Observe whether the child: knows that things exist, even when out of sight.
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 sometimes searches for a hidden object, especially if it was only partly covered or the hiding was very simple. Their searching is inconsistent and may stop quickly if the object is not immediately found.
What you might see
A toy is covered completely with a cloth and the child does not attempt to lift the cloth or look for the toy.
When a favourite object is placed behind an adult’s back, the child does not look toward the adult’s hands or the hidden location.
Searches when the toy is only partly covered, but if fully covered, stops and looks away.
Looks toward the place an object disappeared, then gives up within a few seconds unless an adult prompts.
Expected
On track
The child reliably looks for an object that has been hidden under a cloth or behind a barrier in familiar games. They may need a hint for more complex hiding (two locations) but show clear expectation that the object still exists.
What you might see
Immediately lifts a cloth to find a hidden toy after watching it being covered.
Looks in the correct container when an object is placed inside, but needs a cue if the object is moved to a second location.
Exceeding
Going further
The child consistently searches for and retrieves objects that are fully hidden, including after a short delay. They show persistence and may check likely locations, indicating a stable understanding that the object continues to exist out of sight.
What you might see
After a short pause (a few seconds), still searches under the cover or in the box and retrieves the hidden item.
Checks two possible locations (e.g., looks under one cup then the other) when the first search fails.
Initiates a hiding game, hides a toy, and then finds it later by going back to the hiding place.
Tracks an object across displacement (e.g., watches it go into a bag and then later opens the bag to look for it) without adult suggestion.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Peekaboo with objects: hide a favourite toy under a cloth and pause. Notice if your child lifts the cloth to search.
Mealtime: place a spoon under a napkin and ask, "Where did it go?" Watch whether your child looks under the napkin or searches nearby.
Bath: sink a small bath toy in a clear cup or hide it behind a bottle. See if your child looks behind/under the barrier to find it.
Transition (getting ready): put a shoe or sock into a bag while your child watches, then ask them to fetch it; observe whether they open the bag to search.
Story time: during "Where is it?" picture books, pause before revealing a hidden character and see if your child points/searches for where it might be.
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), Mathematics: Numbers.
The construct is a stated developmental outcome in the 8–20 months number statements.
Developmental research
Piaget, J. (1954). The Construction of Reality in the Child. Basic Books.
Object permanence is a classic milestone within sensorimotor cognitive development and underpins searching for hidden objects.
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
When an object is hidden or moved out of view, the child behaves as if it has disappeared. They do not search for the object and quickly shift attention elsewhere.
A toy is covered completely with a cloth and the child does not attempt to lift the cloth or look for the toy.
When a favourite object is placed behind an adult’s back, the child does not look toward the adult’s hands or the hidden location.
Emerging
The child sometimes searches for a hidden object, especially if it was only partly covered or the hiding was very simple. Their searching is inconsistent and may stop quickly if the object is not immediately found.
Searches when the toy is only partly covered, but if fully covered, stops and looks away.
Looks toward the place an object disappeared, then gives up within a few seconds unless an adult prompts.
Developing
The child reliably looks for an object that has been hidden under a cloth or behind a barrier in familiar games. They may need a hint for more complex hiding (two locations) but show clear expectation that the object still exists.
Immediately lifts a cloth to find a hidden toy after watching it being covered.
Looks in the correct container when an object is placed inside, but needs a cue if the object is moved to a second location.
Secure
The child consistently searches for and retrieves objects that are fully hidden, including after a short delay. They show persistence and may check likely locations, indicating a stable understanding that the object continues to exist out of sight.
After a short pause (a few seconds), still searches under the cover or in the box and retrieves the hidden item.
Checks two possible locations (e.g., looks under one cup then the other) when the first search fails.
Reflexive
The child generalises object permanence across contexts, anticipating where objects might be and using simple planning (e.g., lifting the cover, opening the box) to find them. They may initiate hiding games and track objects across changes in location.
Initiates a hiding game, hides a toy, and then finds it later by going back to the hiding place.
Tracks an object across displacement (e.g., watches it go into a bag and then later opens the bag to look for it) without adult suggestion.
