30–50 monthsThe Natural WorldTechnology (aspect removed in EYFS 2021)
Shows an interest in technological toys with knobs or pulleys, or real objects such as cameras or mobile phones.
Observe whether the child: shows an interest in technological toys with knobs or pulleys, or real objects such as cameras or mobile phones.
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 briefly touches or watches technological toys and may imitate one action after adult modelling, but exploration is short and mostly random. They need frequent prompts to keep trying.
What you might see
When offered a toy with knobs or a simple pulley, leaves it untouched or moves away within a few seconds.
Holds a remote or toy phone briefly and drops it without looking for how it works.
Bangs or throws the object but does not attempt to press, turn, pull, or slide any part.
Watches an adult press a button and smiles, but does not try the action until prompted.
Touches a knob and makes one brief turn, then stops and shifts attention elsewhere.
Holds a toy phone to ear after an adult prompt, then abandons it quickly.
Expected
On track
The child purposefully explores simple mechanisms (turning a knob, pulling a lever, pressing a button) in familiar toys or safe real objects, often with adult support. They repeat actions to recreate an effect.
What you might see
Turns a knob back and forth until it clicks or makes a sound.
Pulls a lever or cord on a toy to make a part move after a short demonstration.
Presses the shutter button on a toy camera to trigger a sound or flash, then looks at the toy.
Exceeding
Going further
The child independently chooses technological toys or safe devices in play and uses mechanisms in a goal-directed way to produce an effect. They sustain attention and try simple troubleshooting strategies when it does not work at first.
What you might see
Chooses a toy with moving parts during free play and operates it to achieve a desired effect without help.
Uses an old remote or phone (non-working or in safe mode) in role play with recognisable actions like dialling, taking a photo, or changing channels.
When the toy does not respond, tries a different button or adjusts their action instead of stopping immediately.
States a goal (for example, take a picture) and selects the device or toy that matches that purpose.
Shows another child where to press or turn to make the toy work.
Uses a consistent strategy across toys, such as searching for an on/off control and then testing one function at a time.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During pretend play, place an old remote or toy phone in the role-play area and notice whether your child explores the buttons or uses it with a clear pretend purpose.
At music time, offer a simple device or toy with an obvious control (speaker button, CD player button, wind-up toy) and see if your child tries to operate it to start or change what happens.
On a walk, let your child press a camera shutter button with support and notice whether they show interest in repeating the action to take more photos.
During tidy-up, offer a toy with a knob, pulley, or lever and observe whether your child persists in trying different actions to create an effect.
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 (DfE, 2012) - Technology (30-50 months).
DM2012 specifies observable interest in technological toys and real devices as part of Understanding the World progression.
Developmental research
Papert, S. (1980). Mindstorms: Children, Computers, and Powerful Ideas.
Supports early purposeful interaction with technology as a meaningful context for learning through exploration.
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 shows little curiosity about technological toys or safe real devices and does not explore knobs, pulleys, buttons, or screens when offered. They may ignore the object or treat it as a generic item without trying to make it work.
When offered a toy with knobs or a simple pulley, leaves it untouched or moves away within a few seconds.
Holds a remote or toy phone briefly and drops it without looking for how it works.
Bangs or throws the object but does not attempt to press, turn, pull, or slide any part.
Emerging
The child briefly touches or watches technological toys and may imitate one action after adult modelling, but exploration is short and mostly random. They need frequent prompts to keep trying.
Watches an adult press a button and smiles, but does not try the action until prompted.
Touches a knob and makes one brief turn, then stops and shifts attention elsewhere.
Holds a toy phone to ear after an adult prompt, then abandons it quickly.
Developing
The child purposefully explores simple mechanisms (turning a knob, pulling a lever, pressing a button) in familiar toys or safe real objects, often with adult support. They repeat actions to recreate an effect.
Turns a knob back and forth until it clicks or makes a sound.
Pulls a lever or cord on a toy to make a part move after a short demonstration.
Presses the shutter button on a toy camera to trigger a sound or flash, then looks at the toy.
Secure
The child independently chooses technological toys or safe devices in play and uses mechanisms in a goal-directed way to produce an effect. They sustain attention and try simple troubleshooting strategies when it does not work at first.
Chooses a toy with moving parts during free play and operates it to achieve a desired effect without help.
Uses an old remote or phone (non-working or in safe mode) in role play with recognisable actions like dialling, taking a photo, or changing channels.
When the toy does not respond, tries a different button or adjusts their action instead of stopping immediately.
Reflexive
The child selects different technological toys or safe devices for a purpose (for example, take a photo, play music, make a toy move) and transfers how-to knowledge across similar items. They may demonstrate steps to another child or explain what to do next.
States a goal (for example, take a picture) and selects the device or toy that matches that purpose.
Shows another child where to press or turn to make the toy work.
Uses a consistent strategy across toys, such as searching for an on/off control and then testing one function at a time.
