Back to EYFS frameworkWhat it looks like
Three ways this behaviour shows up as a child grows. Each level includes everyday moments to watch for.
Uses a size word occasionally (often ‘big’) or understands it in one familiar context, but may mix up or overgeneralise.
What you might see
- When offered two cups and asked ‘big one or small one?’ child chooses without looking between them and does not change after correction.
- Child refers to contrasting items without size descriptors (uses ‘that’/pointing only) even in obvious big/small pairs.
- Says ‘big!’ while holding an object but uses it for both large and small items.
- Understands ‘big’ in one routine (e.g., ‘big spoon’) but not in other settings with the same contrast.
Uses some basic size words to describe objects in play or daily routines, mainly for obvious contrasts and familiar items.
What you might see
- When seeing two balls, says ‘big ball’ for the larger and ‘small ball’ for the smaller.
- Uses ‘tall’ or ‘long’ to describe a tower or stick during play.
Uses size language across contexts and applies it to compare two items (e.g., indicates which is bigger) without needing a model each time.
What you might see
- When asked to ‘get the small plate’ selects the smaller of two plates without adult pointing.
- Compares two items using size words (e.g., ‘mine bigger’) and indicates the correct one.
- Chooses a bigger box for a larger toy and says ‘need big one’ without prompting.
- Rejects an unsuitable tool by size language (e.g., says ‘too small’ about a spoon/cup) and requests a bigger one.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
At mealtime, put two bowls out (one bigger) and ask ‘Which bowl is bigger? Which one do you want?’
During bath, give a big and small cup and ask your child to pour into the ‘big cup’ or ‘small cup’.
While getting dressed, talk about size (‘big sock’/‘small sock’) and notice whether your child uses the words back to you.
In block play, ask ‘Can you make a tall tower? Can you find the small blocks?’
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 treats size language as an observable step toward comparative and descriptive mathematical talk.
Developmental research
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Emphasizes language as a cultural tool for forming and using concepts, supporting assessment of children beginning to use comparative descriptors.
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
- Does not use size words (e.g., big/small/tall) and does not respond reliably when others use them.
- When offered two cups and asked ‘big one or small one?’ child chooses without looking between them and does not change after correction.
- Child refers to contrasting items without size descriptors (uses ‘that’/pointing only) even in obvious big/small pairs.
- Emerging
- Uses a size word occasionally (often ‘big’) or understands it in one familiar context, but may mix up or overgeneralise.
- Says ‘big!’ while holding an object but uses it for both large and small items.
- Understands ‘big’ in one routine (e.g., ‘big spoon’) but not in other settings with the same contrast.
- Developing
- Uses some basic size words to describe objects in play or daily routines, mainly for obvious contrasts and familiar items.
- When seeing two balls, says ‘big ball’ for the larger and ‘small ball’ for the smaller.
- Uses ‘tall’ or ‘long’ to describe a tower or stick during play.
- Secure
- Uses size language across contexts and applies it to compare two items (e.g., indicates which is bigger) without needing a model each time.
- When asked to ‘get the small plate’ selects the smaller of two plates without adult pointing.
- Compares two items using size words (e.g., ‘mine bigger’) and indicates the correct one.
- Reflexive
- Uses size language flexibly to plan and problem-solve (fit/choose tools or containers) and can adjust when corrected.
- Chooses a bigger box for a larger toy and says ‘need big one’ without prompting.
- Rejects an unsuitable tool by size language (e.g., says ‘too small’ about a spoon/cup) and requests a bigger one.
