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30–50 monthsThe Natural World

Completes a simple program on a computer.

Observe whether the child: completes a simple program on a computer.

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 close adult guidance, can complete parts of a simple on-screen sequence (click/drag/choose) but loses track or needs frequent prompts.

What you might see

  • Clicks rapidly across the screen without waiting for feedback and abandons the task before any outcome is reached.
  • When a drag-and-drop activity is shown, taps items but does not attempt to drag/position them even after demonstration.
  • Completes the first step after an adult points, then looks to the adult for the next step every time.
  • Starts a matching/sequence activity but places items randomly and does not notice mismatch without adult correction.

Expected

On track

In familiar software, follows a short sequence to achieve a goal (e.g., click next, choose an option, drag to match) with occasional reminders.

What you might see

  • Follows a simple prompt on screen (“next,” “start,” “choose”) and completes a short activity with one or two reminders.
  • Drags an item to the correct place after a brief verbal cue (“put it here”) and continues the sequence.

Exceeding

Going further

Independently completes simple multi-step ‘program-like’ tasks (ordered steps with a clear outcome) and can repeat them reliably.

What you might see

  • Completes a familiar step-by-step activity from start to finish (e.g., ordering, matching, simple ‘make it work’ sequence) without adult prompting.
  • If something goes wrong, uses a sensible fix (undo/back/retry) and continues the task.
  • Explains the steps out loud while doing them (“first press start, then drag…”) and stays focused until the outcome is reached.
  • Tries a new but similar activity by applying known steps (start, follow prompts, check result) and persists to complete it.

Try this at home

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

  • Short screen session: choose a simple sequencing or matching app/game and observe whether your child can complete it from start to finish without you naming every next step.

  • Problem-solving moment: when your child makes a mistake on screen, pause and watch whether they try ‘back/try again’ before calling for help.

  • Turn-taking: ask your child to show you how to do the activity—notice whether they can describe the steps (“first… then…”) while demonstrating.

  • Transition: set a goal like “Can you finish this one activity before we stop?” and observe whether your child follows the sequence to completion.

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).

    The construct is framework-native within early technology learning: completing simple stepwise tasks on a computer.

Developmental research

  • Papert, S. (1980). Mindstorms: Children, Computers, and Powerful Ideas. New York: Basic Books.

    Constructionist perspectives emphasise children learning through creating and controlling sequences on computers, supporting early ‘program-like’ thinking.

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 follow a structured sequence on screen; taps randomly and does not complete a simple step-by-step task even with support.
  • Clicks rapidly across the screen without waiting for feedback and abandons the task before any outcome is reached.
  • When a drag-and-drop activity is shown, taps items but does not attempt to drag/position them even after demonstration.
Emerging
With close adult guidance, can complete parts of a simple on-screen sequence (click/drag/choose) but loses track or needs frequent prompts.
  • Completes the first step after an adult points, then looks to the adult for the next step every time.
  • Starts a matching/sequence activity but places items randomly and does not notice mismatch without adult correction.
Developing
In familiar software, follows a short sequence to achieve a goal (e.g., click next, choose an option, drag to match) with occasional reminders.
  • Follows a simple prompt on screen (“next,” “start,” “choose”) and completes a short activity with one or two reminders.
  • Drags an item to the correct place after a brief verbal cue (“put it here”) and continues the sequence.
Secure
Independently completes simple multi-step ‘program-like’ tasks (ordered steps with a clear outcome) and can repeat them reliably.
  • Completes a familiar step-by-step activity from start to finish (e.g., ordering, matching, simple ‘make it work’ sequence) without adult prompting.
  • If something goes wrong, uses a sensible fix (undo/back/retry) and continues the task.
Reflexive
Plans and checks steps, notices errors and corrects them, and can explain the sequence to someone else (“first… then…”) or apply it to a new task.
  • Explains the steps out loud while doing them (“first press start, then drag…”) and stays focused until the outcome is reached.
  • Tries a new but similar activity by applying known steps (start, follow prompts, check result) and persists to complete it.