22–36 monthsManaging SelfPersonal, Social and Emotional Development: Self-confidence and self-awareness
Beginning to recognise danger and seeks support of significant adults for help.
Observe whether the child: beginning to recognise danger and seeks support of significant adults for help.
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 pauses or looks uncertain near a hazard but still needs an adult to intervene quickly. May seek an adult after being stopped or when upset, rather than before acting.
What you might see
Runs toward stairs/door/road area without pausing when a boundary is stated.
Reaches for a hot drink/oven door immediately and does not stop when warned.
Tries to climb onto furniture without checking for an adult or stable footing.
Hesitates briefly at the top of steps but still attempts to go down without holding on or asking for help.
Looks at an adult after grabbing something unsafe (e.g., scissors) rather than asking first.
Cries or calls for an adult only after getting stuck (e.g., wedged behind furniture).
Expected
On track
Recognises some common dangers in familiar routines (e.g., stairs, hot drinks, road) and will look to or call a trusted adult for help. Responds to simple safety reminders with support.
What you might see
Stops at a curb/driveway and looks toward an adult before stepping forward.
Says “help” or takes an adult’s hand when approaching steps or a climbing frame.
Hands an unsafe item (e.g., small sharp object) to an adult when prompted and then seeks reassurance.
Exceeding
Going further
Consistently anticipates and avoids common hazards across settings and proactively seeks adult help when needed (e.g., asking before climbing, calling for help with something too heavy). Follows safety boundaries with minimal prompting.
What you might see
Says “too hot” or backs away from a hot drink/heat source and calls an adult.
Asks for help to carry something heavy/awkward instead of dragging it alone.
Pauses before a new piece of equipment and waits for an adult’s nod/instruction.
Warns another child (“careful”) and points to the hazard (edge, wheels, hot cup).
Suggests a safer alternative (e.g., “hold hands” / “use the step”) without adult prompting.
Explains a simple rule in their own words (e.g., “wait for mummy at the road”).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Outdoor/road: At a driveway or curb, pause and say “stop.” Notice whether your child stops and looks to you before stepping forward.
Home routine: When you carry a hot drink (kept safely out of reach), notice whether your child backs away or says something like “hot” and seeks you rather than reaching.
Playground: Before climbing, watch whether your child checks where you are and asks for help for harder steps/ladder rungs.
Transition: When leaving a room, notice whether your child waits for you at the doorway/stairs or rushes ahead without checking.
Tidy-up: Offer a slightly heavy box or awkward item; notice whether your child asks for help instead of dragging it unsafely.
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) — Physical Development: Health and self-care (22–36 months).
This construct reflects framework expectations for emerging safety awareness and help-seeking within everyday routines.
Developmental research
Bowlby, J. (1969/1982). Attachment and Loss, Vol. 1: Attachment.
The idea of a trusted adult as a secure base helps explain why young children seek proximity/support when faced with uncertainty or potential danger.
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
Shows little awareness of everyday hazards and will move toward risky situations without pausing. Rarely seeks an adult for help or reassurance when unsure.
Runs toward stairs/door/road area without pausing when a boundary is stated.
Reaches for a hot drink/oven door immediately and does not stop when warned.
Tries to climb onto furniture without checking for an adult or stable footing.
Emerging
Sometimes pauses or looks uncertain near a hazard but still needs an adult to intervene quickly. May seek an adult after being stopped or when upset, rather than before acting.
Hesitates briefly at the top of steps but still attempts to go down without holding on or asking for help.
Looks at an adult after grabbing something unsafe (e.g., scissors) rather than asking first.
Cries or calls for an adult only after getting stuck (e.g., wedged behind furniture).
Developing
Recognises some common dangers in familiar routines (e.g., stairs, hot drinks, road) and will look to or call a trusted adult for help. Responds to simple safety reminders with support.
Stops at a curb/driveway and looks toward an adult before stepping forward.
Says “help” or takes an adult’s hand when approaching steps or a climbing frame.
Hands an unsafe item (e.g., small sharp object) to an adult when prompted and then seeks reassurance.
Secure
Consistently anticipates and avoids common hazards across settings and proactively seeks adult help when needed (e.g., asking before climbing, calling for help with something too heavy). Follows safety boundaries with minimal prompting.
Says “too hot” or backs away from a hot drink/heat source and calls an adult.
Asks for help to carry something heavy/awkward instead of dragging it alone.
Pauses before a new piece of equipment and waits for an adult’s nod/instruction.
Reflexive
Applies safety awareness flexibly, explains simple safety reasons, and can remind peers (e.g., “wait for a grown-up”). Seeks appropriate adult support early and helps plan safer alternatives.
Warns another child (“careful”) and points to the hazard (edge, wheels, hot cup).
Suggests a safer alternative (e.g., “hold hands” / “use the step”) without adult prompting.
Explains a simple rule in their own words (e.g., “wait for mummy at the road”).
