Observe whether the child: has a strong exploratory impulse.
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 shows interest in new things (looks, leans, reaches) but explores briefly and often needs adult proximity or encouragement to continue. Exploration is cautious and easily interrupted.
What you might see
In a room with several safe toys, the child stays with one familiar item and does not reach toward other objects within arm’s length.
A new object is placed on the floor nearby; the child watches it but does not move toward it or touch it.
The child reaches for a new object, touches it once or twice, then drops it and returns to a familiar toy.
The child explores a cupboard/toy basket only when an adult opens it or sits beside them.
Expected
On track
The child actively investigates objects and spaces they choose, using hands, mouth, and movement, and seeks out new items nearby. They explore longer in familiar environments and return to a secure adult when needed.
What you might see
The child crawls/walks to a new object across the room and manipulates it (turns, bangs, shakes) for a short period.
The child repeatedly drops/throws a toy and watches where it lands, then goes to retrieve it.
Exceeding
Going further
The child regularly initiates exploration across a range of materials and settings, testing cause-and-effect (push, pull, open, drop). They move between items with purpose and sustain investigation without constant adult prompting.
What you might see
The child opens and closes lids/doors, puts objects in and out, and repeats actions to see the result.
On arrival at a familiar room, the child moves off to investigate items without needing to be led.
When a toy doesn’t work (e.g., shape sorter), the child tries a different piece or rotates it rather than abandoning immediately.
The child brings an object to an adult, makes a sound/gesture, then returns to repeat the discovery (e.g., makes a toy light up again).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Indoor play: place 3–4 safe objects with different properties (soft ball, box with lid, cup, textured toy) and notice whether your child chooses what to explore and how long they persist.
Mealtime: offer a safe utensil or empty cup to handle while you prepare food; watch whether your child turns it, bangs it, puts it in/out of a bowl, or tries new actions.
Bath time: provide a small container and a floating toy; observe whether your child experiments (scoops, pours, squeezes, drops) to see what happens.
Outdoor: at the park, pause near steps, a low ledge, or a patch of leaves; notice whether your child initiates investigation (touches, picks up, moves toward) without being directed.
Tidy-up transition: put toys into a basket and see whether your child explores the basket (takes out, puts in, carries) and repeats the in/out action.
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 (2012), Communication and Language: Listening and attention (8–20 months).
DM2012 links emerging attention and learning to children’s self-initiated exploration of objects and activities in everyday contexts.
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 initiates exploration of new objects or spaces and tends to stay with a familiar item or adult without investigating. They may watch but not reach, crawl, or move to find out more.
In a room with several safe toys, the child stays with one familiar item and does not reach toward other objects within arm’s length.
A new object is placed on the floor nearby; the child watches it but does not move toward it or touch it.
Emerging
The child shows interest in new things (looks, leans, reaches) but explores briefly and often needs adult proximity or encouragement to continue. Exploration is cautious and easily interrupted.
The child reaches for a new object, touches it once or twice, then drops it and returns to a familiar toy.
The child explores a cupboard/toy basket only when an adult opens it or sits beside them.
Developing
The child actively investigates objects and spaces they choose, using hands, mouth, and movement, and seeks out new items nearby. They explore longer in familiar environments and return to a secure adult when needed.
The child crawls/walks to a new object across the room and manipulates it (turns, bangs, shakes) for a short period.
The child repeatedly drops/throws a toy and watches where it lands, then goes to retrieve it.
Secure
The child regularly initiates exploration across a range of materials and settings, testing cause-and-effect (push, pull, open, drop). They move between items with purpose and sustain investigation without constant adult prompting.
The child opens and closes lids/doors, puts objects in and out, and repeats actions to see the result.
On arrival at a familiar room, the child moves off to investigate items without needing to be led.
Reflexive
The child explores flexibly and strategically, varying actions to see what happens and persisting when something is tricky (e.g., trying different ways to open a box). They may bring discoveries to an adult or peer to share and repeat the effect.
When a toy doesn’t work (e.g., shape sorter), the child tries a different piece or rotates it rather than abandoning immediately.
The child brings an object to an adult, makes a sound/gesture, then returns to repeat the discovery (e.g., makes a toy light up again).
