40–60 monthsManaging SelfPersonal, Social and Emotional Development: Self-confidence and self-awareness
Early Learning Goal Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.
Observe whether the child: early Learning Goal Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.
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
Tries new activities with reassurance and can state basic likes/dislikes, but struggles to explain why. Will speak or share ideas when prompted and chooses resources with adult direction; help-seeking is inconsistent.
What you might see
Refuses to join a new activity (e.g., a new game/craft) even with encouragement and stays on the edge watching.
In a familiar group, stays silent or only repeats others' words rather than sharing an idea.
Waits without acting when materials are available, or grabs random items without purpose and cannot say what they need.
Tries a new activity only when an adult stays close and gives step-by-step reassurance.
Says "I like it" / "I don't like it" but cannot add a reason when asked "Why?"
Chooses one or two materials after an adult points them out (e.g., "You might need glue") rather than planning independently.
Expected
On track
Tries some new activities in familiar settings and can give simple reasons for preferences. Contributes ideas in small familiar groups and selects some needed resources, asking for help when a specific difficulty arises.
What you might see
Joins a new activity in a familiar setting after watching briefly, then gives it a try.
Says a simple reason for preference (e.g., "I like painting because it's messy") when asked.
Collects some needed resources (paper, crayons) and asks for help for a specific step (e.g., "Can you open this?").
Exceeding
Going further
Confidently initiates and persists with new activities, explains preferences with reasons, and speaks in a familiar group about ideas. Independently chooses and gathers resources needed and can say when they do or do not need help.
What you might see
Chooses to try a new activity and keeps going through a difficulty (e.g., tries a different approach) without giving up quickly.
Shares an idea in a familiar group (e.g., during show-and-tell or planning a game) and adds detail when others ask questions.
Gathers the resources needed for a chosen activity without being told (e.g., fetches tape/scissors/pens) and explains their plan.
Explains preferences thoughtfully (e.g., "I like this more because it's challenging" / "I prefer building today because I want to make it taller").
Suggests resources or roles to help the group (e.g., "We need more blocks" / "You can be the cashier") and adjusts as the activity evolves.
Says explicitly when help is not needed (e.g., "I've got it now") and offers help to a peer for an appropriate part of the task.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Offer a new activity at home (new craft, new board game, new playground route) and observe whether your child chooses to try it and keeps going after an initial difficulty.
During family time, ask: "Which activity did you like best today and why?" and listen for a reason, not just a preference.
Set up an open-ended project (building, drawing, making) and notice whether your child gathers the resources they need without being told what to get.
When your child is stuck, pause and ask: "Do you need help or do you want to try another way?" and observe whether they can say when they do or don't need help.
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), Department for Education (DfE).
This ELG-based construct is directly specified in DM2012 and is intended to be evidenced across everyday activities involving choice, talk, persistence, and help-seeking.
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
Avoids trying new activities and rarely shares preferences or ideas with others, even in familiar groups. Relies on adults to select resources and does not ask for help appropriately (either struggles silently or demands help immediately).
Refuses to join a new activity (e.g., a new game/craft) even with encouragement and stays on the edge watching.
In a familiar group, stays silent or only repeats others' words rather than sharing an idea.
Waits without acting when materials are available, or grabs random items without purpose and cannot say what they need.
Emerging
Tries new activities with reassurance and can state basic likes/dislikes, but struggles to explain why. Will speak or share ideas when prompted and chooses resources with adult direction; help-seeking is inconsistent.
Tries a new activity only when an adult stays close and gives step-by-step reassurance.
Says "I like it" / "I don't like it" but cannot add a reason when asked "Why?"
Chooses one or two materials after an adult points them out (e.g., "You might need glue") rather than planning independently.
Developing
Tries some new activities in familiar settings and can give simple reasons for preferences. Contributes ideas in small familiar groups and selects some needed resources, asking for help when a specific difficulty arises.
Joins a new activity in a familiar setting after watching briefly, then gives it a try.
Says a simple reason for preference (e.g., "I like painting because it's messy") when asked.
Collects some needed resources (paper, crayons) and asks for help for a specific step (e.g., "Can you open this?").
Secure
Confidently initiates and persists with new activities, explains preferences with reasons, and speaks in a familiar group about ideas. Independently chooses and gathers resources needed and can say when they do or do not need help.
Chooses to try a new activity and keeps going through a difficulty (e.g., tries a different approach) without giving up quickly.
Shares an idea in a familiar group (e.g., during show-and-tell or planning a game) and adds detail when others ask questions.
Gathers the resources needed for a chosen activity without being told (e.g., fetches tape/scissors/pens) and explains their plan.
Reflexive
Seeks out new challenges, reflects on preferences and learning, and contributes ideas that influence group plans. Selects and adapts resources thoughtfully and supports others by suggesting resources or offering appropriate help.
Explains preferences thoughtfully (e.g., "I like this more because it's challenging" / "I prefer building today because I want to make it taller").
Suggests resources or roles to help the group (e.g., "We need more blocks" / "You can be the cashier") and adjusts as the activity evolves.
Says explicitly when help is not needed (e.g., "I've got it now") and offers help to a peer for an appropriate part of the task.
