Birth–11 monthsManaging SelfPersonal, Social and Emotional Development: Self-confidence and self-awareness
Expresses discomfort, hunger or thirst.
Observe whether the child: expresses discomfort, hunger or thirst.
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 expresses basic needs at times (fussing, crying, facial tension), but signals are inconsistent or not clearly differentiated. The child may need the caregiver to try multiple possibilities before settling.
What you might see
Long periods of discomfort occur with minimal signalling (no clear fussing/crying), or distress appears sudden without build-up cues.
Crying does not change even after typical comfort attempts (feed, nappy, cuddle) and provides little information.
Fusses or cries sometimes before a feed, but similar fussing also happens when tired or bored, making cues unclear.
Shows facial grimace and brief crying, but settles unpredictably and the trigger is hard to identify.
Expected
On track
The child shows more recognisable, repeated signals for discomfort and for hunger/thirst (e.g., specific fussing patterns, rooting/sucking, reaching). Signals are clearer in familiar routines and with familiar adults.
What you might see
Shows a repeated pattern before feeding time (rooting, sucking hands, focused fussing) that reduces after feeding.
Signals discomfort by squirming and vocalising, then settles soon after being changed or repositioned.
Exceeding
Going further
The child consistently communicates discomfort/hunger/thirst with clear cues that caregivers can recognise across contexts (home/outings) and times of day. The child can settle after needs are met and may show early “enough” signals.
What you might see
Uses clear hunger cues (looks for bottle/food, leans in, vocalises) and clearly settles once fed.
Shows discomfort cues (arching, whining, facial tension) and calms when the adult responds sensitively.
Looks to the adult, vocalises, and gestures toward the feeding routine (e.g., reaches toward bottle/cup) to request.
Turns away/closes lips to indicate “stop” and then re-engages when ready again.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Before a usual feed, pause for 1–2 minutes and observe: does your child show a consistent hunger pattern (hand-to-mouth, rooting, looking toward you/feeding area)?
After a nap, notice whether your child signals thirst/hunger differently than when they are simply tired (different sound, facial expression, reaching).
During a nappy change, observe: if your child was uncomfortable, do their signals reduce quickly once changed/repositioned?
On an outing, does your child still show recognisable cues (hunger or discomfort) even in a new environment?
When feeding, watch for “stop” cues (turning away, closing lips): does your child communicate enough/too-much as well as wanting more?
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 (2012), DfE.
The construct is defined as observable signalling of basic needs and discomfort within early self-care routines.
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’s signals are hard to read and do not clearly express discomfort, hunger, or thirst; changes in state may go unnoticed without guesswork. The child may appear unusually quiet or show undifferentiated distress.
Long periods of discomfort occur with minimal signalling (no clear fussing/crying), or distress appears sudden without build-up cues.
Crying does not change even after typical comfort attempts (feed, nappy, cuddle) and provides little information.
Emerging
The child expresses basic needs at times (fussing, crying, facial tension), but signals are inconsistent or not clearly differentiated. The child may need the caregiver to try multiple possibilities before settling.
Fusses or cries sometimes before a feed, but similar fussing also happens when tired or bored, making cues unclear.
Shows facial grimace and brief crying, but settles unpredictably and the trigger is hard to identify.
Developing
The child shows more recognisable, repeated signals for discomfort and for hunger/thirst (e.g., specific fussing patterns, rooting/sucking, reaching). Signals are clearer in familiar routines and with familiar adults.
Shows a repeated pattern before feeding time (rooting, sucking hands, focused fussing) that reduces after feeding.
Signals discomfort by squirming and vocalising, then settles soon after being changed or repositioned.
Secure
The child consistently communicates discomfort/hunger/thirst with clear cues that caregivers can recognise across contexts (home/outings) and times of day. The child can settle after needs are met and may show early “enough” signals.
Uses clear hunger cues (looks for bottle/food, leans in, vocalises) and clearly settles once fed.
Shows discomfort cues (arching, whining, facial tension) and calms when the adult responds sensitively.
Reflexive
The child flexibly combines cues (vocalisation, gaze, gesture, facial expression) to make needs understood and persists appropriately if not met. The child uses early request/stop signals to regulate feeding and comfort routines.
Looks to the adult, vocalises, and gestures toward the feeding routine (e.g., reaches toward bottle/cup) to request.
Turns away/closes lips to indicate “stop” and then re-engages when ready again.
