40–60 monthsThe Natural WorldTechnology (aspect removed in EYFS 2021)
Early Learning Goal Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
Observe whether the child: early Learning Goal Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
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 can name some common technologies (for example, phone, tablet, remote) and notices they are used in home or school, but selection for a purpose is inconsistent. They often need adult prompting to match a tool to a goal.
What you might see
When asked which tool could help (for example, to see in the dark), does not suggest any technology and waits for an adult to choose.
Presses random buttons on a device without stating a goal or attending to outcomes.
Avoids using technology for purposeful tasks (for example, timer, camera) even when an adult offers it.
Names a device in the room (for example, phone) but cannot link it to a purpose without adult cues.
Selects a device after an adult prompt (for example, Use the remote to change it) and then follows step-by-step support.
Says it is for school or home (for example, computer at school) but does not apply that knowledge to choose a tool.
Expected
On track
The child recognises several technologies in everyday places and can select an appropriate one for a simple purpose with support (for example, use a timer for waiting, use a camera to take a picture). They can use basic functions with guidance.
What you might see
Chooses a familiar technology for a simple purpose after a short prompt (for example, uses a timer when waiting for an activity).
Selects the camera function with adult support to take a photo of a model or drawing.
Uses a remote or simple control to start or stop music as part of a routine.
Exceeding
Going further
The child independently selects and uses a range of familiar technologies for particular purposes across contexts and can explain the purpose in simple terms. They use technology safely with agreed rules and can recover from small mistakes.
What you might see
Independently selects a device for a goal (for example, torch to look under a bed, camera to record a build, tablet for a drawing app) and completes the task.
Explains purpose in a short sentence (for example, I use the timer so we know when it is finished).
Adjusts actions after a small error (for example, returns to home screen and reopens the app) without becoming stuck.
Suggests two options and chooses between them (for example, use a camera or draw a picture to show what we made).
Helps another child by explaining steps (for example, press this icon then take the photo).
States a simple safety or permission rule (for example, ask first, gentle hands, do not press that) during real use.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During a daily routine, ask your child which technology could help (for example, timer for waiting, torch for finding something) and observe whether they select a suitable tool.
When you want to share something with family, ask your child how you could do it (for example, photo, video call) and notice whether they can name and choose a device with support.
During music time, ask your child to start or stop music using a familiar device and observe whether they can do it safely and purposefully.
During a simple project (for example, building a model), ask your child how they want to show what they made (photo, drawing, recording) and observe their choice and follow-through.
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 (DfE, 2012) - Technology ELG (40-60+ months).
DM2012 sets out an ELG expectation that children recognise technology in everyday places and select it for particular purposes.
Developmental research
Papert, S. (1980). Mindstorms: Children, Computers, and Powerful Ideas.
Provides a rationale for children using technology as purposeful tools rather than passive entertainment, aligning with selecting technology for goals.
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 yet recognise technology as tools used for different purposes in home or school and uses devices in a random or purely entertainment-focused way. They need an adult to choose and set up technology for any task.
When asked which tool could help (for example, to see in the dark), does not suggest any technology and waits for an adult to choose.
Presses random buttons on a device without stating a goal or attending to outcomes.
Avoids using technology for purposeful tasks (for example, timer, camera) even when an adult offers it.
Emerging
The child can name some common technologies (for example, phone, tablet, remote) and notices they are used in home or school, but selection for a purpose is inconsistent. They often need adult prompting to match a tool to a goal.
Names a device in the room (for example, phone) but cannot link it to a purpose without adult cues.
Selects a device after an adult prompt (for example, Use the remote to change it) and then follows step-by-step support.
Says it is for school or home (for example, computer at school) but does not apply that knowledge to choose a tool.
Developing
The child recognises several technologies in everyday places and can select an appropriate one for a simple purpose with support (for example, use a timer for waiting, use a camera to take a picture). They can use basic functions with guidance.
Chooses a familiar technology for a simple purpose after a short prompt (for example, uses a timer when waiting for an activity).
Selects the camera function with adult support to take a photo of a model or drawing.
Uses a remote or simple control to start or stop music as part of a routine.
Secure
The child independently selects and uses a range of familiar technologies for particular purposes across contexts and can explain the purpose in simple terms. They use technology safely with agreed rules and can recover from small mistakes.
Independently selects a device for a goal (for example, torch to look under a bed, camera to record a build, tablet for a drawing app) and completes the task.
Explains purpose in a short sentence (for example, I use the timer so we know when it is finished).
Adjusts actions after a small error (for example, returns to home screen and reopens the app) without becoming stuck.
Reflexive
The child plans which technology to use, compares options, and transfers skills across settings, sometimes helping peers. They show early responsibility and can talk about simple safety and permission rules (for example, ask before taking a photo).
Suggests two options and chooses between them (for example, use a camera or draw a picture to show what we made).
Helps another child by explaining steps (for example, press this icon then take the photo).
States a simple safety or permission rule (for example, ask first, gentle hands, do not press that) during real use.
