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Birth–11 monthsSelf-Regulation

Cooperates with caregiving experiences, e.g. dressing.

Observe whether the child: cooperates with caregiving experiences, e.g. dressing.

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

Occasionally cooperates in brief moments (relaxes for sleeves, pauses kicking) but cooperation is inconsistent and highly dependent on comfort state (tired/hungry). Needs steady adult soothing and pacing to maintain cooperation.

What you might see

  • During dressing, stiffens legs/arms and cries throughout without relaxing when soothed.
  • Kicks continuously during nappy changes and does not pause even when the adult slows and reassures.
  • Turns away or arches back when being put into clothing, making the routine consistently difficult.
  • Cooperates for one step (briefly relaxes for a sleeve), then resumes kicking or fussing.
  • Becomes calm only when distracted by a toy/voice, and cooperation stops when distraction ends.
  • Shows cooperation in one familiar routine (sleep suit at night) but not in others.

Expected

On track

Regularly shows cooperative participation in familiar caregiving routines: relaxes body, pauses movement, and makes simple helpful adjustments (lifting leg/arm) with adult support. Distress reduces as routines become predictable.

What you might see

  • Pauses kicking when the adult says a familiar cue ("legs up") and the nappy can be fastened.
  • Relaxes shoulders/arms as a sleeve is guided on, with gentle talk.
  • Lifts bottom slightly when being changed or adjusts posture when picked up for dressing.

Exceeding

Going further

Consistently cooperates across common caregiving experiences: anticipates routine steps, offers body parts appropriately, and remains calm or quickly settles if briefly upset. Cooperation supports smoother, more reciprocal caregiving interactions.

What you might see

  • Holds still briefly when asked and allows clothing to be put on with minimal fuss most times.
  • Offers a foot outward when trousers/socks are being put on (or keeps leg steady to help).
  • Remains calm through several caregiving steps, and if upset, settles quickly and continues.
  • Anticipates routine: quiets and watches the caregiver, then presents arm/foot at the right moment.
  • Cooperates similarly with another trusted caregiver, not only one person.
  • Communicates readiness or discomfort (turns head away, vocalises, then re-engages) so the caregiver can pace the routine.

Try this at home

Small everyday moments where you can notice this behaviour without setting up anything special.

  • Dressing: When putting on a top or sleep suit, notice whether your baby relaxes and helps by holding still or offering an arm.

  • Nappy changes: Observe whether your baby can pause kicking even briefly when you use a consistent cue and soothing voice.

  • Bath-to-bed transition: During drying and changing, notice whether cooperation improves when the routine is predictable and calm.

  • New clothes: Try a slightly different outfit—observe whether your baby can still cooperate (with reassurance) or becomes very distressed.

  • Shared caregiving: If another trusted adult dresses your baby, notice whether cooperation generalises beyond one caregiver.

Connected behaviours

Behaviours that scaffold, follow, or co-emerge with this one.

Where this comes from

The framework source and supporting developmental research.

Framework source

  • Development Matters in the Early Years Foundation Stage (Early Education, 2012) — Personal, Social and Emotional Development: Managing feelings and behaviour (birth–11 months).

    Provides the EYFS observation statement describing early cooperation during caregiving routines.

Other sources

  • Sparrow, S. S., Balla, D. A., & Cicchetti, D. V. (1984). Vineland Adaptive Behavior Scales. American Guidance Service.

    Adaptive behaviour assessment frameworks include cooperation with daily living routines (e.g., dressing) as observable, rateable functional behaviours.

Five-level rubric (detailed)Show

The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.

Not Yet
Shows little cooperation during caregiving routines (dressing, nappy changes), often staying stiff, distressed, or disorganised without adjusting body to the adult’s actions. Caregiving requires full adult management with minimal infant participation.
  • During dressing, stiffens legs/arms and cries throughout without relaxing when soothed.
  • Kicks continuously during nappy changes and does not pause even when the adult slows and reassures.
  • Turns away or arches back when being put into clothing, making the routine consistently difficult.
Emerging
Occasionally cooperates in brief moments (relaxes for sleeves, pauses kicking) but cooperation is inconsistent and highly dependent on comfort state (tired/hungry). Needs steady adult soothing and pacing to maintain cooperation.
  • Cooperates for one step (briefly relaxes for a sleeve), then resumes kicking or fussing.
  • Becomes calm only when distracted by a toy/voice, and cooperation stops when distraction ends.
  • Shows cooperation in one familiar routine (sleep suit at night) but not in others.
Developing
Regularly shows cooperative participation in familiar caregiving routines: relaxes body, pauses movement, and makes simple helpful adjustments (lifting leg/arm) with adult support. Distress reduces as routines become predictable.
  • Pauses kicking when the adult says a familiar cue ("legs up") and the nappy can be fastened.
  • Relaxes shoulders/arms as a sleeve is guided on, with gentle talk.
  • Lifts bottom slightly when being changed or adjusts posture when picked up for dressing.
Secure
Consistently cooperates across common caregiving experiences: anticipates routine steps, offers body parts appropriately, and remains calm or quickly settles if briefly upset. Cooperation supports smoother, more reciprocal caregiving interactions.
  • Holds still briefly when asked and allows clothing to be put on with minimal fuss most times.
  • Offers a foot outward when trousers/socks are being put on (or keeps leg steady to help).
  • Remains calm through several caregiving steps, and if upset, settles quickly and continues.
Reflexive
Applies cooperative participation flexibly: adapts to new clothing/caregivers with minimal disruption, uses early cues to communicate needs (pause, look, vocalise), and re-engages after brief upset. Shows increasing purposeful “helping” movements (presenting foot/arm) as routines generalise.
  • Anticipates routine: quiets and watches the caregiver, then presents arm/foot at the right moment.
  • Cooperates similarly with another trusted caregiver, not only one person.
  • Communicates readiness or discomfort (turns head away, vocalises, then re-engages) so the caregiver can pace the routine.