40–60 monthsPast and PresentUnderstanding the world: People and communities
Early Learning Goal Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
Observe whether the child: early Learning Goal Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
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
The child can mention very recent experiences with adult prompts but may confuse time words (e.g., yesterday/tomorrow). The child sometimes notices differences in what others like when an adult points them out, but sensitivity is inconsistent.
What you might see
When asked about their day, gives no response or only repeats the question without describing an event.
Insists a peer must play/eat the same way and becomes upset when the peer declines.
Does not recognise family roles in conversation (e.g., cannot indicate who lives with them) even with prompts.
With prompting, says a short phrase about something that just happened (e.g., 'park' or 'Grandad car').
Uses time words incorrectly but attempts them (e.g., calls a future event 'yesterday').
When told a peer dislikes something, briefly changes behaviour but quickly forgets (e.g., offers it again).
Expected
On track
The child talks about familiar past and present events with some detail and can refer to simple family experiences. The child recognises that others may like different things in specific situations and can identify some similarities/differences with support.
What you might see
Describes a recent event with at least two details (e.g., 'We went shops and I got apples').
Talks about a family member's activity (e.g., 'Mum goes work' or 'Nan makes soup') when it comes up.
Says 'same'/'different' when comparing people or routines, especially with adult support (e.g., birthdays, foods).
Exceeding
Going further
The child independently shares past and present events, including family members' experiences, and uses time markers more accurately. The child shows sensitivity to others' preferences and speaks respectfully about similarities and differences among families and traditions.
What you might see
Initiates conversation about a past event (e.g., 'On weekend we went swimming') without being asked.
Notices and responds to a peer's preference (e.g., offers a quieter role in play when a peer avoids loud noises).
Talks about family/community traditions in a neutral way (e.g., 'We go to mosque/church/temple' or 'We celebrate Diwali/Christmas/Eid').
Retells a shared event in sequence (beginning/middle/end) and checks in with others' memories ('Do you remember...?').
Suggests an inclusive solution when preferences differ (e.g., 'You can have the red one, I'll have blue' or 'We can take turns choosing').
Asks curious questions about others' lives (e.g., 'Who lives with you?' 'What do you do on your special day?') and listens to the answer.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
At bedtime, ask your child to tell you one thing that happened today and listen for details (who/where/what).
During a family photo moment, prompt: 'Who is this? What do they do with you?' and notice whether your child adds personal memories.
At mealtime, talk about preferences: 'I like spicy food; you like mild' and notice whether your child can describe differences without upset.
During playdates, notice whether your child adjusts when another child says they don't like a game or wants to play differently.
After a community outing (shop, park, library), ask: 'What did we do there? Who did we see? What was different from home?'
Where this comes from
The framework source and supporting developmental research.
Framework source
Development Matters in the Early Years Foundation Stage (EYFS) (DfE, 2012).
The construct is an EYFS framework-native goal statement describing expected capabilities in understanding people, communities, and time-related talk.
Developmental research
Nelson, K. (1993). The Psychological and Social Origins of Autobiographical Memory. Psychological Science, 4(1).
Children's ability to talk about past events develops through social conversation and narrative practice, supporting recall and perspective-taking.
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
The child rarely talks about past or present events, even with adult prompting, and shows little awareness that others may have different preferences. Comments about people and families are minimal or purely egocentric.
When asked about their day, gives no response or only repeats the question without describing an event.
Insists a peer must play/eat the same way and becomes upset when the peer declines.
Does not recognise family roles in conversation (e.g., cannot indicate who lives with them) even with prompts.
Emerging
The child can mention very recent experiences with adult prompts but may confuse time words (e.g., yesterday/tomorrow). The child sometimes notices differences in what others like when an adult points them out, but sensitivity is inconsistent.
With prompting, says a short phrase about something that just happened (e.g., 'park' or 'Grandad car').
Uses time words incorrectly but attempts them (e.g., calls a future event 'yesterday').
When told a peer dislikes something, briefly changes behaviour but quickly forgets (e.g., offers it again).
Developing
The child talks about familiar past and present events with some detail and can refer to simple family experiences. The child recognises that others may like different things in specific situations and can identify some similarities/differences with support.
Describes a recent event with at least two details (e.g., 'We went shops and I got apples').
Talks about a family member's activity (e.g., 'Mum goes work' or 'Nan makes soup') when it comes up.
Says 'same'/'different' when comparing people or routines, especially with adult support (e.g., birthdays, foods).
Secure
The child independently shares past and present events, including family members' experiences, and uses time markers more accurately. The child shows sensitivity to others' preferences and speaks respectfully about similarities and differences among families and traditions.
Initiates conversation about a past event (e.g., 'On weekend we went swimming') without being asked.
Notices and responds to a peer's preference (e.g., offers a quieter role in play when a peer avoids loud noises).
Talks about family/community traditions in a neutral way (e.g., 'We go to mosque/church/temple' or 'We celebrate Diwali/Christmas/Eid').
Reflexive
The child generalises this understanding across contexts, asks thoughtful questions about others' experiences, and adapts behaviour to include others' preferences. The child can help peers navigate differences (e.g., suggesting fair choices or compromises).
Retells a shared event in sequence (beginning/middle/end) and checks in with others' memories ('Do you remember...?').
Suggests an inclusive solution when preferences differ (e.g., 'You can have the red one, I'll have blue' or 'We can take turns choosing').
Asks curious questions about others' lives (e.g., 'Who lives with you?' 'What do you do on your special day?') and listens to the answer.
