8–20 monthsNumerical PatternsShape, Space and Measure (no distinct 2021 ELG)
Enjoys filling and emptying containers.
Observe whether the child: enjoys filling and emptying 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
The child drops an object into a container or tips a container once, showing brief interest, but does not repeat the pattern for long. They may need adult set-up (container held steady, objects offered) to continue.
What you might see
Given a box and a set of small toys, the child plays with toys but does not place them into the box.
The child avoids touching containers or pushes them away when offered.
The child drops an object near the container but does not aim into it or try again.
The child drops one item into a container, watches it fall, then moves on without repeating.
The child tips a container once to empty it but does not refill it unless an adult sets it up again.
With the adult holding the container steady, the child posts 1–2 items, then loses interest quickly.
Expected
On track
The child repeatedly fills and/or empties containers during play (posting, dumping, tipping) and shows clear enjoyment (smiling, repeating, seeking more objects). They may experiment with different objects and containers with some adult support.
What you might see
The child repeatedly posts items into a bowl/box and then turns it over to dump them out, laughing or repeating.
The child fills a small bucket with objects, then empties it by tipping and watches the result.
The child searches for more items to put in after dumping (looks around, reaches for nearby objects).
Exceeding
Going further
The child intentionally fills a container with several items and empties it again, sometimes moving items between containers. They persist, vary the method (hand, scoop, tipping), and engage across different contexts (bath, sand, tidy-up).
What you might see
The child fills a container with multiple items, then empties into another container and repeats the transfer.
The child experiments with different item sizes (big vs small) and changes approach (two hands, slower posting).
The child continues filling/emptying for 2–3 minutes, returning to the activity even after distraction.
The child chooses a larger container after noticing a smaller one overflows or won’t hold everything.
The child uses a spoon/scoop to fill a container in water/sand play and then empties it deliberately.
The child offers a container to a peer/adult to take a turn (“your turn”) or shows where items go.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
At bath time, give two cups and a few floating toys: watch whether your child fills a cup (with toys/water) and empties it repeatedly with enjoyment.
During tidy-up, offer a basket and say: “Put the blocks in, then tip them out.” Notice repeated filling/emptying and whether your child seeks more items.
In the kitchen, provide a bowl and safe large items (spoons, lids): observe posting/dumping and whether your child repeats the pattern.
Outside (sandpit/soil play), offer a scoop and two containers: see if your child fills one, empties it, and transfers between containers.
At mealtime (supervised), offer an empty cup and a few safe snack pieces: notice whether your child posts pieces into the cup and then empties them out.
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) (DM2012) — Mathematics: Shape, space and measure (age band statements).
The framework identifies repeated filling/emptying as an observable, motivating pattern of action that supports early understanding of quantity and space through play.
Developmental research
Piaget, J. (1952). The Origins of Intelligence in Children.
Repetition with variation in sensorimotor activity supports a staged rubric from exploratory dumping toward intentional transfer and tool use.
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 shows little interest in putting objects into containers or taking them out and may avoid the activity. They may only handle objects separately without combining “object + container” actions.
Given a box and a set of small toys, the child plays with toys but does not place them into the box.
The child avoids touching containers or pushes them away when offered.
The child drops an object near the container but does not aim into it or try again.
Emerging
The child drops an object into a container or tips a container once, showing brief interest, but does not repeat the pattern for long. They may need adult set-up (container held steady, objects offered) to continue.
The child drops one item into a container, watches it fall, then moves on without repeating.
The child tips a container once to empty it but does not refill it unless an adult sets it up again.
With the adult holding the container steady, the child posts 1–2 items, then loses interest quickly.
Developing
The child repeatedly fills and/or empties containers during play (posting, dumping, tipping) and shows clear enjoyment (smiling, repeating, seeking more objects). They may experiment with different objects and containers with some adult support.
The child repeatedly posts items into a bowl/box and then turns it over to dump them out, laughing or repeating.
The child fills a small bucket with objects, then empties it by tipping and watches the result.
The child searches for more items to put in after dumping (looks around, reaches for nearby objects).
Secure
The child intentionally fills a container with several items and empties it again, sometimes moving items between containers. They persist, vary the method (hand, scoop, tipping), and engage across different contexts (bath, sand, tidy-up).
The child fills a container with multiple items, then empties into another container and repeats the transfer.
The child experiments with different item sizes (big vs small) and changes approach (two hands, slower posting).
The child continues filling/emptying for 2–3 minutes, returning to the activity even after distraction.
Reflexive
The child combines filling/emptying with simple planning or problem solving (chooses a bigger container, uses a tool, carries a filled container) and can involve others (offers turn, shows where to put items). The pattern generalises to new materials.
The child chooses a larger container after noticing a smaller one overflows or won’t hold everything.
The child uses a spoon/scoop to fill a container in water/sand play and then empties it deliberately.
The child offers a container to a peer/adult to take a turn (“your turn”) or shows where items go.
