30–50 monthsThe Natural WorldTechnology (aspect removed in EYFS 2021)
Can talk about some of the things they have observed such as plants, animals, natural and found objects.
Observe whether the child: can talk about some of the things they have observed such as plants, animals, natural and found objects.
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 names or points to what they see with single words or short phrases, often echoing an adult label. Talk is limited to the here-and-now and needs adult prompting.
What you might see
Looks at a plant, animal, or object but does not label or comment when asked, and quickly changes activity.
Points briefly to an item but does not add any words beyond a sound or gesture.
Moves away from an observation activity (for example, looking at leaves) without attempting to share what they saw.
Says a single label after an adult prompt (for example, dog, flower, stone).
Repeats an adult word or short phrase about what they saw (for example, big leaf).
Uses a simple sound or action with one word (for example, woof) to refer to an animal they see.
Expected
On track
The child talks about some observed things in familiar contexts, using simple descriptions (for example, colour, size, what it does) with support. They can answer simple questions about what they saw.
What you might see
Says two to five words about an observation (for example, red car, wet stone, bird flying).
Answers a simple question about what they noticed (for example, What did it feel like? Smooth).
Shows an adult a found object and adds at least one descriptor (for example, shiny, heavy, little).
Exceeding
Going further
The child spontaneously comments on observed plants, animals, and objects and adds descriptive detail. They can refer to a recent observation and compare it to another item or time.
What you might see
Spontaneously comments during a walk (for example, lots of ants, this leaf is bigger).
Talks about a recent observation later the same day (for example, We saw a snail at the park).
Compares two items with a clear feature (for example, This one is rough, this one is smooth).
Asks a question about an observation (for example, Why is it wet? Where is the bird going?).
Makes a simple prediction linked to an observation (for example, If we water it, it will grow).
Explains to another child what they noticed (for example, Look, it has stripes and it is moving fast).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
On a walk, stop for 30 seconds to look at a plant or animal and ask, What do you notice? Listen for any labels or descriptions your child adds.
At mealtime, place two natural foods (for example, apple slice and cucumber) and ask, How are they the same or different? Notice whether your child talks about colour, shape, texture, or taste.
During bath time, offer a few found objects that are safe when wet (for example, smooth pebble, plastic leaf) and ask, What does it feel like? Notice any descriptive words.
At story time, pause at a picture of an animal or outdoor scene and ask, What can you see? Notice whether your child points, labels, and adds details.
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 (DfE, 2012) - Understanding the World: The World (30-50 months).
DM2012 frames talk about observations of plants, animals, and objects as a key indicator of understanding the natural world.
Developmental research
Gopnik, A., Meltzoff, A. N., & Kuhl, P. K. (1999). The Scientist in the Crib: Minds, Brains, and How Children Learn.
Describes how young children learn by observing and forming early concepts, supporting the importance of talk that links to observation.
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 shares observations about plants, animals, or objects and does not talk about what they notice, even with prompts. They may look briefly but move on without commenting.
Looks at a plant, animal, or object but does not label or comment when asked, and quickly changes activity.
Points briefly to an item but does not add any words beyond a sound or gesture.
Moves away from an observation activity (for example, looking at leaves) without attempting to share what they saw.
Emerging
The child names or points to what they see with single words or short phrases, often echoing an adult label. Talk is limited to the here-and-now and needs adult prompting.
Says a single label after an adult prompt (for example, dog, flower, stone).
Repeats an adult word or short phrase about what they saw (for example, big leaf).
Uses a simple sound or action with one word (for example, woof) to refer to an animal they see.
Developing
The child talks about some observed things in familiar contexts, using simple descriptions (for example, colour, size, what it does) with support. They can answer simple questions about what they saw.
Says two to five words about an observation (for example, red car, wet stone, bird flying).
Answers a simple question about what they noticed (for example, What did it feel like? Smooth).
Shows an adult a found object and adds at least one descriptor (for example, shiny, heavy, little).
Secure
The child spontaneously comments on observed plants, animals, and objects and adds descriptive detail. They can refer to a recent observation and compare it to another item or time.
Spontaneously comments during a walk (for example, lots of ants, this leaf is bigger).
Talks about a recent observation later the same day (for example, We saw a snail at the park).
Compares two items with a clear feature (for example, This one is rough, this one is smooth).
Reflexive
The child extends talk into simple explanations, predictions, or questions about what they observe and connects observations to prior experiences. They can share observations with another child and stay in the topic for multiple turns.
Asks a question about an observation (for example, Why is it wet? Where is the bird going?).
Makes a simple prediction linked to an observation (for example, If we water it, it will grow).
Explains to another child what they noticed (for example, Look, it has stripes and it is moving fast).
