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16–26 monthsNumerical Patterns

Notices simple shapes and patterns in pictures.

Observe whether the child: notices simple shapes and patterns in pictures.

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 notices a simple repeated shape/pattern in a picture when an adult highlights it, but does not consistently seek it out.

What you might see

  • During shared reading, child flips pages quickly and does not stop on patterned pages even when the adult points to the pattern.
  • When adult asks ‘where are the dots?’ child does not look toward the dotted area and continues attending to characters/faces.
  • When adult traces stripes with a finger, child follows the finger with eyes and smiles, but does not independently point to the stripes later.
  • With prompting, taps one repeated shape once, then moves on without looking for other repeats.

Expected

On track

Notices obvious shapes/patterns in pictures (e.g., stripes, spots, circles) and may point, tap, or look back-and-forth between repeated elements in familiar books.

What you might see

  • Points to a row of repeated shapes (e.g., three circles) and taps along them one-by-one.
  • On a page showing a spotted animal, child touches the spots repeatedly and looks back to the adult.

Exceeding

Going further

Spontaneously comments (word/gesture) on simple shapes/patterns across books and can find the same pattern again when asked.

What you might see

  • When shown a patterned page, child says/gestures ‘dots’/‘lines’ and stays engaged, looking around the page for more pattern.
  • When adult says ‘find the stripes’ child locates them on a page without the adult pointing.
  • After noticing a zigzag/stripe pattern in a book, child points out a similar pattern on clothing, cushions, or wallpaper.
  • After looking at a simple repeating pattern in a picture, child lays two different toys in an AB order on the floor without being asked.

Try this at home

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

  • During storytime, pause on a page with clear spots/stripes and ask ‘Can you find the dots/lines?’

  • On a walk, point out a pattern in the environment (fence bars, paving) and later show a picture with a similar pattern; notice if your child makes the link.

  • At mealtime, point to a simple pattern on a plate/cloth and ask your child to find ‘the same’ pattern in a picture book.

  • Offer crayons and a picture with simple stripes or spots; see whether your child tries to make similar marks after looking at the picture.

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 Early Years Foundation Stage (EYFS) (DfE, 2012), Shape, Space and Measure.

    DM2012 positions attention to simple shapes/patterns in pictures as an observable precursor to later classification and patterning.

Developmental research

  • Newcombe, N. S., & Huttenlocher, J. (2000). Making Space: The Development of Spatial Representation and Reasoning. Cambridge, MA: MIT Press.

    Synthesizes evidence that children build spatial representations through perception and experience, supporting assessment of early shape/pattern noticing.

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
Looks at pictures but does not attend to or point out simple shapes/patterns; gaze is brief or focused on other features.
  • During shared reading, child flips pages quickly and does not stop on patterned pages even when the adult points to the pattern.
  • When adult asks ‘where are the dots?’ child does not look toward the dotted area and continues attending to characters/faces.
Emerging
Sometimes notices a simple repeated shape/pattern in a picture when an adult highlights it, but does not consistently seek it out.
  • When adult traces stripes with a finger, child follows the finger with eyes and smiles, but does not independently point to the stripes later.
  • With prompting, taps one repeated shape once, then moves on without looking for other repeats.
Developing
Notices obvious shapes/patterns in pictures (e.g., stripes, spots, circles) and may point, tap, or look back-and-forth between repeated elements in familiar books.
  • Points to a row of repeated shapes (e.g., three circles) and taps along them one-by-one.
  • On a page showing a spotted animal, child touches the spots repeatedly and looks back to the adult.
Secure
Spontaneously comments (word/gesture) on simple shapes/patterns across books and can find the same pattern again when asked.
  • When shown a patterned page, child says/gestures ‘dots’/‘lines’ and stays engaged, looking around the page for more pattern.
  • When adult says ‘find the stripes’ child locates them on a page without the adult pointing.
Reflexive
Uses noticed shapes/patterns in pictures to make connections (finds similar patterns in the environment) and can replicate a simple pattern with objects after seeing it.
  • After noticing a zigzag/stripe pattern in a book, child points out a similar pattern on clothing, cushions, or wallpaper.
  • After looking at a simple repeating pattern in a picture, child lays two different toys in an AB order on the floor without being asked.