8–20 monthsNumerical PatternsShape, Space and Measure (no distinct 2021 ELG)
Associates a sequence of actions with daily routines.
Observe whether the child: associates a sequence of actions with daily routines.
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 recognises one or two routine cues and may participate in a single step (e.g., lifting arms for a coat) but does not yet connect multiple steps into a predictable sequence. They need frequent prompts and adult positioning.
What you might see
At the start of a known routine (e.g., mealtime), the child does not move toward the expected place (chair/table) until physically guided.
When an adult says “bath time”, the child shows no preparatory behaviour (no movement toward bathroom/towel).
The child becomes distressed/confused when a routine begins because they do not seem to recognise what is happening next.
The child lifts arms for sleeves when the coat appears but does not then move toward the door without prompting.
When the adult brings a bib, the child touches it or leans in but does not follow through to the next step (sitting).
The child pauses briefly at a routine cue (e.g., seeing toothbrush) but needs adult direction to continue.
Expected
On track
The child participates in short sequences within routines (two-step patterns) with support (gesture/words), showing anticipation (moves to place, brings an item) when the routine begins. They are more consistent in familiar settings than new ones.
What you might see
At snack time, the child gets their cup and then walks toward the table after a prompt.
When the adult says “shoes”, the child brings one shoe or sits down where shoes are usually put on.
The child imitates a two-step sequence (wipe hands → throw wipe away) after seeing it done.
Exceeding
Going further
The child reliably links multiple steps in common routines (e.g., wash hands → sit → eat; nappy → bin → wash hands) and often initiates a step when the routine starts. They show expectation if a step is missed (looks/gestures/pauses).
What you might see
The child begins washing hands when led to the sink and then moves toward the table for food without being told each step.
When a nappy change finishes, the child goes to the bin or points toward it, then seeks handwashing.
If a usual step is skipped (e.g., no story at bedtime), the child gestures or vocalises to indicate expectation.
When routine order changes (e.g., shoes before coat), the child adapts with minimal upset after a brief cue.
The child acts out part of a routine in play (feeds doll, wipes mouth, ‘puts to bed’) in a recognisable sequence.
The child brings the next-needed object (towel/toothbrush/cup) without being asked when the routine is starting.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
In the morning routine, pause after one step (e.g., after nappy/diaper) and see if your child initiates the next step (goes to wash hands, reaches for clothes).
At mealtime, keep the sequence consistent for a few days (wash hands → bib → sit). Then observe: does your child start to move into the next step with fewer prompts?
At bedtime, ask: “What comes next?” while doing the routine (pyjamas → teeth → story). Notice whether your child anticipates by fetching an item or moving to the right place.
Before going out, hold shoes and coat and watch: does your child follow the routine sequence (sit for shoes, then arms for coat, then door)?
In play, offer a doll/teddy and a cloth and say: “Let’s do bedtime.” Observe whether your child reproduces a familiar action sequence.
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 foregrounds routine-linked sequences as observable behaviour, supporting early temporal ordering and predictability in everyday contexts.
Developmental research
Nelson, K. (1986). Event Knowledge: Structure and Function in Development.
Developmental work on event knowledge supports using children’s anticipation and participation in routine action sequences as evidence of emerging temporal organisation.
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 show clear anticipation of what comes next in familiar routines and needs the adult to lead each step. They may respond only after the step has started rather than preparing for it.
At the start of a known routine (e.g., mealtime), the child does not move toward the expected place (chair/table) until physically guided.
When an adult says “bath time”, the child shows no preparatory behaviour (no movement toward bathroom/towel).
The child becomes distressed/confused when a routine begins because they do not seem to recognise what is happening next.
Emerging
The child recognises one or two routine cues and may participate in a single step (e.g., lifting arms for a coat) but does not yet connect multiple steps into a predictable sequence. They need frequent prompts and adult positioning.
The child lifts arms for sleeves when the coat appears but does not then move toward the door without prompting.
When the adult brings a bib, the child touches it or leans in but does not follow through to the next step (sitting).
The child pauses briefly at a routine cue (e.g., seeing toothbrush) but needs adult direction to continue.
Developing
The child participates in short sequences within routines (two-step patterns) with support (gesture/words), showing anticipation (moves to place, brings an item) when the routine begins. They are more consistent in familiar settings than new ones.
At snack time, the child gets their cup and then walks toward the table after a prompt.
When the adult says “shoes”, the child brings one shoe or sits down where shoes are usually put on.
The child imitates a two-step sequence (wipe hands → throw wipe away) after seeing it done.
Secure
The child reliably links multiple steps in common routines (e.g., wash hands → sit → eat; nappy → bin → wash hands) and often initiates a step when the routine starts. They show expectation if a step is missed (looks/gestures/pauses).
The child begins washing hands when led to the sink and then moves toward the table for food without being told each step.
When a nappy change finishes, the child goes to the bin or points toward it, then seeks handwashing.
If a usual step is skipped (e.g., no story at bedtime), the child gestures or vocalises to indicate expectation.
Reflexive
The child flexibly applies routine sequences across contexts, adjusts when routines change, and can use simple pretend or gesture to rehearse routines (e.g., ‘bedtime’ actions with a toy). They may prompt an adult/peer to the next step.
When routine order changes (e.g., shoes before coat), the child adapts with minimal upset after a brief cue.
The child acts out part of a routine in play (feeds doll, wipes mouth, ‘puts to bed’) in a recognisable sequence.
The child brings the next-needed object (towel/toothbrush/cup) without being asked when the routine is starting.
