30–50 monthsThe Natural WorldTechnology (aspect removed in EYFS 2021)
Shows care and concern for living things and the environment.
Observe whether the child: shows care and concern for living things and the environment.
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 sometimes shows care when an adult prompts or models it, but it is inconsistent and may not generalise across settings. They may show brief concern but quickly return to impulsive handling.
What you might see
Pulls leaves or crushes plants during outdoor play and does not stop without adult intervention.
Chases or grabs at small animals (for example, insects) despite adult prompts to be gentle.
Drops litter or leaves resources running (for example, water) without noticing or responding to reminders.
Strokes an animal gently after an adult demonstrates, then returns to rough handling later.
Picks up litter when an adult asks, but does not do so independently.
Shows a brief worried face or says oh no when a plant is damaged, but does not attempt any caring action.
Expected
On track
The child is usually gentle with living things in familiar situations and can follow simple care routines with support (for example, watering a plant). They show concern when they notice harm and can accept reminders about looking after the environment.
What you might see
Uses gentle hands when touching a plant or small creature after a reminder.
Helps water a plant or refill a water tray with adult support and stays with the task to finish.
Moves a worm or insect away from a path after an adult suggestion.
Exceeding
Going further
The child consistently treats living things and the environment with care, anticipates simple needs, and participates in caring routines. They can remind others of basic care expectations and show concern without adult prompting.
What you might see
Independently handles living things gently (for example, holds a leaf carefully, watches an insect without touching).
Turns off a tap or light after a prompt-free routine (for example, after handwashing) and comments about saving water or power.
Reminds a peer to be gentle or to put rubbish in the bin during play.
Initiates a caring routine (for example, asks to water a plant or checks on a class pet area).
Suggests an environmental action (for example, recycle it, use less water) and follows through.
Explains a caring choice (for example, We do not pick flowers because they need to grow) during a real situation.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During an outdoor walk, pause near a plant or small creature (for example, ant trail, snail) and observe whether your child watches gently and follows simple care rules without repeated reminders.
At tidying time, ask your child to help sort rubbish and notice whether they show interest in putting items in the bin or recycling with care.
During a simple home task (for example, watering a plant), observe whether your child can do the routine with gentle handling and stays focused to complete it.
At bath time, talk about using only the water you need and notice whether your child responds by turning taps off or accepting the idea of saving water.
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) - Understanding the World: The World (30-50 months).
DM2012 includes care and concern for living things and the environment as an observable behaviour linked to understanding the natural world.
Developmental research
Eisenberg, N., & Fabes, R. A. (1998). Prosocial development. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of Child Psychology, Vol. 3 (5th ed.).
Provides a research-based account of how empathy-related responding and prosocial behaviours develop in early childhood.
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 show consistent gentleness or concern toward living things or shared spaces and often needs repeated adult reminders. They may handle plants, animals, or natural items roughly or carelessly.
Pulls leaves or crushes plants during outdoor play and does not stop without adult intervention.
Chases or grabs at small animals (for example, insects) despite adult prompts to be gentle.
Drops litter or leaves resources running (for example, water) without noticing or responding to reminders.
Emerging
The child sometimes shows care when an adult prompts or models it, but it is inconsistent and may not generalise across settings. They may show brief concern but quickly return to impulsive handling.
Strokes an animal gently after an adult demonstrates, then returns to rough handling later.
Picks up litter when an adult asks, but does not do so independently.
Shows a brief worried face or says oh no when a plant is damaged, but does not attempt any caring action.
Developing
The child is usually gentle with living things in familiar situations and can follow simple care routines with support (for example, watering a plant). They show concern when they notice harm and can accept reminders about looking after the environment.
Uses gentle hands when touching a plant or small creature after a reminder.
Helps water a plant or refill a water tray with adult support and stays with the task to finish.
Moves a worm or insect away from a path after an adult suggestion.
Secure
The child consistently treats living things and the environment with care, anticipates simple needs, and participates in caring routines. They can remind others of basic care expectations and show concern without adult prompting.
Independently handles living things gently (for example, holds a leaf carefully, watches an insect without touching).
Turns off a tap or light after a prompt-free routine (for example, after handwashing) and comments about saving water or power.
Reminds a peer to be gentle or to put rubbish in the bin during play.
Reflexive
The child initiates caring actions and suggests ways to protect living things and reduce harm to the environment, showing concern across contexts. They can model gentle behaviour and explain reasons for caring choices to others.
Initiates a caring routine (for example, asks to water a plant or checks on a class pet area).
Suggests an environmental action (for example, recycle it, use less water) and follows through.
Explains a caring choice (for example, We do not pick flowers because they need to grow) during a real situation.
