Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.
Observe whether the child: joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.
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 joins in with an action or a single word of a repeated refrain when strongly cued (e.g., adult pauses, points, or prompts). Anticipation is inconsistent and often limited to one favourite rhyme/story.
What you might see
During a familiar rhyme with a clear repeated line, the child does not attempt the line and does not react when it comes.
When the adult pauses before the repeated phrase, the child does not fill in and instead changes topic or walks away.
With a strong pause and expectant look from the adult, the child says one key word (e.g., the last word) but not the rest of the refrain.
The child joins in only with the action (clap, stomp) and not the repeated phrase, and only for one favourite rhyme.
Expected
On track
The child joins in with repeated refrains in familiar rhymes/stories and shows early anticipation (e.g., smiles before a known phrase, says the last word). They may need the adult to slow down or pause to support participation.
What you might see
In a familiar story, the child smiles and leans in just before the repeated phrase and says the final word when the adult pauses.
The child joins in with parts of a repeated chorus when the adult uses a consistent rhythm and invites them with “ready…?”
Exceeding
Going further
The child consistently joins in with repeated refrains and anticipates key events/phrases across a range of familiar rhymes and stories, often joining without prompts. They stay engaged through the build-up to the key phrase and respond at the right time.
What you might see
Across several repeats, the child says the refrain in time with the adult and begins it without being prompted when it comes around again.
When the adult starts a familiar story, the child predicts a key event (e.g., “then he’s coming!”) just before it happens.
The child leads the refrain (starts it first) and waits for the adult/peers to join, repeating it with consistent timing.
The child uses a repeated phrase from a story in pretend play (e.g., says the character’s catchphrase at the right moment).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Story time: pick a book with a repeated line and pause right before the line—notice whether your child fills it in or signals that it’s coming.
Car/pram: sing a familiar song and stop before the chorus—observe whether your child starts the chorus or says the key word without prompting.
Bedtime: read the same short story several nights and watch whether your child anticipates a key event (“and then…”) or says the repeated phrase early.
Bath time: do a bath rhyme (e.g., splashing rhythm) and see whether your child joins in at the repeated bits and times the actions with the words.
Outdoor play: chant a familiar rhyme while walking and notice whether your child keeps the refrain going over several repeats.
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
DfE (2012). Development Matters in the Early Years Foundation Stage (EYFS).
Identifies joining repeated refrains and anticipating key phrases as an indicator of listening and comprehension at this stage.
Developmental research
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Supports the role of shared cultural tools (rhymes, stories) and adult scaffolding in developing language, memory, and prediction.
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 join in with repeated refrains and does not show anticipation of key phrases/events during familiar rhymes or stories. They may listen passively or drift away without reacting to repeated parts.
During a familiar rhyme with a clear repeated line, the child does not attempt the line and does not react when it comes.
When the adult pauses before the repeated phrase, the child does not fill in and instead changes topic or walks away.
Emerging
The child sometimes joins in with an action or a single word of a repeated refrain when strongly cued (e.g., adult pauses, points, or prompts). Anticipation is inconsistent and often limited to one favourite rhyme/story.
With a strong pause and expectant look from the adult, the child says one key word (e.g., the last word) but not the rest of the refrain.
The child joins in only with the action (clap, stomp) and not the repeated phrase, and only for one favourite rhyme.
Developing
The child joins in with repeated refrains in familiar rhymes/stories and shows early anticipation (e.g., smiles before a known phrase, says the last word). They may need the adult to slow down or pause to support participation.
In a familiar story, the child smiles and leans in just before the repeated phrase and says the final word when the adult pauses.
The child joins in with parts of a repeated chorus when the adult uses a consistent rhythm and invites them with “ready…?”
Secure
The child consistently joins in with repeated refrains and anticipates key events/phrases across a range of familiar rhymes and stories, often joining without prompts. They stay engaged through the build-up to the key phrase and respond at the right time.
Across several repeats, the child says the refrain in time with the adult and begins it without being prompted when it comes around again.
When the adult starts a familiar story, the child predicts a key event (e.g., “then he’s coming!”) just before it happens.
Reflexive
The child applies this skill flexibly: leads refrains, predicts key events aloud, and uses repeated phrases in play or retelling. They can bring others in (e.g., “say it!”) and keep the shared reading/rhyme going.
The child leads the refrain (starts it first) and waits for the adult/peers to join, repeating it with consistent timing.
The child uses a repeated phrase from a story in pretend play (e.g., says the character’s catchphrase at the right moment).
