Knows that information can be retrieved from books and computers.
Observe whether the child: knows that information can be retrieved from books and computers.
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
With adult prompting, agrees that a book/computer could help, but cannot identify what to do next (e.g., which book, what to search for). May confuse entertainment use with information finding.
What you might see
When asked a 'find out' question ("What do penguins eat?"), does not suggest using a book/computer and instead guesses or changes topic.
Uses a tablet/computer only for games/videos and shows no attempt to search or look for factual content even when prompted.
When the adult says "we could look in a book", the child says "okay" but cannot choose a relevant book from two options without being told.
Confuses information finding with story reading (picks any storybook when asked where to find facts).
Expected
On track
With support, uses books or a child-safe device to find simple information (e.g., looks at an index/contents with an adult, or searches with an adult). Understands the basic idea: "we can find out" from a book or computer about a topic of interest.
What you might see
With an adult, selects a topic book (e.g., animals) and flips through to find a matching picture/caption.
With adult help, asks to type a word or says what to search for ("dinosaurs") and attends to the result.
Exceeding
Going further
Independently suggests using a book or computer to answer a question and can take basic steps with minimal help (choose a relevant book, ask for a search term, scan pictures/captions). Can explain that these tools are for finding information.
What you might see
Says "Let's look it up" and brings a relevant book or asks for a device when a question arises.
Explains simply: "Books/computers tell us information" and uses them to answer a question with minimal prompting.
Looks in two sources (two books or book + device) and notices if they show different details ("This one says..." / "This picture shows...").
Finds an answer and then tells someone else ("I found out that...") and uses the new information in play or conversation.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
When your child asks a 'why' or 'what' question (animals, vehicles, space), pause and ask: "How could we find out?" Notice whether they suggest a book or computer.
At the library, ask: "Can you find a book that will help us learn about (topic)?" Notice whether your child chooses an information book rather than any storybook.
During play (dinosaurs/bugs/vehicles), introduce a question: "What do they eat?" Notice whether your child wants to check a book/device and can name what to search for.
On a tablet/computer, ask your child to help you 'find a picture of...' (with safe search/curated apps). Notice whether they understand the goal is information, not a game.
After retrieving information, ask: "Can you tell someone else what we found out?" Notice whether your child shares the fact and applies it in play.
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 (Development Matters 2012 / DM2012), Literacy: Reading, 40-60+ months.
The construct is DM2012's observable for information-seeking and early research behaviours using print and digital sources.
Developmental research
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Goal-directed information seeking is supported by adult mediation and cultural tools (books, technologies), aligning with scaffolded progression from supported to independent retrieval.
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
Does not show awareness that books or computers can be used to find answers or facts; uses them mainly for pictures, stories, or games. When they have a question, they do not suggest looking it up in a book or on a computer/tablet.
When asked a 'find out' question ("What do penguins eat?"), does not suggest using a book/computer and instead guesses or changes topic.
Uses a tablet/computer only for games/videos and shows no attempt to search or look for factual content even when prompted.
Emerging
With adult prompting, agrees that a book/computer could help, but cannot identify what to do next (e.g., which book, what to search for). May confuse entertainment use with information finding.
When the adult says "we could look in a book", the child says "okay" but cannot choose a relevant book from two options without being told.
Confuses information finding with story reading (picks any storybook when asked where to find facts).
Developing
With support, uses books or a child-safe device to find simple information (e.g., looks at an index/contents with an adult, or searches with an adult). Understands the basic idea: "we can find out" from a book or computer about a topic of interest.
With an adult, selects a topic book (e.g., animals) and flips through to find a matching picture/caption.
With adult help, asks to type a word or says what to search for ("dinosaurs") and attends to the result.
Secure
Independently suggests using a book or computer to answer a question and can take basic steps with minimal help (choose a relevant book, ask for a search term, scan pictures/captions). Can explain that these tools are for finding information.
Says "Let's look it up" and brings a relevant book or asks for a device when a question arises.
Explains simply: "Books/computers tell us information" and uses them to answer a question with minimal prompting.
Reflexive
Uses information-seeking strategically across contexts: compares sources (two books), returns to check a fact, and shares retrieved information with others. Shows flexible transfer ("Let's look it up") for new questions and may help peers navigate to the information.
Looks in two sources (two books or book + device) and notices if they show different details ("This one says..." / "This picture shows...").
Finds an answer and then tells someone else ("I found out that...") and uses the new information in play or conversation.
