16–26 monthsNumerical PatternsShape, Space and Measure (no distinct 2021 ELG)
Understands some talk about immediate past and future, e.g. ‘before’, ‘later’ or ‘soon’.
Observe whether the child: understands some talk about immediate past and future, e.g. ‘before’, ‘later’ or ‘soon’.
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 follows ‘soon/later’ in a very familiar routine with strong gestures/visual cues, but is inconsistent and may become upset when timing changes.
What you might see
Adult says ‘later’ and puts a wanted item out of reach; child continues reaching/crying as if ‘later’ means ‘now’.
Adult says ‘before bed, we tidy’; child does not begin to tidy until physically guided or the adult starts doing it.
When adult says ‘soon’ while pointing to the bathroom, child takes a step toward it once, but other times resists until led.
When told ‘later’ and shown a visual cue (shoes by the door), child looks at the cue but does not reliably transition.
Expected
On track
Understands simple ‘before/later/soon’ talk in familiar routines and can wait briefly or shift attention when supported by an adult.
What you might see
When told ‘later’ about a toy, child pauses reaching and accepts a brief distraction with adult support.
When adult says ‘before snack, wash hands’ the child goes toward the sink after a short prompt.
Exceeding
Going further
Uses understanding of immediate past/future talk to anticipate next steps (e.g., moves to the next activity after hearing ‘later’) and may use simple time words spontaneously.
What you might see
After hearing ‘soon we are going outside’ child fetches shoes/coat without being asked.
After hearing ‘before bath, toys in the box’ child starts putting toys away and checks back with the adult.
Child uses time talk to negotiate in transitions (e.g., says ‘later’/‘soon’ or ‘after’ to indicate timing).
When the adult changes a familiar order, child protests or corrects based on the known routine (e.g., indicates what usually happens first).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During a transition, say ‘Soon we will wash hands, then snack’ and notice whether your child begins moving to the sink before you physically lead them.
When your child asks for something, respond ‘Later, after we finish this’; watch whether they can wait briefly with reassurance or keep insisting as if ‘later’ means now.
Use a simple 2-picture sequence (e.g., coat then outside) and say ‘Before we go out, coat on’; see if your child fetches/puts on the coat.
At storytime, ask ‘What happened before we ate?’ about a just-finished routine; notice whether your child can indicate the earlier step with a word or gesture.
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 (EYFS) (DfE, 2012), Shape, Space and Measure.
DM2012 includes immediate-time language as part of early understanding and measure-related development.
Developmental research
McCormack, T., & Hoerl, C. (2017). The Development of Temporal Concepts: Learning to Locate Events in Time. Timing & Time Perception, 5(3–4), 297–327.
Describes developmental changes in how young children represent and reason about event sequences and near-future timing.
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 seem to connect words like ‘before’, ‘later’ or ‘soon’ to what happens next; expects immediate action or relies only on physical cues.
Adult says ‘later’ and puts a wanted item out of reach; child continues reaching/crying as if ‘later’ means ‘now’.
Adult says ‘before bed, we tidy’; child does not begin to tidy until physically guided or the adult starts doing it.
Emerging
Sometimes follows ‘soon/later’ in a very familiar routine with strong gestures/visual cues, but is inconsistent and may become upset when timing changes.
When adult says ‘soon’ while pointing to the bathroom, child takes a step toward it once, but other times resists until led.
When told ‘later’ and shown a visual cue (shoes by the door), child looks at the cue but does not reliably transition.
Developing
Understands simple ‘before/later/soon’ talk in familiar routines and can wait briefly or shift attention when supported by an adult.
When told ‘later’ about a toy, child pauses reaching and accepts a brief distraction with adult support.
When adult says ‘before snack, wash hands’ the child goes toward the sink after a short prompt.
Secure
Uses understanding of immediate past/future talk to anticipate next steps (e.g., moves to the next activity after hearing ‘later’) and may use simple time words spontaneously.
After hearing ‘soon we are going outside’ child fetches shoes/coat without being asked.
After hearing ‘before bath, toys in the box’ child starts putting toys away and checks back with the adult.
Reflexive
Applies ‘before/later/soon’ flexibly to plan and explain short sequences (first/then) and can remind or correct others about what happens next in familiar events.
Child uses time talk to negotiate in transitions (e.g., says ‘later’/‘soon’ or ‘after’ to indicate timing).
When the adult changes a familiar order, child protests or corrects based on the known routine (e.g., indicates what usually happens first).
