Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
Observe whether the child: children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
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 follows multi-part instructions when heavily supported (broken down, repeated, or shown) and gives simple ‘how/why’ answers about immediate experiences with adult cues.
What you might see
When asked to do three actions (e.g., “Get your coat, put it on, and stand by the door”), the child completes only the first action and stops.
When asked “Why did you do that?”, the child repeats the question or gives an unrelated answer (“Because… um…”) without a clear reason.
After a short story, when asked “How did the character solve it?”, the child answers with a single unrelated detail or shrugs.
The child follows three-step instructions when the adult prompts each step (“Now put it on… now come here”).
When asked “Why are we wearing a coat?”, the child answers after cues (“Because… cold”) or copies the adult’s wording.
When asked “How did you make that?”, the child points or shows the action but gives only a fragment of an explanation.
Expected
On track
The child follows instructions involving several actions in familiar routines and answers simple ‘how’ and ‘why’ questions with a short, relevant explanation.
What you might see
On “Put the toys in the box, close the lid, and bring it to me,” the child completes the sequence in a tidy-up routine.
When asked “How did you build it?”, the child gives a short process answer (“I put the big one first, then the little ones”).
When asked “Why did you choose that book?”, the child gives a simple reason (“Because it’s my favourite” / “Because it has dinosaurs”).
Exceeding
Going further
The child follows multi-step instructions across varied contexts and answers ‘how’ and ‘why’ questions about experiences and stories with coherent, context-linked reasoning.
What you might see
The child follows a multi-step instruction in a new context (e.g., “Wash hands, get a towel, then sit at the table”) after one clear prompt.
After a story/event, the child answers a ‘why’ question with a linked explanation (“He was sad because he lost his toy”).
If an instruction is unclear, the child asks a relevant clarification question (“Do you mean after I finish this, then put it away?”).
The child independently breaks down and narrates the steps (“First I’ll get it, then I’ll put it away, then I’ll come back”).
The child gives more than one reason in a ‘why’ answer (“Because it was raining and I didn’t want to get wet”).
The child explains ‘how’ to someone else in steps (“You hold it here, then you twist it, and then it opens”).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Transition (getting out): ask, “Please put your shoes on, get your coat, and wait by the door.” Notice whether your child completes all steps without needing each one repeated.
Mealtime: ask, “Can you put the cups on the table, then get the napkins, then sit down?” Watch whether they keep track of the sequence.
Storytime: after reading, ask one ‘why’ question (“Why did the character do that?”) and one ‘how’ question (“How did they fix the problem?”). Notice whether answers relate to the story.
Play: after building/drawing, ask, “How did you make that?” Listen for step-by-step explanation versus only showing/pointing.
Outdoor/event: after an experience, ask, “Why did we bring an umbrella?” or “Why did you run to the swing?” Notice whether your child gives a cause-and-effect reason.
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), Department for Education (DfE).
The construct is framework-native and integrates listening comprehension, multi-step direction-following, and explanatory ‘how/why’ language.
Developmental research
Baddeley, A. D., & Hitch, G. J. (1974). Working Memory. In G. H. Bower (Ed.), The Psychology of Learning and Motivation (Vol. 8, pp. 47–89). Academic Press.
Following instructions involving several actions requires holding multiple steps in mind while executing them, consistent with working memory demands.
Wylie, B. E., Stolzenberg, S. N., & Evans, A. D. (2021). Children’s accuracy in answering Why and How Come questions. International Journal of Behavioral Development, 45(3), 238–243. https://doi.org/10.1177/0165025420979364
Children’s ability to answer causal questions develops with age and language skill, supporting the construct’s emphasis on meaningful ‘how/why’ responses.
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 struggles to follow instructions with more than one idea/action and gives unclear or unrelated answers to ‘how’ and ‘why’ questions.
When asked to do three actions (e.g., “Get your coat, put it on, and stand by the door”), the child completes only the first action and stops.
When asked “Why did you do that?”, the child repeats the question or gives an unrelated answer (“Because… um…”) without a clear reason.
After a short story, when asked “How did the character solve it?”, the child answers with a single unrelated detail or shrugs.
Emerging
The child follows multi-part instructions when heavily supported (broken down, repeated, or shown) and gives simple ‘how/why’ answers about immediate experiences with adult cues.
The child follows three-step instructions when the adult prompts each step (“Now put it on… now come here”).
When asked “Why are we wearing a coat?”, the child answers after cues (“Because… cold”) or copies the adult’s wording.
When asked “How did you make that?”, the child points or shows the action but gives only a fragment of an explanation.
Developing
The child follows instructions involving several actions in familiar routines and answers simple ‘how’ and ‘why’ questions with a short, relevant explanation.
On “Put the toys in the box, close the lid, and bring it to me,” the child completes the sequence in a tidy-up routine.
When asked “How did you build it?”, the child gives a short process answer (“I put the big one first, then the little ones”).
When asked “Why did you choose that book?”, the child gives a simple reason (“Because it’s my favourite” / “Because it has dinosaurs”).
Secure
The child follows multi-step instructions across varied contexts and answers ‘how’ and ‘why’ questions about experiences and stories with coherent, context-linked reasoning.
The child follows a multi-step instruction in a new context (e.g., “Wash hands, get a towel, then sit at the table”) after one clear prompt.
After a story/event, the child answers a ‘why’ question with a linked explanation (“He was sad because he lost his toy”).
If an instruction is unclear, the child asks a relevant clarification question (“Do you mean after I finish this, then put it away?”).
Reflexive
The child flexibly manages complex instructions (planning and self-monitoring) and answers ‘how/why’ questions with extended explanations, multiple reasons, or step-by-step descriptions that support others’ understanding.
The child independently breaks down and narrates the steps (“First I’ll get it, then I’ll put it away, then I’ll come back”).
The child gives more than one reason in a ‘why’ answer (“Because it was raining and I didn’t want to get wet”).
The child explains ‘how’ to someone else in steps (“You hold it here, then you twist it, and then it opens”).
