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8–20 monthsThe Natural World

Becomes absorbed in combining objects, e.g. banging two objects or placing objects into containers.

Observe whether the child: becomes absorbed in combining objects, e.g. banging two objects or placing objects into containers.

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

Occasionally brings two objects together (accidental or brief banging) or drops items into a container without clear intention. Engagement is short and not sustained as a focused activity.

What you might see

  • Holds one toy and mouths it; if given a second toy, drops it rather than bringing the two together.
  • Given a container and small items, does not attempt to place items in; instead shakes or mouths a single item.
  • Briefly bangs two toys together once or twice, then stops and switches activity.
  • Drops a toy into a container when it is directly under their hand, but does not repeat or seek the container again.

Expected

On track

Purposefully combines objects in simple ways in supported play (bangs two items together; places a block into a cup) and repeats a few times. May need a stable container or easy-to-grasp objects to succeed.

What you might see

  • Puts a few blocks/balls into a bowl when the bowl is held steady or placed close by.
  • Bangs two objects together repeatedly for a short burst, watching/listening to the sound.

Exceeding

Going further

Becomes absorbed for sustained periods combining objects (repeatedly fills/empties containers; bangs, stacks, or nests items) and persists even with minor difficulty. Uses combining actions to explore effects (sound, fit, movement).

What you might see

  • Fills a container with several items, tips it out, and repeats the fill–empty cycle multiple times.
  • Chooses two objects and repeatedly bangs them together, then pauses to look at them and resumes.
  • Tries to fit a larger object into a smaller container, then switches to a bigger container after it won’t go in.
  • Uses combining to create effects (e.g., puts object into container, shakes it to make noise, then opens and repeats).

Try this at home

Small everyday moments where you can notice this behaviour without setting up anything special.

  • Kitchen play: give a bowl and a few safe items (big spoons, large blocks) and notice whether your child repeatedly puts items in and takes them out.

  • Bath time: offer a cup and floating toys and observe whether your child places toys in the cup and tips them out.

  • Transition/tidy-up: provide a small box/bag and watch whether your child tries to put toys inside rather than only carrying them.

  • Outdoor: offer a bucket and a few large natural items (pinecones/balls) and see if your child enjoys filling and emptying.

  • Music/sound: offer two safe objects that make a sound when tapped and observe whether your child bangs them together repeatedly to recreate the noise.

Connected behaviours

Behaviours that scaffold, follow, or co-emerge with this one.

Where this comes from

The framework source and supporting developmental research.

Framework source

  • Development Matters in the EYFS (2012), DfE (DM2012).

    Specifies combining objects and container play as observable ways infants explore the physical world at 8–20 months.

Developmental research

  • Piaget, J. (1952). The Origins of Intelligence in Children.

    Sensorimotor accounts describe repeated actions on objects (including combining and container play) as core mechanisms for learning about properties and causality.

Five-level rubric (detailed)Show

The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.

Not Yet
Plays with single objects without attempting to bring objects together (e.g., holds or mouths one item at a time). Does not try to put objects into containers or make objects contact each other.
  • Holds one toy and mouths it; if given a second toy, drops it rather than bringing the two together.
  • Given a container and small items, does not attempt to place items in; instead shakes or mouths a single item.
Emerging
Occasionally brings two objects together (accidental or brief banging) or drops items into a container without clear intention. Engagement is short and not sustained as a focused activity.
  • Briefly bangs two toys together once or twice, then stops and switches activity.
  • Drops a toy into a container when it is directly under their hand, but does not repeat or seek the container again.
Developing
Purposefully combines objects in simple ways in supported play (bangs two items together; places a block into a cup) and repeats a few times. May need a stable container or easy-to-grasp objects to succeed.
  • Puts a few blocks/balls into a bowl when the bowl is held steady or placed close by.
  • Bangs two objects together repeatedly for a short burst, watching/listening to the sound.
Secure
Becomes absorbed for sustained periods combining objects (repeatedly fills/empties containers; bangs, stacks, or nests items) and persists even with minor difficulty. Uses combining actions to explore effects (sound, fit, movement).
  • Fills a container with several items, tips it out, and repeats the fill–empty cycle multiple times.
  • Chooses two objects and repeatedly bangs them together, then pauses to look at them and resumes.
Reflexive
Varies combinations strategically (tries different sizes/shapes, tests what fits, chooses different containers) and adapts when something doesn’t work. May involve another person by offering items to put in or showing how to do it.
  • Tries to fit a larger object into a smaller container, then switches to a bigger container after it won’t go in.
  • Uses combining to create effects (e.g., puts object into container, shakes it to make noise, then opens and repeats).