30–50 monthsNumerical PatternsShape, Space and Measure (no distinct 2021 ELG)
Shows awareness of similarities of shapes in the environment.
Observe whether the child: shows awareness of similarities of shapes in the environment.
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
Sometimes notices an obvious similarity (often “round”) after prompting and may match a few similar items. Awareness is inconsistent and may depend on identical size/appearance.
What you might see
When shown a circle shape and asked to find something the same, does not choose a round object and looks to the adult.
Does not comment on or point out shapes during a walk or in a book even when prompted.
Cannot match two similar shapes (e.g., two circles) unless they are identical objects.
After an adult says “These are both round,” repeats “round” and points to a second round object once.
Groups two obvious “round” items together but does not extend to other round items nearby.
Matches a square tile to a square picture only when size and colour are similar.
Expected
On track
Recognises similarities between shapes in everyday objects more regularly (e.g., wheels and plates are both round) and can match or group simple shape types with support. Uses simple descriptors to explain the match.
What you might see
Points to a wheel and a plate and says “both round” after a simple prompt.
Sorts a small set of items into “round ones” and “not round ones” with adult support.
Notices a similarity in play (e.g., “This block is like that one”) and brings them together.
Exceeding
Going further
Independently identifies similarities across a range of objects, including variations in size and orientation. Can explain what makes them similar (e.g., “both have corners,” “both are round”).
What you might see
Says “Those are the same shape” and matches objects even when they are different sizes (e.g., small and big circles).
Explains a match using a feature (e.g., “Both have corners,” “Both are pointy”).
Finds shape similarities in new contexts (e.g., points out circular manhole cover and bicycle wheel as “both round”).
Identifies a shape within a more complex object (e.g., “The window is a rectangle”) and links it to another rectangle elsewhere.
Explains differences as well as similarities (e.g., “Both are round, but this one is a sphere and this one is flat”).
Helps a peer match shapes for a task (e.g., “Use this one—it’s the same shape, just smaller”).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Shape matching at home: Hold up a simple shape (or a round lid) and ask, “Can you find something the same shape in the room?” Notice whether your child finds and explains a match.
Walk-and-spot: On a walk, ask, “What things are the same shape?” Listen for your child noticing wheels, signs, windows, tiles, and comparing them.
Toy tidy by shape: Ask your child to tidy a mixed set (blocks/counters) by putting “the same shapes together.” Watch how they group and whether they explain why.
Story book hunt: In a picture book, ask, “Can you find two things with the same shape?” Notice whether your child finds matches even when sizes differ.
Mealtime comparison: Show a plate, coaster, and coin and ask, “Which ones are similar in shape?” Observe whether your child groups them as “round” and explains.
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 Early Years Foundation Stage (2012), Department for Education (DfE), Shape, Space and Measure (30–50 months) statements.
Frames recognising shape similarities in the environment as an observable stepping stone toward geometric reasoning.
Developmental research
Clements, D. H., & Sarama, J. (2009). Learning and Teaching Early Math: The Learning Trajectories Approach. Routledge.
Supports developmental progressions in early geometry where children move from noticing global shape features to matching/classifying across varied examples.
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
Does not notice or comment on similarities between shapes in the environment and does not match shapes across different objects. Needs an adult to point out shape likenesses.
When shown a circle shape and asked to find something the same, does not choose a round object and looks to the adult.
Does not comment on or point out shapes during a walk or in a book even when prompted.
Cannot match two similar shapes (e.g., two circles) unless they are identical objects.
Emerging
Sometimes notices an obvious similarity (often “round”) after prompting and may match a few similar items. Awareness is inconsistent and may depend on identical size/appearance.
After an adult says “These are both round,” repeats “round” and points to a second round object once.
Groups two obvious “round” items together but does not extend to other round items nearby.
Matches a square tile to a square picture only when size and colour are similar.
Developing
Recognises similarities between shapes in everyday objects more regularly (e.g., wheels and plates are both round) and can match or group simple shape types with support. Uses simple descriptors to explain the match.
Points to a wheel and a plate and says “both round” after a simple prompt.
Sorts a small set of items into “round ones” and “not round ones” with adult support.
Notices a similarity in play (e.g., “This block is like that one”) and brings them together.
Secure
Independently identifies similarities across a range of objects, including variations in size and orientation. Can explain what makes them similar (e.g., “both have corners,” “both are round”).
Says “Those are the same shape” and matches objects even when they are different sizes (e.g., small and big circles).
Explains a match using a feature (e.g., “Both have corners,” “Both are pointy”).
Finds shape similarities in new contexts (e.g., points out circular manhole cover and bicycle wheel as “both round”).
Reflexive
Generalises and classifies shapes flexibly, spotting shapes within shapes and explaining similarities/differences to peers. Applies shape similarity to problem solving (choosing matching parts, predicting fit).
Identifies a shape within a more complex object (e.g., “The window is a rectangle”) and links it to another rectangle elsewhere.
Explains differences as well as similarities (e.g., “Both are round, but this one is a sphere and this one is flat”).
Helps a peer match shapes for a task (e.g., “Use this one—it’s the same shape, just smaller”).
