8–20 monthsThe Natural WorldTechnology (aspect removed in EYFS 2021)
Shows interest in toys with buttons, flaps and simple mechanisms and beginning to learn to operate them.
Observe whether the child: shows interest in toys with buttons, flaps and simple mechanisms and beginning to learn to operate them.
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 curiosity (looks, pats, pokes) toward buttons/flaps or moving parts after an adult highlights them, but actions are not yet coordinated to operate the mechanism. Interest may be brief and easily frustrated.
What you might see
Given a pop-up/button toy, mainly bangs or mouths it without trying to press the button area.
When an adult presses a button and it makes a sound, the child watches but does not attempt to press it afterwards.
Touches or pats the button/flap area after an adult points to it, but does not use the needed finger/hand action to activate it.
Repeatedly fiddles with the toy (turns it over, shakes it) rather than directing actions to the mechanism.
Expected
On track
Attempts to operate simple mechanisms in supported contexts (e.g., presses a large button, lifts a big flap) and sometimes succeeds with adult positioning or guidance. Repeats attempts to recreate an effect.
What you might see
Presses a large button and sometimes triggers a sound/light, especially when the adult stabilises the toy.
Lifts a chunky flap to reveal a picture/part, then drops it and tries again after encouragement.
Exceeding
Going further
Independently operates several simple mechanisms (press, pull, lift, slide) to produce a predictable effect (sound/light/movement) and repeats intentionally. Transfers the idea of "do action to get effect" across familiar toys.
What you might see
Presses a button repeatedly to make the same sound, pausing and then pressing again to restart it.
Opens and closes a flap on a book/toy several times, watching the reveal each time.
Tries multiple controls on the same toy (presses different buttons or moves a slider) to see different outcomes.
When a new toy with a clear mechanism is offered, immediately attempts to operate it (press/pull/lift) without demonstration.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Play: offer a simple pop-up or button toy and notice whether your child targets the button/flap rather than just shaking or banging the toy.
Story time: use a flap book and observe whether your child lifts flaps intentionally to find pictures underneath.
Daily routine: show a safe household mechanism (e.g., pushing a doorbell button while held) and notice whether your child reaches to press.
Tidy-up: use a container with a simple lid and see if your child tries to lift/flip it to get a toy in or out.
Outdoor: offer a toy with a pull/press feature (e.g., push-down popper) and observe whether your child repeats the action to recreate the effect.
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), DfE (DM2012).
Identifies early interest and operation of simple mechanisms as an observable foundation for technology understanding at 8–20 months.
Developmental research
Gopnik, A., Meltzoff, A. N., & Kuhl, P. K. (1999). The Scientist in the Crib: What Early Learning Tells Us About the Mind.
Early causal learning through hands-on exploration supports assessing how infants act to produce effects and learn how things work.
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 show sustained attention to buttons/flaps/mechanisms; handles toys mainly by mouthing, banging, or dropping without trying to activate features. May ignore demonstrations of how the toy works.
Given a pop-up/button toy, mainly bangs or mouths it without trying to press the button area.
When an adult presses a button and it makes a sound, the child watches but does not attempt to press it afterwards.
Emerging
Shows curiosity (looks, pats, pokes) toward buttons/flaps or moving parts after an adult highlights them, but actions are not yet coordinated to operate the mechanism. Interest may be brief and easily frustrated.
Touches or pats the button/flap area after an adult points to it, but does not use the needed finger/hand action to activate it.
Repeatedly fiddles with the toy (turns it over, shakes it) rather than directing actions to the mechanism.
Developing
Attempts to operate simple mechanisms in supported contexts (e.g., presses a large button, lifts a big flap) and sometimes succeeds with adult positioning or guidance. Repeats attempts to recreate an effect.
Presses a large button and sometimes triggers a sound/light, especially when the adult stabilises the toy.
Lifts a chunky flap to reveal a picture/part, then drops it and tries again after encouragement.
Secure
Independently operates several simple mechanisms (press, pull, lift, slide) to produce a predictable effect (sound/light/movement) and repeats intentionally. Transfers the idea of "do action to get effect" across familiar toys.
Presses a button repeatedly to make the same sound, pausing and then pressing again to restart it.
Opens and closes a flap on a book/toy several times, watching the reveal each time.
Reflexive
Explores how mechanisms work by varying actions (pressing harder/softer, trying different parts) and generalises to new objects (e.g., tries a latch/zip/remote-like button). May show others what to press or open.
Tries multiple controls on the same toy (presses different buttons or moves a slider) to see different outcomes.
When a new toy with a clear mechanism is offered, immediately attempts to operate it (press/pull/lift) without demonstration.
