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16–26 monthsThe Natural World

Operates mechanical toys, e.g. turns the knob on a wind-up toy or pulls back on a friction car.

Observe whether the child: operates mechanical toys, e.g. turns the knob on a wind-up toy or pulls back on a friction car.

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

Occasionally makes the toy work with adult setup or strong cues, but actions are inconsistent and not reliably repeated to get the same outcome.

What you might see

  • Holds a pull-back car and pushes it randomly rather than pulling it back and releasing.
  • Turns the toy in their hands or taps it on the floor without trying the knob/button that makes it work.
  • After an adult demonstrates, briefly pulls the car back once but then reverts to pushing or carrying it.
  • Tries to turn a knob but stops before completing enough turns to produce movement.

Expected

On track

With minimal help (positioning/starting), uses the correct action (turning/pulling/pressing) to activate simple mechanical toys in familiar play.

What you might see

  • With the toy placed correctly, pulls the car backwards and lets go so it moves forward at least once.
  • Turns a wind-up knob several times after a prompt (“turn, turn”) until the toy starts to move or play sound.

Exceeding

Going further

Independently uses the correct sequence for common mechanisms (pull-back car, wind-up knob) and repeats the action to achieve the effect.

What you might see

  • Chooses the correct control (knob/lever/pull-back) without prompting and activates the toy repeatedly.
  • If the toy stops, restarts it by repeating the same mechanism (e.g., winds again or pulls back again).
  • On a new mechanical toy, tests different parts (button, slider, knob) until the toy responds, then repeats the successful action.
  • Shows another child the mechanism by demonstrating and then offering the toy in the ‘ready to work’ position.

Try this at home

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

  • Floor play: offer a pull-back car and watch whether your child pulls it backwards and releases (not just pushes it).

  • Toy shelf: put a wind-up toy out and notice whether your child finds and turns the knob enough to activate it without you holding their hand.

  • Outdoor play: on a smooth path, ask “Can you make it go?” and observe whether your child resets/repeats the correct mechanism when it stops.

  • Story time with interactive books: use a simple pop-up or flap toy and notice whether your child repeats the same action to produce the same effect.

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).

    Operating simple mechanisms is a framework-native indicator of early exploration of technology and cause-effect.

Developmental research

  • Piaget, J. (1952). The Origins of Intelligence in Children. New York: International Universities Press.

    Mechanical toy operation reflects developing intentional, means–end action sequences described in classic sensorimotor accounts.

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 act on the toy’s mechanism in a purposeful way; explores by banging, mouthing, or shaking without producing the intended effect.
  • Holds a pull-back car and pushes it randomly rather than pulling it back and releasing.
  • Turns the toy in their hands or taps it on the floor without trying the knob/button that makes it work.
Emerging
Occasionally makes the toy work with adult setup or strong cues, but actions are inconsistent and not reliably repeated to get the same outcome.
  • After an adult demonstrates, briefly pulls the car back once but then reverts to pushing or carrying it.
  • Tries to turn a knob but stops before completing enough turns to produce movement.
Developing
With minimal help (positioning/starting), uses the correct action (turning/pulling/pressing) to activate simple mechanical toys in familiar play.
  • With the toy placed correctly, pulls the car backwards and lets go so it moves forward at least once.
  • Turns a wind-up knob several times after a prompt (“turn, turn”) until the toy starts to move or play sound.
Secure
Independently uses the correct sequence for common mechanisms (pull-back car, wind-up knob) and repeats the action to achieve the effect.
  • Chooses the correct control (knob/lever/pull-back) without prompting and activates the toy repeatedly.
  • If the toy stops, restarts it by repeating the same mechanism (e.g., winds again or pulls back again).
Reflexive
Transfers understanding across new mechanical toys, experiments with ‘what makes it go,’ and may show another child how to activate the mechanism.
  • On a new mechanical toy, tests different parts (button, slider, knob) until the toy responds, then repeats the successful action.
  • Shows another child the mechanism by demonstrating and then offering the toy in the ‘ready to work’ position.