Observe whether the child: says some counting words randomly.
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 produces one or two number words (e.g., "one", "two") but uses them inconsistently and not as a sequence. Number words may appear as isolated labels without link to objects or actions.
What you might see
During counting songs or adult counting, does not attempt to vocalise any number words and instead uses non-number babble.
When handed objects one by one, does not accompany the exchange with any number-like words.
Says "one" or "two" at random times, not in response to quantity and not as part of a sequence.
Echoes a single number word after an adult (e.g., repeats "two") but does not continue the sequence.
Expected
On track
The child says short counting-like strings of words (e.g., "one, two, three") in play or routines, often not matched to objects and not always in correct order. The use is exploratory and may be triggered by songs or adult counting.
What you might see
Says "one, two, three" while playing, but not aligned to any objects being touched or moved.
Joins in with parts of a counting rhyme by inserting number words out of order (e.g., "one, three") and continues play.
Exceeding
Going further
The child frequently uses counting words in familiar contexts (songs, stairs, pointing), showing a more stable sequence for a few numbers even if not consistently one-to-one with items. They sometimes attempt to coordinate words with actions (taps/points) with support.
What you might see
During stair climbing, attempts a number sequence (e.g., "one, two, three…") for several steps, even if the sequence is incomplete.
Points or taps objects while saying number words, needing an adult prompt to slow down and match one word to one item.
Initiates counting-like talk during repetitive actions (placing blocks into a box, throwing balls) and continues without adult prompting.
Brings a counting book or starts a known counting song to prompt counting words during play.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Songs/rhymes: sing a short counting rhyme and pause mid-way. Notice whether your child fills the gap with any number words (even out of order).
Stairs: as you walk up or down, listen for whether your child attempts to say counting words along with steps.
Toy drop game: drop soft balls or blocks into a container one by one and pause. See if your child adds number words spontaneously while you continue.
Bath: pour cupfuls of water or pop bubbles and listen for counting words your child says during the repeated action.
Story time: point to repeated pictures (ducks, stars) and ask, "Can you say some counting words?" Observe whether they produce a sequence vs isolated number words.
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 explicitly listed as an observable behaviour in the 8–20 months number statements.
Developmental research
Gelman, R., & Gallistel, C. R. (1978). The Child’s Understanding of Number. Harvard University Press.
Early counting-word use is an entry point into later mastery of stable order and one-to-one counting principles.
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 yet vocalise any number words or counting-like sequences. They may babble or use other words/sounds without producing recognisable counting words.
During counting songs or adult counting, does not attempt to vocalise any number words and instead uses non-number babble.
When handed objects one by one, does not accompany the exchange with any number-like words.
Emerging
The child produces one or two number words (e.g., "one", "two") but uses them inconsistently and not as a sequence. Number words may appear as isolated labels without link to objects or actions.
Says "one" or "two" at random times, not in response to quantity and not as part of a sequence.
Echoes a single number word after an adult (e.g., repeats "two") but does not continue the sequence.
Developing
The child says short counting-like strings of words (e.g., "one, two, three") in play or routines, often not matched to objects and not always in correct order. The use is exploratory and may be triggered by songs or adult counting.
Says "one, two, three" while playing, but not aligned to any objects being touched or moved.
Joins in with parts of a counting rhyme by inserting number words out of order (e.g., "one, three") and continues play.
Secure
The child frequently uses counting words in familiar contexts (songs, stairs, pointing), showing a more stable sequence for a few numbers even if not consistently one-to-one with items. They sometimes attempt to coordinate words with actions (taps/points) with support.
During stair climbing, attempts a number sequence (e.g., "one, two, three…") for several steps, even if the sequence is incomplete.
Points or taps objects while saying number words, needing an adult prompt to slow down and match one word to one item.
Reflexive
The child spontaneously uses counting words across activities and begins to link them to repeated actions (steps, claps, putting items in) even when accuracy is imperfect. They may request counting games and imitate adult counting patterns in new contexts.
Initiates counting-like talk during repetitive actions (placing blocks into a box, throwing balls) and continues without adult prompting.
Brings a counting book or starts a known counting song to prompt counting words during play.
