Uses some language of quantities, such as ‘more’ and ‘a lot’.
Observe whether the child: uses some language of quantities, such as ‘more’ and ‘a lot’.
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
Uses ‘more’ or similar quantity words inconsistently (often meaning ‘again’ or ‘I want that’) rather than clearly referring to amount.
What you might see
When offered a choice between a larger and smaller pile, the child does not comment or gesture about ‘more’ and simply grabs.
After finishing a snack, the child reaches/whines but does not use any quantity word even when an adult models ‘more?’.
Does not respond when an adult says ‘more’ or ‘all gone’ and shows no link between the word and the amount.
Says ‘more!’ repeatedly even when the amount is not changing (e.g., before any additional snack is given).
Uses ‘more’ to request a preferred item but does not use it with neutral items or in play.
Says ‘a lot!’ when excited, but the label does not relate reliably to a bigger set.
Expected
On track
Uses simple quantity language (‘more’, ‘lots’, ‘all gone’) in familiar routines to refer to changes in amount, usually with gesture support.
What you might see
After an adult adds another piece of fruit, the child says ‘more’ and points to the plate.
Says ‘all gone’ or ‘no more’ when a bowl is empty or when the last item is taken.
During block play, asks for ‘more blocks’ while holding out an open hand toward the container.
Exceeding
Going further
Uses quantity words appropriately across contexts and begins to use them to compare sets (e.g., noticing one plate has ‘more’).
What you might see
Points to two piles and says ‘more’ for the bigger pile (even if not always correct, attempts are consistent and meaningful).
Uses ‘a lot’ for a visibly large amount (e.g., many bubbles, many cars) and ‘more’ for an increase.
Uses quantity words in different routines (snack, bath, tidy-up) without needing adult prompts.
Uses additional quantity language beyond ‘more’/‘a lot’ in natural talk (e.g., ‘too many’, ‘another one’, ‘less’).
Explains a change: ‘more now’ after adding items or ‘all gone’ after removing items, and checks the set again.
Negotiates with quantity talk (e.g., ‘more for me’, ‘a lot for you’) during sharing or pretend play.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Mealtime: Offer a small portion, then add one more piece—notice whether your child uses ‘more’ to comment on the increase (not just to request).
Bath time: Make ‘a lot’ of bubbles versus a few—listen for quantity words like ‘a lot’ or ‘more bubbles’.
Outdoor play: Collect a few stones, then many stones—ask ‘Which is more?’ and watch whether your child uses quantity language or gestures meaningfully.
Tidy-up: Put a few toys in a box, then add several—notice whether your child comments ‘more’/‘a lot’ as the amount grows.
Story time: Point to pictures with different amounts (one duck vs many ducks) and ask ‘Is that a lot?’—see whether your child uses quantity words spontaneously.
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 (16-26 months).
This construct is framework-native and highlights early quantity language as a bridge from experience to explicit number reasoning.
Developmental research
Gelman, R., & Gallistel, C. R. (1978). The Child's Understanding of Number. Cambridge, MA: Harvard University Press.
Quantity language supports children’s emerging mapping between set size and symbolic tags, preparing for comparison and 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
Does not use quantity words (e.g., ‘more’) and relies on reaching/crying or single-item requests without indicating amount.
When offered a choice between a larger and smaller pile, the child does not comment or gesture about ‘more’ and simply grabs.
After finishing a snack, the child reaches/whines but does not use any quantity word even when an adult models ‘more?’.
Does not respond when an adult says ‘more’ or ‘all gone’ and shows no link between the word and the amount.
Emerging
Uses ‘more’ or similar quantity words inconsistently (often meaning ‘again’ or ‘I want that’) rather than clearly referring to amount.
Says ‘more!’ repeatedly even when the amount is not changing (e.g., before any additional snack is given).
Uses ‘more’ to request a preferred item but does not use it with neutral items or in play.
Says ‘a lot!’ when excited, but the label does not relate reliably to a bigger set.
Developing
Uses simple quantity language (‘more’, ‘lots’, ‘all gone’) in familiar routines to refer to changes in amount, usually with gesture support.
After an adult adds another piece of fruit, the child says ‘more’ and points to the plate.
Says ‘all gone’ or ‘no more’ when a bowl is empty or when the last item is taken.
During block play, asks for ‘more blocks’ while holding out an open hand toward the container.
Secure
Uses quantity words appropriately across contexts and begins to use them to compare sets (e.g., noticing one plate has ‘more’).
Points to two piles and says ‘more’ for the bigger pile (even if not always correct, attempts are consistent and meaningful).
Uses ‘a lot’ for a visibly large amount (e.g., many bubbles, many cars) and ‘more’ for an increase.
Uses quantity words in different routines (snack, bath, tidy-up) without needing adult prompts.
Reflexive
Uses quantity language flexibly to negotiate, explain, or plan (e.g., ‘more blocks’, ‘a lot of cars’, ‘too many’) and may combine with early counting or matching.
Uses additional quantity language beyond ‘more’/‘a lot’ in natural talk (e.g., ‘too many’, ‘another one’, ‘less’).
Explains a change: ‘more now’ after adding items or ‘all gone’ after removing items, and checks the set again.
Negotiates with quantity talk (e.g., ‘more for me’, ‘a lot for you’) during sharing or pretend play.
