30–50 monthsThe Natural WorldTechnology (aspect removed in EYFS 2021)
Uses ICT hardware to interact with age-appropriate computer software.
Observe whether the child: uses ICT hardware to interact with age-appropriate computer software.
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 attempts basic interactions (tap, click, press a key) and notices some on-screen changes, but control is inconsistent and needs frequent adult support. They may struggle to target icons or follow simple on-screen cues.
What you might see
On a touchscreen, repeatedly taps the same area without looking for a response and quickly abandons the device.
Grips a mouse but does not coordinate movement and clicking to select anything on screen.
Presses multiple keys rapidly without attending to the letters or what changes on screen.
Taps an on-screen button after an adult points to it, but often misses and needs help to try again.
Clicks the mouse after moving the cursor, but cursor control is shaky and inconsistent.
Presses a single key when asked (for example, space) to make something happen, then waits for the next prompt.
Expected
On track
The child uses ICT hardware in a purposeful way to interact with age-appropriate software in familiar activities, often with guidance. They can complete short tasks such as selecting an icon, making a choice, or dragging an item with support.
What you might see
Selects a large icon on screen to start a familiar app after an adult sets up the device.
Drags a puzzle piece into place with hand-over-hand support or coaching.
Uses a simple switch or button on a device to trigger an on-screen effect (for example, make a character jump).
Exceeding
Going further
The child independently uses common ICT controls to navigate simple software and complete a short activity, sustaining attention and recovering from small errors. They adapt basic skills across similar devices or programs.
What you might see
Independently opens a familiar app and makes two to three choices within it (for example, chooses a colour and draws).
Uses a mouse or touchscreen to click, drag, or scroll within a simple activity without adult hand support.
When an action does not work, tries again or adjusts finger/mouse position rather than stopping immediately.
Explains what to do next (for example, First press the home button, then open the drawing app).
Transfers a skill from one device to another (for example, uses tap-and-drag similarly on tablet and phone).
Chooses a specific app or program to meet a purpose (for example, drawing to make a picture, camera to take a photo).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During a calm playtime, open a simple drawing or puzzle app and observe whether your child can use touch or mouse actions to make something happen on screen.
At story time, try an age-appropriate interactive story app and notice whether your child uses the device to turn pages, select choices, or trigger sounds.
During music time, let your child use a simple on-screen control to start, stop, or change a song and observe how independently they do it.
In a short routine, ask your child to open one familiar app and then exit it, and notice whether they can follow the sequence with minimal support.
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 (DfE, 2012) - Technology (30-50 months).
DM2012 includes using ICT hardware to interact with software as an observable indicator of technology competence in early years.
Developmental research
Papert, S. (1980). Mindstorms: Children, Computers, and Powerful Ideas.
Highlights how hands-on interaction with computers and software can support learning through active exploration and problem solving.
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 does not yet use ICT hardware (mouse, keyboard, touchscreen, switches) to control software actions and needs an adult to do most of the interaction. They may tap or press randomly without linking action to on-screen response.
On a touchscreen, repeatedly taps the same area without looking for a response and quickly abandons the device.
Grips a mouse but does not coordinate movement and clicking to select anything on screen.
Presses multiple keys rapidly without attending to the letters or what changes on screen.
Emerging
The child attempts basic interactions (tap, click, press a key) and notices some on-screen changes, but control is inconsistent and needs frequent adult support. They may struggle to target icons or follow simple on-screen cues.
Taps an on-screen button after an adult points to it, but often misses and needs help to try again.
Clicks the mouse after moving the cursor, but cursor control is shaky and inconsistent.
Presses a single key when asked (for example, space) to make something happen, then waits for the next prompt.
Developing
The child uses ICT hardware in a purposeful way to interact with age-appropriate software in familiar activities, often with guidance. They can complete short tasks such as selecting an icon, making a choice, or dragging an item with support.
Selects a large icon on screen to start a familiar app after an adult sets up the device.
Drags a puzzle piece into place with hand-over-hand support or coaching.
Uses a simple switch or button on a device to trigger an on-screen effect (for example, make a character jump).
Secure
The child independently uses common ICT controls to navigate simple software and complete a short activity, sustaining attention and recovering from small errors. They adapt basic skills across similar devices or programs.
Independently opens a familiar app and makes two to three choices within it (for example, chooses a colour and draws).
Uses a mouse or touchscreen to click, drag, or scroll within a simple activity without adult hand support.
When an action does not work, tries again or adjusts finger/mouse position rather than stopping immediately.
Reflexive
The child selects software for a goal and uses ICT hardware flexibly, transferring skills across contexts and explaining steps to others. They can plan a simple sequence of actions (open, choose, do, exit) with minimal help.
Explains what to do next (for example, First press the home button, then open the drawing app).
Transfers a skill from one device to another (for example, uses tap-and-drag similarly on tablet and phone).
Chooses a specific app or program to meet a purpose (for example, drawing to make a picture, camera to take a photo).
