Observe whether the child: enjoys rhyming and rhythmic activities.
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
Enjoys familiar songs or action rhymes for short periods and may copy some actions or rhythm, but does not reliably join in with the rhyme pattern or repeated language.
What you might see
During a nursery rhyme, turns away or leaves the activity within a minute and does not copy actions or join repeated phrases.
When an adult starts a familiar rhyme, shows no change in engagement (no smile, no movement, no attempt to join in).
Copies one action (e.g., clapping) during a rhyme but does not attempt any repeated words or sounds.
Joins in only with the final word once, after the adult has said most of the rhyme.
Expected
On track
Participates in rhyming and rhythmic activities with support, joining in with repeated lines, clapping/tapping to a beat, and showing enjoyment (smiling, requesting again) during familiar routines.
What you might see
Claps or taps along for several beats during a rhyme when the adult models the rhythm.
Joins in with a repeated phrase (e.g., a familiar “again” line) and smiles or looks to the adult for continuation.
Exceeding
Going further
Regularly engages in rhyming and rhythmic activities, joining in independently, keeping a simple beat, and showing clear enjoyment by choosing, repeating, or anticipating rhyming parts.
What you might see
Anticipates and fills in a missing word when an adult pauses in a familiar rhyme.
Keeps a simple beat (clap-tap or stomp) through most of a short rhyme and requests “again” or chooses another rhyme.
Makes up a silly rhyming pair during play (e.g., tries to rhyme a word by changing the first sound) and laughs at the result.
Leads a rhyme/rhythm game with others (e.g., starts a chant while jumping and keeps it going by repeating a rhythmic pattern).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Bedtime/story: Say a familiar nursery rhyme and pause before the rhyming word—does your child try to fill it in or show excitement for the rhyming part?
Bath time: Tap a steady beat on the side of the bath and chant a short rhyme—does your child join in with the rhythm or start their own rhythmic tapping?
Car/walk: Play a quick “rhyme time” game with one word (e.g., cat/hat) and keep it playful—does your child enjoy trying, even if the rhymes are silly?
Outdoor play: While skipping/jumping, chant a simple rhythmic phrase—does your child keep the chant going or ask to repeat it at the same rhythm?
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) — Literacy: Reading (30–50 months).
Enjoyment of rhyme and rhythm is specified as an observable behaviour supporting early phonological awareness within the EYFS literacy progression.
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
Shows little interest in rhymes, songs, or rhythmic word play; may avoid or quickly disengage from group rhyme and rhythm activities. Does not join in with actions or repeated phrases.
During a nursery rhyme, turns away or leaves the activity within a minute and does not copy actions or join repeated phrases.
When an adult starts a familiar rhyme, shows no change in engagement (no smile, no movement, no attempt to join in).
Emerging
Enjoys familiar songs or action rhymes for short periods and may copy some actions or rhythm, but does not reliably join in with the rhyme pattern or repeated language.
Copies one action (e.g., clapping) during a rhyme but does not attempt any repeated words or sounds.
Joins in only with the final word once, after the adult has said most of the rhyme.
Developing
Participates in rhyming and rhythmic activities with support, joining in with repeated lines, clapping/tapping to a beat, and showing enjoyment (smiling, requesting again) during familiar routines.
Claps or taps along for several beats during a rhyme when the adult models the rhythm.
Joins in with a repeated phrase (e.g., a familiar “again” line) and smiles or looks to the adult for continuation.
Secure
Regularly engages in rhyming and rhythmic activities, joining in independently, keeping a simple beat, and showing clear enjoyment by choosing, repeating, or anticipating rhyming parts.
Anticipates and fills in a missing word when an adult pauses in a familiar rhyme.
Keeps a simple beat (clap-tap or stomp) through most of a short rhyme and requests “again” or chooses another rhyme.
Reflexive
Plays with rhyme and rhythm creatively and flexibly, inventing silly rhymes or rhythmic chants, adapting tempo/beat, and sometimes leading or involving others in rhyme games.
Makes up a silly rhyming pair during play (e.g., tries to rhyme a word by changing the first sound) and laughs at the result.
Leads a rhyme/rhythm game with others (e.g., starts a chant while jumping and keeps it going by repeating a rhythmic pattern).
