Shows understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct picture.
Observe whether the child: shows understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct picture.
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
Shows partial understanding of a small set of prepositions in highly supported contexts (with pointing/gesture), but confuses locations when choices are similar.
What you might see
When told “put the teddy under the chair,” the child places the teddy on the chair or elsewhere without checking.
When shown two pictures and asked “Which one is behind the box?” the child guesses or points randomly.
Needs you to physically move the object to show what “under/on top/behind” means before they can comply.
Can do “on top” when you demonstrate first, but confuses “under” and “behind” even with the same materials.
Follows “put it under” only when you point to the exact place to put it.
Selects the correct picture for one preposition (e.g., “under”) but not consistently across different objects.
Expected
On track
Understands common prepositions (e.g., under/on top/behind) in familiar play tasks and can carry out the action with minimal prompting, though errors still occur.
What you might see
When asked “put the car under the table,” the child does it correctly with one prompt and no pointing.
During tidy-up, responds to “put the book on top of the pile” with a correct placement most of the time.
When given two picture choices, points to the correct “behind” picture after briefly scanning both.
Exceeding
Going further
Accurately carries out actions or selects correct pictures for common prepositions across contexts without needing gesture cues.
What you might see
Carries out “hide it behind the cushion” correctly across different rooms and objects.
When asked “put the spoon under the napkin,” places it under (not beside) without extra cues.
Consistently selects the correct picture for under/on top/behind when choices are close distractors.
Follows novel spatial directions like “put the small one behind the big one” without demonstration.
Self-corrects after an error (moves the object and says/acts like they noticed it’s not “under” yet).
Explains or models to someone else what a preposition means (e.g., shows “behind” using toys).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Play (toys): Give a simple instruction like “Put the dinosaur behind the box” and watch if your child places it correctly without you pointing.
Tidy-up: Ask “Put the book on top of the pile” or “Put the shoes under the bench” and notice whether they follow the location word accurately.
Story/pictures: In a picture book, ask “Which one is under the table?” and see if they choose the correct picture.
Hide-and-seek: Hide a small toy and say “It’s behind the curtain” and observe if your child searches in the right place first.
Bath time: Use cups/boats and ask “Put the boat under the water” or “Put the cup on top of the sponge” to check understanding in a new context.
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 (EYFS) (2012), Communication and Language: Understanding.
Understanding spatial prepositions is specified as an observable receptive-language behaviour in the EYFS progression.
Developmental research
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Spatial language comprehension is strengthened through guided interaction and shared activity where adults model and clarify meaning.
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 reliably act on common prepositions; places objects randomly or chooses pictures without showing understanding of location words.
When told “put the teddy under the chair,” the child places the teddy on the chair or elsewhere without checking.
When shown two pictures and asked “Which one is behind the box?” the child guesses or points randomly.
Needs you to physically move the object to show what “under/on top/behind” means before they can comply.
Emerging
Shows partial understanding of a small set of prepositions in highly supported contexts (with pointing/gesture), but confuses locations when choices are similar.
Can do “on top” when you demonstrate first, but confuses “under” and “behind” even with the same materials.
Follows “put it under” only when you point to the exact place to put it.
Selects the correct picture for one preposition (e.g., “under”) but not consistently across different objects.
Developing
Understands common prepositions (e.g., under/on top/behind) in familiar play tasks and can carry out the action with minimal prompting, though errors still occur.
When asked “put the car under the table,” the child does it correctly with one prompt and no pointing.
During tidy-up, responds to “put the book on top of the pile” with a correct placement most of the time.
When given two picture choices, points to the correct “behind” picture after briefly scanning both.
Secure
Accurately carries out actions or selects correct pictures for common prepositions across contexts without needing gesture cues.
Carries out “hide it behind the cushion” correctly across different rooms and objects.
When asked “put the spoon under the napkin,” places it under (not beside) without extra cues.
Consistently selects the correct picture for under/on top/behind when choices are close distractors.
Reflexive
Applies preposition understanding flexibly in new situations (including multi-step spatial directions) and can notice/correct mismatches in location words.
Follows novel spatial directions like “put the small one behind the big one” without demonstration.
Self-corrects after an error (moves the object and says/acts like they noticed it’s not “under” yet).
Explains or models to someone else what a preposition means (e.g., shows “behind” using toys).
