Identifies action words by pointing to the right picture, e.g., “Who’s jumping?”
Observe whether the child: identifies action words by pointing to the right picture, e.g., “Who’s jumping?”
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 sometimes identifies a very familiar action word when the choices are obvious or the adult models the action first. Responses are inconsistent and may require repetition or reducing the number of pictures.
What you might see
With two pictures (one jumping, one sitting), when asked “Who’s jumping?” the child points to either picture without looking carefully, or does not point.
When asked about an action in a book, the child points at the biggest object (e.g., the dog) regardless of what the dog is doing.
After the adult jumps and then asks “Who’s jumping?” the child points correctly once, but points incorrectly on the next try.
The child identifies “sleeping” correctly in one familiar book but not when the pictures change.
Expected
On track
The child usually points to the correct picture for a small set of common action words (e.g., jump, sleep, eat) in familiar books/cards, especially when given two clear choices. They may hesitate or need the question rephrased.
What you might see
With two clear options, the child points to the correct action picture (e.g., eating vs. washing) for several common verbs, but needs a repeat for a new verb.
When asked “Who’s running?” the child points correctly after a brief pause and looking back and forth.
Exceeding
Going further
The child consistently identifies action words by pointing to the correct picture across different books/sets and can do so without adult modeling. They can shift attention from play to respond and keep going across multiple questions.
What you might see
Across a page with several characters, when asked “Who’s jumping?” the child points to the correct character doing the action on the first try.
In a new set of picture cards, the child answers a short series of action-word questions (e.g., jump, clap, drink) accurately by pointing.
The child initially points to the wrong figure, then changes their point after looking again when the adult repeats the action word.
The child points and says an action word spontaneously (e.g., “jumping!”) when seeing the picture, without being asked.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Story time: pick a book with clear actions and ask “Who’s sleeping?” “Who’s eating?” “Who’s jumping?” and watch whether your child points to the correct picture without you modeling first.
Play on the floor: use two simple picture cards (e.g., running vs. sitting) and ask an action question; notice if your child looks carefully before pointing.
Outdoor: after watching someone do an action (jump, wave), show two photos and ask “Who’s waving?” to see if your child matches the action word to the right image.
Bath time: use waterproof picture cards (wash, splash, sleep) and ask one action question at a time, noticing whether your child can answer while busy playing.
Mealtime: show two pictures (eat vs. drink) and ask “Who’s drinking?” and observe whether your child points correctly without extra cues.
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
DfE (2012). Development Matters in the Early Years Foundation Stage (EYFS).
Frames early receptive language as understanding words (including verbs) in context and through shared attention.
Developmental research
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Supports learning word meanings through social interaction and guided attention to relevant features (here, actions in images).
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 does not reliably link action words to pictures and may point randomly or not at all when asked about an action (e.g., jumping). They may focus on objects/people in the picture rather than the action.
With two pictures (one jumping, one sitting), when asked “Who’s jumping?” the child points to either picture without looking carefully, or does not point.
When asked about an action in a book, the child points at the biggest object (e.g., the dog) regardless of what the dog is doing.
Emerging
The child sometimes identifies a very familiar action word when the choices are obvious or the adult models the action first. Responses are inconsistent and may require repetition or reducing the number of pictures.
After the adult jumps and then asks “Who’s jumping?” the child points correctly once, but points incorrectly on the next try.
The child identifies “sleeping” correctly in one familiar book but not when the pictures change.
Developing
The child usually points to the correct picture for a small set of common action words (e.g., jump, sleep, eat) in familiar books/cards, especially when given two clear choices. They may hesitate or need the question rephrased.
With two clear options, the child points to the correct action picture (e.g., eating vs. washing) for several common verbs, but needs a repeat for a new verb.
When asked “Who’s running?” the child points correctly after a brief pause and looking back and forth.
Secure
The child consistently identifies action words by pointing to the correct picture across different books/sets and can do so without adult modeling. They can shift attention from play to respond and keep going across multiple questions.
Across a page with several characters, when asked “Who’s jumping?” the child points to the correct character doing the action on the first try.
In a new set of picture cards, the child answers a short series of action-word questions (e.g., jump, clap, drink) accurately by pointing.
Reflexive
The child generalises action-word understanding to less familiar actions and can self-correct (changes their point) when noticing a mismatch. They may also label actions spontaneously in pictures or ask others “who’s running?”
The child initially points to the wrong figure, then changes their point after looking again when the adult repeats the action word.
The child points and says an action word spontaneously (e.g., “jumping!”) when seeing the picture, without being asked.
