22–36 monthsManaging SelfPersonal, Social and Emotional Development: Self-confidence and self-awareness
Enjoys responsibility of carrying out small tasks.
Observe whether the child: enjoys responsibility of carrying out small tasks.
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
Will do a small task briefly when asked, especially if an adult stays close, but interest fades quickly. May need frequent reminders and shows limited pride in the result.
What you might see
Refuses a simple job (e.g., ‘put this in the bin’) and drops the item on the floor or walks away.
Becomes distressed when asked to help tidy and needs an adult to complete the task entirely.
Pushes objects back toward the adult to do it for them.
Carries one item when asked but then abandons the job midway without returning.
Needs repeated prompts to do a simple step (e.g., put spoon in sink) and is easily distracted.
Smiles when praised but does not sustain interest in having a role.
Expected
On track
Enjoys being given a simple “job” in familiar routines and can complete it with some prompts (e.g., put cup on table, put toy in box). Shows pleasure when noticed and may ask to do it again.
What you might see
Takes plates/napkins to the table when asked and completes the job with a reminder or two.
Helps put toys into a box for a short burst and looks pleased when the area is clear.
Brings a nappy/wipes or a coat when asked and waits for the next step.
Exceeding
Going further
Regularly takes responsibility for small tasks and follows through with minimal prompting across home/nursery routines. Shows pride, seeks acknowledgement appropriately, and copes with minor mishaps (tries again).
What you might see
After a routine cue (“tidy up time”), starts putting toys away without being individually directed.
Completes a small multi-step job (e.g., carry cloth, wipe small spill, put cloth in laundry) with minimal prompting.
If something goes wrong (drops items), picks them up and continues rather than stopping.
Notices a need (spill, mess) and fetches a cloth/bin without being asked.
Assigns or shares a job with someone else (“you carry, I put in”) and persists until finished.
Explains the job’s purpose in simple terms (e.g., “so it’s clean”) while doing it.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Mealtime: Give your child a ‘helper job’ (carry napkins, put spoons out). Notice whether they seem pleased to do it and whether they complete it without repeated reminders.
Tidy-up/play: After play, say “Can you put the cars in the box?” Watch whether your child continues until the job is done or stops after one or two items.
Transitions: Before leaving the house, ask your child to bring shoes or a bag to the door. Notice whether they take responsibility and follow through.
Bath/bedtime: Ask your child to put dirty clothes in the laundry basket or place the towel on the hook. Observe whether they do this willingly and show pride.
Outdoor: After a snack at the park, ask your child to help pack away (put rubbish in bag). Notice whether they accept the responsibility and look for where it goes.
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) — PSED: Self-confidence and self-awareness (22–36 months).
Framework-native statement describing early enjoyment of roles/responsibility as part of developing self-confidence.
Developmental research
Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior.
The construct aligns with early expressions of competence and autonomy: children often persist more when they experience a role as ‘their job’ and feel effective.
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
Resists or avoids small responsibilities, becoming upset when asked to help. Needs an adult to do the task and does not show pride or enjoyment in completing it.
Refuses a simple job (e.g., ‘put this in the bin’) and drops the item on the floor or walks away.
Becomes distressed when asked to help tidy and needs an adult to complete the task entirely.
Pushes objects back toward the adult to do it for them.
Emerging
Will do a small task briefly when asked, especially if an adult stays close, but interest fades quickly. May need frequent reminders and shows limited pride in the result.
Carries one item when asked but then abandons the job midway without returning.
Needs repeated prompts to do a simple step (e.g., put spoon in sink) and is easily distracted.
Smiles when praised but does not sustain interest in having a role.
Developing
Enjoys being given a simple “job” in familiar routines and can complete it with some prompts (e.g., put cup on table, put toy in box). Shows pleasure when noticed and may ask to do it again.
Takes plates/napkins to the table when asked and completes the job with a reminder or two.
Helps put toys into a box for a short burst and looks pleased when the area is clear.
Brings a nappy/wipes or a coat when asked and waits for the next step.
Secure
Regularly takes responsibility for small tasks and follows through with minimal prompting across home/nursery routines. Shows pride, seeks acknowledgement appropriately, and copes with minor mishaps (tries again).
After a routine cue (“tidy up time”), starts putting toys away without being individually directed.
Completes a small multi-step job (e.g., carry cloth, wipe small spill, put cloth in laundry) with minimal prompting.
If something goes wrong (drops items), picks them up and continues rather than stopping.
Reflexive
Chooses helpful tasks independently, adapts when something changes (finds another cloth, uses a different bin), and may involve others (“let’s tidy together”). Can explain the job and help a peer complete it.
Notices a need (spill, mess) and fetches a cloth/bin without being asked.
Assigns or shares a job with someone else (“you carry, I put in”) and persists until finished.
Explains the job’s purpose in simple terms (e.g., “so it’s clean”) while doing it.
