Interested in books and rhymes and may have favourites.
Observe whether the child: interested in books and rhymes and may have favourites.
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 shows brief interest in books/rhymes with adult support, but engagement is short and favourites are not consistent.
What you might see
When offered a book, the child pushes it away or walks off within about 10 seconds.
During a familiar rhyme, the child does not orient or attempt to join in and quickly shifts to another activity.
The child does not return to a book/rhyme after it ends and shows no clear preference when options are offered.
The child looks at pictures or listens to a rhyme for 15–30 seconds, then loses interest.
The child participates mainly when the adult uses strong actions/voices; interest drops when the adult pauses.
The child sometimes brings a book but switches quickly and favourites vary day-to-day.
Expected
On track
The child chooses books or joins in familiar rhymes in supported routines and may return to the same one more than once.
What you might see
The child brings a book to an adult or sits nearby during a short read (about 1–2 minutes).
The child shows excitement for a familiar rhyme (smiles, does an action, or vocalizes at the start).
When given a choice of two books, the child repeatedly selects the same one across a couple of occasions.
Exceeding
Going further
The child frequently seeks books and rhymes, engages for meaningful stretches in familiar routines, and clearly shows favourites (requests the same ones).
What you might see
The child independently seeks a book (from shelf/basket) and brings it to an adult or sits ready to read.
The child requests repetition (e.g., says ‘again’, re-opens the book) for a known rhyme/story.
The child shows clear favourites by consistently choosing the same story/rhyme across days.
The child chooses a particular favourite to settle (e.g., brings the same book at bedtime) or to energize (specific action rhyme).
The child imitates reading/singing routines with toys (holds book, turns pages, uses a familiar refrain).
The child invites another child/adult into a rhyme by starting an action or beginning a familiar line and waiting.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
At bedtime, place 2–3 simple books within reach and notice whether your child chooses one and brings it over or sits for a short read.
During bath or dressing, start a familiar action rhyme and pause; observe whether your child shows anticipation or tries to continue the routine.
On the sofa after a meal, offer a short picture book and watch whether your child stays engaged long enough to turn a few pages.
When out and about (pram/car), sing a familiar rhyme and see whether your child shows recognition (smile, action, vocalization) and wants more.
Over several days, notice whether your child repeatedly requests the same story/rhyme (clear favourites emerging).
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 (16–26 months).
This construct is a framework-native observable that operationalizes early engagement with books/rhymes as a comprehension precursor.
Developmental research
Whitehurst & Lonigan (1998), Child Development and Emergent Literacy.
Emergent literacy research supports interest and engagement in shared reading/rhyme routines as meaningful precursors to later language and comprehension.
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 rarely attends to books or rhymes and does not show sustained interest; they do not show clear preferences for particular books/rhymes.
When offered a book, the child pushes it away or walks off within about 10 seconds.
During a familiar rhyme, the child does not orient or attempt to join in and quickly shifts to another activity.
The child does not return to a book/rhyme after it ends and shows no clear preference when options are offered.
Emerging
The child shows brief interest in books/rhymes with adult support, but engagement is short and favourites are not consistent.
The child looks at pictures or listens to a rhyme for 15–30 seconds, then loses interest.
The child participates mainly when the adult uses strong actions/voices; interest drops when the adult pauses.
The child sometimes brings a book but switches quickly and favourites vary day-to-day.
Developing
The child chooses books or joins in familiar rhymes in supported routines and may return to the same one more than once.
The child brings a book to an adult or sits nearby during a short read (about 1–2 minutes).
The child shows excitement for a familiar rhyme (smiles, does an action, or vocalizes at the start).
When given a choice of two books, the child repeatedly selects the same one across a couple of occasions.
Secure
The child frequently seeks books and rhymes, engages for meaningful stretches in familiar routines, and clearly shows favourites (requests the same ones).
The child independently seeks a book (from shelf/basket) and brings it to an adult or sits ready to read.
The child requests repetition (e.g., says ‘again’, re-opens the book) for a known rhyme/story.
The child shows clear favourites by consistently choosing the same story/rhyme across days.
Reflexive
The child uses books/rhymes flexibly (chooses favourites to match mood or situation), initiates shared reading/singing, and may ‘read’ to toys/peers by mimicking the routine.
The child chooses a particular favourite to settle (e.g., brings the same book at bedtime) or to energize (specific action rhyme).
The child imitates reading/singing routines with toys (holds book, turns pages, uses a familiar refrain).
The child invites another child/adult into a rhyme by starting an action or beginning a familiar line and waiting.
