8–20 monthsBuilding RelationshipsPersonal, Social and Emotional Development: Making relationships
Interacts with others and explores new situations when supported by familiar person.
Observe whether the child: interacts with others and explores new situations when supported by familiar person.
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
With a familiar person close by, the child briefly looks around or touches a new toy, but quickly returns to the familiar person or becomes unsettled. Interaction with others is limited to short glances or minimal vocalisations.
What you might see
In a new room, the child clings and cries despite being held, and does not reach for nearby toys.
When a new adult says hello, the child turns face into the familiar person’s body and stays hidden.
The child remains still on the familiar person’s lap and does not scan the room or track activity.
The child reaches toward a toy while on the familiar person’s lap, then pulls back quickly and grips the adult.
The child briefly smiles at a new child, then becomes tense and looks away.
The child steps down to stand, then immediately climbs back up when someone approaches.
Expected
On track
With steady support (being held, hand held, sitting close), the child explores a small area and may interact with others in simple ways (smiles, offers a toy, vocalises). They may pause frequently to check back with the familiar person.
What you might see
With the familiar person sitting nearby, the child crawls/walks to a toy within arm’s reach and manipulates it.
The child looks at a new adult and makes a small sound or wave while staying close to the familiar person.
The child explores a shelf or activity for 20–30 seconds, then returns to touch the familiar person’s leg/hand.
Exceeding
Going further
In new situations, the child uses the familiar person’s presence to feel safe enough to explore and interact (moves a short distance away, investigates, returns when needed). They recover more quickly from uncertainty and can engage for longer periods.
What you might see
The child moves a few steps away to explore, then returns for a brief touch/cuddle and goes back out again.
When a new child approaches, the child offers a toy or stands alongside while glancing back to the familiar person.
After a loud noise, the child seeks quick reassurance and then resumes exploring within the minute.
The child leads the familiar person toward a new activity, then starts exploring while the adult stays nearby.
The child initiates a brief interaction (hands a toy, imitates a wave) and then continues exploring.
The child becomes unsure, returns for a short cuddle, then independently goes back to explore a different area.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
When you arrive somewhere new (a friend’s house, a clinic waiting room), notice whether your child explores nearby toys/space more when you stay close and reassuring.
At a playgroup, sit nearby and watch whether your child interacts (smiles, offers a toy, copies) when they can check back with you.
Try a new playground area: does your child venture to explore when you stand close, and return to you for brief reassurance?
During a new routine (new bath toy, new food, new song), notice whether your calm support helps your child try it and re-try after a hesitation.
When a new adult greets your child, notice whether your child can look, smile, or vocalise while staying close to you.
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) — Personal, Social and Emotional Development: Making relationships (8–20 months).
The construct is specified as an observable behaviour linking familiar-person support to exploration and interaction in early toddlerhood.
Developmental research
Bowlby, J. (1969/1982). Attachment and Loss: Vol. 1. Attachment; Ainsworth, M. D. S. et al. (1978). Patterns of Attachment.
Attachment theory and secure base research describe how proximity to a trusted caregiver supports exploration and social engagement in unfamiliar contexts.
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
In new situations, the child stays distressed or withdrawn even when a familiar person is present, and does not engage with people or explore nearby objects. The child may cling tightly without looking outward or may become upset when approached.
In a new room, the child clings and cries despite being held, and does not reach for nearby toys.
When a new adult says hello, the child turns face into the familiar person’s body and stays hidden.
The child remains still on the familiar person’s lap and does not scan the room or track activity.
Emerging
With a familiar person close by, the child briefly looks around or touches a new toy, but quickly returns to the familiar person or becomes unsettled. Interaction with others is limited to short glances or minimal vocalisations.
The child reaches toward a toy while on the familiar person’s lap, then pulls back quickly and grips the adult.
The child briefly smiles at a new child, then becomes tense and looks away.
The child steps down to stand, then immediately climbs back up when someone approaches.
Developing
With steady support (being held, hand held, sitting close), the child explores a small area and may interact with others in simple ways (smiles, offers a toy, vocalises). They may pause frequently to check back with the familiar person.
With the familiar person sitting nearby, the child crawls/walks to a toy within arm’s reach and manipulates it.
The child looks at a new adult and makes a small sound or wave while staying close to the familiar person.
The child explores a shelf or activity for 20–30 seconds, then returns to touch the familiar person’s leg/hand.
Secure
In new situations, the child uses the familiar person’s presence to feel safe enough to explore and interact (moves a short distance away, investigates, returns when needed). They recover more quickly from uncertainty and can engage for longer periods.
The child moves a few steps away to explore, then returns for a brief touch/cuddle and goes back out again.
When a new child approaches, the child offers a toy or stands alongside while glancing back to the familiar person.
After a loud noise, the child seeks quick reassurance and then resumes exploring within the minute.
Reflexive
The child confidently uses familiar-person support as a launching point: they initiate exploration and brief social interaction, returning for reassurance mainly when something unexpected happens. They can re-engage after reassurance and may show curiosity toward multiple people/areas.
The child leads the familiar person toward a new activity, then starts exploring while the adult stays nearby.
The child initiates a brief interaction (hands a toy, imitates a wave) and then continues exploring.
The child becomes unsure, returns for a short cuddle, then independently goes back to explore a different area.
