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30–50 monthsListening, Attention and Understanding

Understands use of objects (e.g. “What do we use to cut things?’)

Observe whether the child: understands use of objects (e.g. “What do we use to cut things?’)

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

Shows partial understanding for very familiar routines (e.g., spoon for eating) but is inconsistent or needs choices/visual cues to answer.

What you might see

  • When asked “What do we use to cut?” the child points to a random item or repeats the last word (“cut”).
  • Given a spoon, fork, and brush and asked which is for eating, the child chooses incorrectly without noticing.
  • Needs you to demonstrate the action (cutting, stirring, brushing) before they can pick the matching object.
  • Answers correctly for one familiar function (e.g., “spoon” for yoghurt) but not for another (e.g., “scissors” for paper).
  • Chooses the right object only when you narrow choices to two or when the correct object is closest/most salient.
  • Shows understanding by imitating the action with the object (pretends to brush) but cannot name/select it reliably on request.

Expected

On track

Identifies the correct object for a common purpose in context (often with a small set of options), though may confuse less familiar functions.

What you might see

  • When asked “What do we use to cut paper?” selects scissors from a small set (e.g., scissors, glue, crayon).
  • When asked “What do we use to drink?” selects cup from a set without needing you to mime drinking.
  • In play, chooses a spoon for stirring pretend soup when the items are available.

Exceeding

Going further

Consistently identifies objects by their use across everyday contexts and can answer simple function questions without needing options.

What you might see

  • Answers “knife” or “scissors” appropriately to “What do we use to cut things?” depending on context.
  • When asked “What do we use to write?” selects a pen/pencil and can use it for the purpose.
  • When asked “What do we use to clean our teeth?” answers “toothbrush” and can locate it.
  • Explains a choice: “We need scissors because they cut paper” (or similar causal link).
  • Suggests an alternative tool when needed (e.g., “We can tear it” or “use a different knife”) if the usual object isn’t available.
  • In pretend play, assigns functions creatively but appropriately (e.g., uses a block as a phone and states its ‘use’ in the game).

Try this at home

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

  • Cooking: Ask “What do we use to stir?” and see if your child selects spoon/whisk without you demonstrating.

  • Mealtime: Ask “What do we use to cut food?” and notice whether your child answers or points to the appropriate tool.

  • Art/craft: Put out glue, scissors, and crayons and ask “What do we use to cut paper?” then observe the choice.

  • Bathroom routine: Ask “What do we use to clean our teeth/hair?” and see if your child identifies toothbrush/brush by use.

  • Outdoor/cleanup: Ask “What do we use to sweep?” or “What do we use to pick up leaves?” and notice whether your child selects a broom or suitable tool.

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) (2012), Communication and Language: Understanding.

    Object-function understanding is specified as an observable receptive-language behaviour in the EYFS progression.

Developmental research

  • Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

    Functional vocabulary and concepts are strengthened through shared activity where adults model object use and language for purposes.

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
Does not show understanding of common object functions; cannot select an appropriate object for a purpose without strong cues.
  • When asked “What do we use to cut?” the child points to a random item or repeats the last word (“cut”).
  • Given a spoon, fork, and brush and asked which is for eating, the child chooses incorrectly without noticing.
  • Needs you to demonstrate the action (cutting, stirring, brushing) before they can pick the matching object.
Emerging
Shows partial understanding for very familiar routines (e.g., spoon for eating) but is inconsistent or needs choices/visual cues to answer.
  • Answers correctly for one familiar function (e.g., “spoon” for yoghurt) but not for another (e.g., “scissors” for paper).
  • Chooses the right object only when you narrow choices to two or when the correct object is closest/most salient.
  • Shows understanding by imitating the action with the object (pretends to brush) but cannot name/select it reliably on request.
Developing
Identifies the correct object for a common purpose in context (often with a small set of options), though may confuse less familiar functions.
  • When asked “What do we use to cut paper?” selects scissors from a small set (e.g., scissors, glue, crayon).
  • When asked “What do we use to drink?” selects cup from a set without needing you to mime drinking.
  • In play, chooses a spoon for stirring pretend soup when the items are available.
Secure
Consistently identifies objects by their use across everyday contexts and can answer simple function questions without needing options.
  • Answers “knife” or “scissors” appropriately to “What do we use to cut things?” depending on context.
  • When asked “What do we use to write?” selects a pen/pencil and can use it for the purpose.
  • When asked “What do we use to clean our teeth?” answers “toothbrush” and can locate it.
Reflexive
Generalises object-function knowledge to new situations, explains choices (“because it cuts”), and suggests alternatives when the usual tool is missing.
  • Explains a choice: “We need scissors because they cut paper” (or similar causal link).
  • Suggests an alternative tool when needed (e.g., “We can tear it” or “use a different knife”) if the usual object isn’t available.
  • In pretend play, assigns functions creatively but appropriately (e.g., uses a block as a phone and states its ‘use’ in the game).