30–50 monthsNumerical PatternsShape, Space and Measure (no distinct 2021 ELG)
Uses everyday language related to time.
Observe whether the child: uses everyday language related to time.
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 uses a few common time words (e.g., now, later, morning, bedtime) but inconsistently or in a fixed phrase. They may mix up terms and rely on routine/context to be understood.
What you might see
When asked “What do we do after snack?”, the child answers with an unrelated activity or shrugs without attempting a sequence.
The child uses “now” for many situations (past/future) without linking it to immediate action.
When an adult says “Wait a minute” or “Later”, the child does not adjust behaviour and continues as if it means “now”.
The child says “later” or “now” but uses it mainly as a repeated phrase (e.g., “later later”) without clear meaning.
The child uses “bedtime” or “morning” correctly in one routine but mixes it up in another.
The child echoes the adult’s time word (“after”) but cannot yet use it independently in their own sentence.
Expected
On track
The child uses everyday time language to talk about familiar routines and near future/past (e.g., after lunch, later, yesterday) with support. They can often link a time word to what happens next in a known sequence.
What you might see
The child says “after lunch” or “after nursery” in a familiar context and the meaning matches what happens next.
The child uses “then” to link two steps in play (e.g., “then we go outside”) with a prompt.
The child answers a routine question with a time marker (e.g., “first we wash hands, then we eat”) when supported by the adult’s scaffolding.
Exceeding
Going further
The child uses a range of everyday time words appropriately across contexts, including sequencing terms (before/after/then) and routine time references (morning/night/tomorrow). They can use time language to plan or explain what happens in order.
What you might see
The child uses “before” and “after” to describe a simple sequence and mostly keeps them in the right order.
During a transition, the child says “in a minute” or “after I finish” and then follows through when reminded.
The child uses “tomorrow” or “later” appropriately when talking about a planned event (e.g., “tomorrow we go grandma”).
The child tells a short account of an event using time connectors (“then”, “after that”) without adult prompting.
The child negotiates turn-taking using time language (“after you, then me”) and sticks to it.
If corrected, the child adjusts their wording (“No, that was yesterday—today we’re doing it now”) in an age-appropriate way.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
At bedtime, ask: “What do we do before we get into bed?” and “What do we do after we brush teeth?” Notice whether your child uses or understands before/after.
During a transition (leaving the park, putting shoes on), model and ask: “Now or later?” Observe if your child can respond appropriately and follow through.
At mealtime, say: “First we wash hands, then we eat.” Ask your child to tell you the steps back using time words (first/then/after).
In story time, pause and ask: “What happened next?” or “What happened before that?” Listen for everyday time connectors (then, after).
In the bath, set up a simple sequence: “First wash, then rinse, then towel.” Ask: “What comes next?” and observe use of time language.
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 specifies everyday time language as an observable behaviour that supports early mathematical comparison and sequencing in daily life.
Developmental research
McCormack, T., & Hoerl, C. (1999). Memory and Temporal Perspective: The Role of Temporal Frameworks in Memory Development. Developmental Review, 19(1), 154–182.
Developmental accounts of early temporal frameworks support staged expectations from routine-linked time talk toward more flexible time concepts.
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 uses time-related words and does not show understanding when adults use simple time terms (e.g., before/after, now/later). They may talk only about the present or respond without linking language to sequence.
When asked “What do we do after snack?”, the child answers with an unrelated activity or shrugs without attempting a sequence.
The child uses “now” for many situations (past/future) without linking it to immediate action.
When an adult says “Wait a minute” or “Later”, the child does not adjust behaviour and continues as if it means “now”.
Emerging
The child uses a few common time words (e.g., now, later, morning, bedtime) but inconsistently or in a fixed phrase. They may mix up terms and rely on routine/context to be understood.
The child says “later” or “now” but uses it mainly as a repeated phrase (e.g., “later later”) without clear meaning.
The child uses “bedtime” or “morning” correctly in one routine but mixes it up in another.
The child echoes the adult’s time word (“after”) but cannot yet use it independently in their own sentence.
Developing
The child uses everyday time language to talk about familiar routines and near future/past (e.g., after lunch, later, yesterday) with support. They can often link a time word to what happens next in a known sequence.
The child says “after lunch” or “after nursery” in a familiar context and the meaning matches what happens next.
The child uses “then” to link two steps in play (e.g., “then we go outside”) with a prompt.
The child answers a routine question with a time marker (e.g., “first we wash hands, then we eat”) when supported by the adult’s scaffolding.
Secure
The child uses a range of everyday time words appropriately across contexts, including sequencing terms (before/after/then) and routine time references (morning/night/tomorrow). They can use time language to plan or explain what happens in order.
The child uses “before” and “after” to describe a simple sequence and mostly keeps them in the right order.
During a transition, the child says “in a minute” or “after I finish” and then follows through when reminded.
The child uses “tomorrow” or “later” appropriately when talking about a planned event (e.g., “tomorrow we go grandma”).
Reflexive
The child flexibly applies time language to narrate, plan, and negotiate (e.g., “after this, then…”), and can clarify misunderstandings by rephrasing. They begin to generalise time terms beyond immediate routines (e.g., talk about weekends, yesterday/tomorrow with better accuracy).
The child tells a short account of an event using time connectors (“then”, “after that”) without adult prompting.
The child negotiates turn-taking using time language (“after you, then me”) and sticks to it.
If corrected, the child adjusts their wording (“No, that was yesterday—today we’re doing it now”) in an age-appropriate way.
