Understands ‘who’, ‘what’, ‘where’ in simple questions (e.g. Who’s that/can? What’s that? Where is.?).
Observe whether the child: understands ‘who’, ‘what’, ‘where’ in simple questions (e.g. Who’s that/can? What’s that? Where is.?).
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 shows understanding of one question word (often “where” or “what”) in very familiar routines, especially with gesture or limited choices. Responses are inconsistent and may be nonverbal (pointing/looking).
What you might see
When asked “Where is your shoe?” the child looks around briefly, then keeps playing without searching or pointing.
When asked “Who is that?” while a familiar adult enters, the child gives any object/points randomly, not to the person.
When asked “Where is the ball?” the child finds it only if the adult looks/points toward it or it is very obvious.
When asked “What’s that?” the child sometimes points correctly to a known item, but other times points to something else nearby.
Expected
On track
The child usually answers simple “who/what/where” questions in familiar contexts with two or three clear options (e.g., pointing to the right person/object/place). They may need the question repeated or simplified.
What you might see
When shown two photos and asked “Who’s that?” the child points to the right familiar person most of the time after one repeat.
When asked “Where is Teddy?” the child goes to the usual place Teddy is kept, but may need a prompt if it has moved.
Exceeding
Going further
The child consistently shows understanding of “who/what/where” questions across day-to-day situations without needing pointing, answering by pointing, fetching, or giving a clear verbal response. They can shift attention from play to respond.
What you might see
When asked “What’s that?” the child points to or names the correct object in a picture book (e.g., cup, dog) without the adult pointing first.
When asked “Where is Daddy?” the child looks toward the correct room/door or walks to find them.
When asked “Who’s driving the bus?” in a new book, the child points to the driver and then points out other people in the scene.
When asked “Where did we put the bubbles?” the child searches the correct cupboard/box even if it’s not the usual spot.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Story time: while looking at pictures, ask “What’s that?” and “Where is the dog?” and notice whether your child points correctly without you pointing first.
Daily routine: when a familiar person arrives, ask “Who’s that?” and see whether your child looks/points to the person.
Tidy-up: ask “Where do the cars go?” and observe whether your child takes them to the correct storage place.
Mealtime: ask “What do you want?” while holding two options (e.g., banana or cracker) and notice whether your child indicates the right one after the “what” question.
Bath/bedtime: ask “Where is your towel/pajamas?” and watch whether your child searches in the right place without being led.
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
DfE (2012). Development Matters in the Early Years Foundation Stage (EYFS).
Defines the receptive-language expectations for understanding simple question forms in this age band.
Developmental research
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Supports the idea that adult questioning and guided participation help children form and use meaning in everyday interaction.
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 show understanding of “who/what/where” questions and may not respond, or responds randomly, unless the adult points or hands the answer. They may echo the question or change the subject.
When asked “Where is your shoe?” the child looks around briefly, then keeps playing without searching or pointing.
When asked “Who is that?” while a familiar adult enters, the child gives any object/points randomly, not to the person.
Emerging
The child sometimes shows understanding of one question word (often “where” or “what”) in very familiar routines, especially with gesture or limited choices. Responses are inconsistent and may be nonverbal (pointing/looking).
When asked “Where is the ball?” the child finds it only if the adult looks/points toward it or it is very obvious.
When asked “What’s that?” the child sometimes points correctly to a known item, but other times points to something else nearby.
Developing
The child usually answers simple “who/what/where” questions in familiar contexts with two or three clear options (e.g., pointing to the right person/object/place). They may need the question repeated or simplified.
When shown two photos and asked “Who’s that?” the child points to the right familiar person most of the time after one repeat.
When asked “Where is Teddy?” the child goes to the usual place Teddy is kept, but may need a prompt if it has moved.
Secure
The child consistently shows understanding of “who/what/where” questions across day-to-day situations without needing pointing, answering by pointing, fetching, or giving a clear verbal response. They can shift attention from play to respond.
When asked “What’s that?” the child points to or names the correct object in a picture book (e.g., cup, dog) without the adult pointing first.
When asked “Where is Daddy?” the child looks toward the correct room/door or walks to find them.
Reflexive
The child flexibly handles “who/what/where” in new contexts and can answer about things not directly in front of them (e.g., another room). They may also ask their own “who/what/where” questions to seek information.
When asked “Who’s driving the bus?” in a new book, the child points to the driver and then points out other people in the scene.
When asked “Where did we put the bubbles?” the child searches the correct cupboard/box even if it’s not the usual spot.
