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40–60 monthsThe Natural World

Looks closely at similarities, differences, patterns and change.

Observe whether the child: looks closely at similarities, differences, patterns and change.

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 notices some similarities or differences when prompted and can spot very simple patterns in familiar materials, but observation is brief and inconsistent. They often need adult questions to look again.

What you might see

  • When shown two similar objects, does not point out any difference even after a prompt and quickly changes activity.
  • Does not notice a missing item or changed arrangement in a familiar set-up unless an adult points it out.
  • Repeats an action without looking at results (for example, pours sand) without commenting on changes.
  • Matches two items as same or different after an adult model (for example, finds another red sock).
  • Spots a repeating pattern when it is obvious and short (for example, red-blue-red-blue) after a prompt.
  • Says one descriptor (for example, bigger) when asked to compare, but does not add detail.

Expected

On track

The child compares items using one clear feature and can identify simple patterns and changes in familiar contexts with some support. They can describe what is the same or different in short phrases.

What you might see

  • Sorts items by one feature (for example, all the smooth stones together) with light adult support.
  • Describes a simple change in play (for example, The ice is smaller now) after an adult question.
  • Finds the next item in a simple pattern with one reminder (for example, What comes next?).

Exceeding

Going further

The child independently looks closely, notices multiple features, and talks about similarities, differences, patterns, and changes across contexts. They can track change over time and use observation language to describe what they see.

What you might see

  • Compares two leaves or shells using two features (for example, This one is longer and darker).
  • Notices change over time during an activity (for example, The shadow moved, the puddle got smaller).
  • Creates a repeating pattern with blocks or beads and explains what repeats.
  • Predicts what comes next in a pattern and checks (for example, It will go red next because it repeats).
  • Designs a test to explore change (for example, puts one ice cube in shade and one in sun) and comments on results.
  • Explains a comparison to a peer using reasons (for example, These are the same shape but different sizes).

Try this at home

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

  • During laundry or tidy-up, ask your child to find pairs or sort items by a feature (for example, same colour or size) and observe how they talk about similarities and differences.

  • On a walk, collect two to four natural items (leaves, stones) and ask, How are these the same and different? Listen for more than one feature.

  • At bath time, play with floating and sinking or warm and cold water and ask, What changed? Observe whether your child tracks changes and uses observation words.

  • During block play, start a simple repeating pattern (for example, tall-short-tall-short) and ask your child to continue it and explain what repeats.

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 EYFS (DfE, 2012) - Understanding the World: The World (40-60+ months).

    DM2012 frames careful observation of similarities, differences, patterns, and change as a foundation for understanding the natural world.

Developmental research

  • Piaget, J. (1952). The Origins of Intelligence in Children.

    Provides a developmental account of how children build increasingly organised ways of noticing and reasoning about regularities and change.

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
The child does not yet attend closely to details and rarely compares items or notices patterns and changes over time. They may rely on obvious features only and move on quickly.
  • When shown two similar objects, does not point out any difference even after a prompt and quickly changes activity.
  • Does not notice a missing item or changed arrangement in a familiar set-up unless an adult points it out.
  • Repeats an action without looking at results (for example, pours sand) without commenting on changes.
Emerging
The child notices some similarities or differences when prompted and can spot very simple patterns in familiar materials, but observation is brief and inconsistent. They often need adult questions to look again.
  • Matches two items as same or different after an adult model (for example, finds another red sock).
  • Spots a repeating pattern when it is obvious and short (for example, red-blue-red-blue) after a prompt.
  • Says one descriptor (for example, bigger) when asked to compare, but does not add detail.
Developing
The child compares items using one clear feature and can identify simple patterns and changes in familiar contexts with some support. They can describe what is the same or different in short phrases.
  • Sorts items by one feature (for example, all the smooth stones together) with light adult support.
  • Describes a simple change in play (for example, The ice is smaller now) after an adult question.
  • Finds the next item in a simple pattern with one reminder (for example, What comes next?).
Secure
The child independently looks closely, notices multiple features, and talks about similarities, differences, patterns, and changes across contexts. They can track change over time and use observation language to describe what they see.
  • Compares two leaves or shells using two features (for example, This one is longer and darker).
  • Notices change over time during an activity (for example, The shadow moved, the puddle got smaller).
  • Creates a repeating pattern with blocks or beads and explains what repeats.
Reflexive
The child makes generalisations and predictions from patterns, creates and tests their own patterns, and explains reasoning to others. They can adjust their thinking when a pattern breaks or evidence changes.
  • Predicts what comes next in a pattern and checks (for example, It will go red next because it repeats).
  • Designs a test to explore change (for example, puts one ice cube in shade and one in sun) and comments on results.
  • Explains a comparison to a peer using reasons (for example, These are the same shape but different sizes).