Knows information can be relayed in the form of print.
Observe whether the child: knows information can be relayed in the form of print.
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
Child shows early awareness that print 'means something' in familiar routines (e.g., labels, menus) but relies on adults to interpret it. They may say 'that says…' without a stable link to the printed message.
What you might see
When shown a labelled container and asked what it says, the child only talks about the picture/colour and not the print.
The child ignores a simple sign (e.g., toilet/exit) and does not use it to guide action even when nearby.
In pretend play, the child does not use menus/lists/labels as meaningful objects (treats them as scrap paper only).
The child points to print on a page and says 'it says something' but cannot link it to the context (needs adult to explain).
The child asks an adult 'what does it say?' when noticing a label, but then loses interest quickly.
The child treats writing as part of a picture (scribbles) and calls it 'words' without stable meaning.
Expected
On track
Child demonstrates that print can convey specific information (e.g., points to a label/sign to indicate what it is for) and requests that an adult read print to find out something. They use print purposefully in play (shop/restaurant).
What you might see
The child brings a package/sign to an adult and asks them to read it to find out what it is.
In play, the child uses a pretend 'list' or 'menu' to tell someone what to do/order (even with scribbles).
The child points to their name label to show ownership ('that’s mine') rather than relying only on location.
Exceeding
Going further
Child consistently treats print as a message system: looks for print to answer questions (what/whose/where), distinguishes writing from pictures, and expects that the same print will mean the same thing across instances. They may attempt to represent information with their own marks ('writing').
What you might see
The child looks for a label to decide between two similar items (e.g., picks the right tub by checking the writing).
The child distinguishes print from pictures (e.g., points to the words on a cover and says that's the name).
The child makes a mark and explains what it 'says' (e.g., 'this says no entry') during pretend play.
The child suggests writing something down to remember (e.g., 'let’s make a list') during play/routine.
The child checks the same sign/label again to confirm, and notices if it has changed or is different.
The child explains to a peer 'the writing tells you' and uses a sign/label to guide the peer’s action.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Mealtime: show two similar items (e.g., two tubs) and ask 'which one is yogurt?'—notice whether your child looks for the label/print to decide.
Play: set up a pretend shop/restaurant with menus/labels—notice whether your child uses the 'writing' as information (orders, prices, signs).
Transition (outings): point to a simple sign (toilet/exit/stop) and ask 'what is this for?'—notice whether your child links the sign to information/action.
Story time: point to the title on the cover and ask 'what does this tell us?'—notice whether your child expects the print to name the book.
Bath time: label two baskets ('towels', 'toys')—notice whether your child treats the label as a cue for where items go.
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) — Literacy: Reading (30–50 months).
Specifies understanding that print relays information as an observable early literacy concept supporting comprehension.
Developmental research
Ferreiro, E., & Teberosky, A. (1982). Literacy before schooling. Exeter, NH: Heinemann Educational Books.
Describes how young children develop concepts about written language as a representational system for meaning before conventional reading.
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
Child does not show understanding that print carries information; they treat writing as decoration or ignore it. They do not use signs/labels as sources of meaning.
When shown a labelled container and asked what it says, the child only talks about the picture/colour and not the print.
The child ignores a simple sign (e.g., toilet/exit) and does not use it to guide action even when nearby.
In pretend play, the child does not use menus/lists/labels as meaningful objects (treats them as scrap paper only).
Emerging
Child shows early awareness that print 'means something' in familiar routines (e.g., labels, menus) but relies on adults to interpret it. They may say 'that says…' without a stable link to the printed message.
The child points to print on a page and says 'it says something' but cannot link it to the context (needs adult to explain).
The child asks an adult 'what does it say?' when noticing a label, but then loses interest quickly.
The child treats writing as part of a picture (scribbles) and calls it 'words' without stable meaning.
Developing
Child demonstrates that print can convey specific information (e.g., points to a label/sign to indicate what it is for) and requests that an adult read print to find out something. They use print purposefully in play (shop/restaurant).
The child brings a package/sign to an adult and asks them to read it to find out what it is.
In play, the child uses a pretend 'list' or 'menu' to tell someone what to do/order (even with scribbles).
The child points to their name label to show ownership ('that’s mine') rather than relying only on location.
Secure
Child consistently treats print as a message system: looks for print to answer questions (what/whose/where), distinguishes writing from pictures, and expects that the same print will mean the same thing across instances. They may attempt to represent information with their own marks ('writing').
The child looks for a label to decide between two similar items (e.g., picks the right tub by checking the writing).
The child distinguishes print from pictures (e.g., points to the words on a cover and says that's the name).
The child makes a mark and explains what it 'says' (e.g., 'this says no entry') during pretend play.
Reflexive
Child applies the idea flexibly across contexts (instructions, lists, signs, books): they suggest using writing to remember/share information and check print to verify. They explain to peers that print tells you something and may 'write' labels/lists in play.
The child suggests writing something down to remember (e.g., 'let’s make a list') during play/routine.
The child checks the same sign/label again to confirm, and notices if it has changed or is different.
The child explains to a peer 'the writing tells you' and uses a sign/label to guide the peer’s action.
