult cueing provide a developmental basis for observing growing understanding of immediacy (‘now’) through shared activity.
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 show a clear anticipatory response to immediate “now” cues in routines or play and may need the adult to begin the action before they react. Their responses are mainly reactive rather than anticipatory.
When an adult says “Ready… now!” the child does not look, lean in, or change posture until the action starts (e.g., tickle begins).
In a routine like “now we wash hands”, the child continues current play and does not shift attention to the next step.
The child only reacts after seeing the adult move the object (spoon/towel/toy) rather than anticipating.
Emerging
The child sometimes anticipates an immediate event in a very familiar routine when the adult uses consistent cues (e.g., “ready… now!”) but this is limited to a small number of contexts. They often need repetition and close adult support.
In one familiar game (e.g., peekaboo), the child smiles/leans forward at “now!” but does not show this in other routines yet.
The child shows brief anticipation (looks at the adult’s hands) but then loses focus unless the action happens quickly.
The child anticipates “now” only when the adult’s gesture is very obvious (raised arms, exaggerated voice).
Developing
The child shows anticipatory behaviour to “now” in several everyday routines (e.g., reaching, leaning in, moving to position) and links the cue to an immediate change about to happen. They respond more quickly and with fewer repeats.
When an adult says “now”, the child reaches immediately for the offered item (cup/spoon/toy) before it touches their hand.
In “ready… steady… go!”, the child pauses and then moves at “go” most of the time.
At the start of a routine cue (“now shoes”), the child moves toward the expected place (door/bench) with minimal prompting.
Secure
The child consistently responds to immediate cues across contexts, adjusts their body/action to be ready, and may use simple words/gestures (e.g., “now!”, pointing) to request immediacy. They can pause briefly and then act at the “now” moment.
The child consistently shifts attention and body position at “now” across different routines (snack, bath, leaving).
The child uses a gesture or word to request immediacy (e.g., holds out hands and vocalises “now!”) and waits briefly for the response.
When the adult delays after saying “now”, the child shows expectation (looks, points, repeats cue) rather than acting randomly.
Reflexive
The child applies “now” understanding flexibly in new situations, can wait for a short build-up cue (ready/steady/go), and uses immediacy language/gestures to coordinate with others (e.g., take turns, prompt an adult/peer).
The child initiates a “now” moment in play (e.g., pauses, looks at adult, then signals ‘now’ to start a chase/tickle).
The child coordinates a simple turn (“you now / me now”) using gestures and follows the sequence with support.
In a new setting, the child still responds to immediate cues (ready/go/now) without needing the routine to be familiar.
