Listens to and joins in with stories and poems, one-to-one and also in small groups.
Observe whether the child: listens to and joins in with stories and poems, one-to-one and also in small groups.
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
Child listens briefly and may join in with a single action, sound, or familiar word when heavily scaffolded one-to-one. In a small group they join in only momentarily or copy others after a delay.
What you might see
During a short story, the child repeatedly walks away or talks over the reading and does not return to the book when invited.
When an adult pauses for a well-known line, the child looks away and does not attempt a word/action, even after a prompt.
In a small-group rhyme, the child does not copy the group actions and focuses on a toy/object instead.
One-to-one, the child joins in with a single sound/action (e.g., roar, clap) when the adult models it immediately before.
The child repeats one familiar word from a poem after the adult says it, but not on the next repetition.
In a small group, the child briefly joins in with an action after watching peers (e.g., does the gesture on the second try).
Expected
On track
Child listens through short parts of a story/poem and joins in with predictable bits (e.g., a repeated word/action) in familiar one-to-one routines. In small groups they participate when close to an adult and the expectation is clear.
What you might see
During a familiar rhyme, the child fills in a missing word when the adult pauses and looks expectantly.
One-to-one, the child copies a repeated action at each occurrence (e.g., knocks on the page whenever the character knocks).
In a small group, the child joins in with the refrain when seated near an adult and the book is visible.
Exceeding
Going further
Child listens with engagement and joins in appropriately (words/actions) one-to-one and in small groups, sustaining participation for most of the read/recite. They respond at the right moments in familiar stories/poems without needing continuous prompting.
What you might see
The child joins in with repeated phrases across several pages of a familiar book without needing a cue each time.
In a small group, the child watches the book/adult and joins in at the right moment (e.g., the chorus) for most of the session.
After the story ends, the child spontaneously repeats a favourite line/part of the poem.
The child asks for a specific story/poem and begins the opening line or refrain before the adult does.
The child adapts joining-in to a new poem by quickly picking up the pattern and joining in by the second repetition.
In a small group, the child prompts a peer (e.g., points and whispers the refrain) so they can join in together.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Story time: read a short familiar book and pause before a repeated line—notice whether your child fills it in or adds the action without prompting.
Mealtime: do a quick call-and-response rhyme (e.g., clapping pattern + a chant)—notice whether your child matches you and joins in again on the next round.
Transition (coat/shoes): say a short poem you often use while getting ready—notice whether your child anticipates the next word/action.
Bath time: sing a predictable song and stop mid-phrase—notice whether your child restarts the line or completes the phrase.
Small group: with siblings/friends, do a short rhyme circle—notice whether your child joins in even when attention is shared.
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).
Positions shared stories/poems and joining in as observable precursors that support later comprehension.
Developmental research
Bus, A. G., van IJzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65(1), 1–21.
Shared reading interactions are associated with gains in language and emergent literacy skills that underpin 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
Child does not stay with a story/poem long enough to follow it and does not attempt to join in, even when an adult prompts. In groups, they often disengage quickly or focus on something else.
During a short story, the child repeatedly walks away or talks over the reading and does not return to the book when invited.
When an adult pauses for a well-known line, the child looks away and does not attempt a word/action, even after a prompt.
In a small-group rhyme, the child does not copy the group actions and focuses on a toy/object instead.
Emerging
Child listens briefly and may join in with a single action, sound, or familiar word when heavily scaffolded one-to-one. In a small group they join in only momentarily or copy others after a delay.
One-to-one, the child joins in with a single sound/action (e.g., roar, clap) when the adult models it immediately before.
The child repeats one familiar word from a poem after the adult says it, but not on the next repetition.
In a small group, the child briefly joins in with an action after watching peers (e.g., does the gesture on the second try).
Developing
Child listens through short parts of a story/poem and joins in with predictable bits (e.g., a repeated word/action) in familiar one-to-one routines. In small groups they participate when close to an adult and the expectation is clear.
During a familiar rhyme, the child fills in a missing word when the adult pauses and looks expectantly.
One-to-one, the child copies a repeated action at each occurrence (e.g., knocks on the page whenever the character knocks).
In a small group, the child joins in with the refrain when seated near an adult and the book is visible.
Secure
Child listens with engagement and joins in appropriately (words/actions) one-to-one and in small groups, sustaining participation for most of the read/recite. They respond at the right moments in familiar stories/poems without needing continuous prompting.
The child joins in with repeated phrases across several pages of a familiar book without needing a cue each time.
In a small group, the child watches the book/adult and joins in at the right moment (e.g., the chorus) for most of the session.
After the story ends, the child spontaneously repeats a favourite line/part of the poem.
Reflexive
Child initiates joining in (asks for a favourite, starts the refrain) and maintains participation across different adults/groups. They use expression/gesture to support meaning and sometimes encourage peers to join in.
The child asks for a specific story/poem and begins the opening line or refrain before the adult does.
The child adapts joining-in to a new poem by quickly picking up the pattern and joining in by the second repetition.
In a small group, the child prompts a peer (e.g., points and whispers the refrain) so they can join in together.
