8–20 monthsThe Natural WorldTechnology (aspect removed in EYFS 2021)
Closely observes what animals, people and vehicles do.
Observe whether the child: closely observes what animals, people and vehicles do.
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
Notices animals/people/vehicles and watches briefly, especially when there is movement or sound, but attention is fleeting. May track for a moment and then shift away without re-orienting.
What you might see
During a walk, vehicles pass but the child does not turn head/eyes to look; continues focusing on a toy or caregiver’s clothing.
A pet moves nearby and the child does not watch it for more than a second before looking away.
Briefly looks at a passing car/bike when it is loud, then looks away and does not re-check.
Watches a pet for a moment when it moves, then returns to another object without trying to follow it.
Expected
On track
Watches animals/people/vehicles for longer periods in familiar contexts (e.g., pet at home, people walking past, cars on the street). May move closer, turn head/body to keep watching, and show clear interest (pointing, vocalising).
What you might see
Stops crawling/walking to watch a dog walk past and keeps eyes on it for several seconds.
At a window, watches cars go by and turns head to follow one until it leaves view.
Exceeding
Going further
Closely observes across contexts and persists watching sequences of actions (e.g., feeding a pet; a bus stopping; a person sweeping) and follows with gaze as they move. May anticipate what happens next by orienting early or moving to a better view.
What you might see
Watches an adult perform an action (e.g., wiping a table) from start to finish, staying oriented and looking closely at the movement.
Observes a vehicle sequence (e.g., bus stops, doors open) and remains focused through multiple steps.
After watching an adult push a toy pram/vehicle, attempts a similar action with their own toy soon after.
Points or vocalises to draw an adult’s attention to an animal/vehicle, then looks back to check the adult is watching too.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Window watching: stand together at a window and see whether your child tracks vehicles as they move past and stays watching for several seconds.
Outdoor walk: pause near a safe spot and notice whether your child watches bikes/cars/people for a sustained period rather than glancing briefly.
At home: if you have a pet (or visit one), observe whether your child follows the animal’s movements with their eyes/head as it moves around the room.
Everyday chores: let your child watch you do a simple task (sweeping, pouring, wiping) and notice whether they watch the whole sequence closely.
Play: use animal or vehicle toys and see if your child studies how you move them (e.g., wheels rolling) and then tries to copy.
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), DfE (DM2012).
Defines close observation of people/animals/vehicles as an assessable indicator of early understanding of the world at 8–20 months.
Developmental research
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes.
Emphasises learning through social observation and participation, supporting the use of sustained watching of others’ actions as evidence of developing understanding.
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
Shows little sustained visual attention to animals/people/vehicles; looks away quickly or focuses only on nearby objects. Does not track actions (movement, gestures) for long enough to appear to study them.
During a walk, vehicles pass but the child does not turn head/eyes to look; continues focusing on a toy or caregiver’s clothing.
A pet moves nearby and the child does not watch it for more than a second before looking away.
Emerging
Notices animals/people/vehicles and watches briefly, especially when there is movement or sound, but attention is fleeting. May track for a moment and then shift away without re-orienting.
Briefly looks at a passing car/bike when it is loud, then looks away and does not re-check.
Watches a pet for a moment when it moves, then returns to another object without trying to follow it.
Developing
Watches animals/people/vehicles for longer periods in familiar contexts (e.g., pet at home, people walking past, cars on the street). May move closer, turn head/body to keep watching, and show clear interest (pointing, vocalising).
Stops crawling/walking to watch a dog walk past and keeps eyes on it for several seconds.
At a window, watches cars go by and turns head to follow one until it leaves view.
Secure
Closely observes across contexts and persists watching sequences of actions (e.g., feeding a pet; a bus stopping; a person sweeping) and follows with gaze as they move. May anticipate what happens next by orienting early or moving to a better view.
Watches an adult perform an action (e.g., wiping a table) from start to finish, staying oriented and looking closely at the movement.
Observes a vehicle sequence (e.g., bus stops, doors open) and remains focused through multiple steps.
Reflexive
Uses observation to guide own action (tries to imitate what was seen, brings an adult to look, or seeks repeat viewing). Generalises interest to new examples (different animals/vehicles) and may communicate observations with gestures/vocalisations.
After watching an adult push a toy pram/vehicle, attempts a similar action with their own toy soon after.
Points or vocalises to draw an adult’s attention to an animal/vehicle, then looks back to check the adult is watching too.
