8–20 monthsBuilding RelationshipsPersonal, Social and Emotional Development: Making relationships
Shows interest in the activities of others and responds differently to children and adults, e.g. may be more interested in watching children than adults or may pay more attention when children talk to them.
Observe whether the child: shows interest in the activities of others and responds differently to children and adults, e.g. may be more interested in watching children than adults or may pay more attention when children talk to them.
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 watches others’ activity briefly, but attention is fleeting and responses are inconsistent. They may show slight preference (e.g., looking longer at children) but it is not reliable across situations.
What you might see
In a room with children playing, the child does not look toward the group and continues solitary play without glancing up.
When an adult speaks to the child, the child does not orient toward the voice or face.
The child does not track a nearby child’s noisy activity (e.g., banging blocks) with eyes or head turn.
The child watches a child play for a few seconds, then quickly turns away to an object.
The child smiles at a child once, but does not repeat the response when the child approaches again.
The child looks toward an adult voice sometimes, but often continues without orienting.
Expected
On track
The child regularly watches what others are doing and shows clear differences in response depending on who is interacting (e.g., looks, smiles, vocalises more for children; seeks adult reassurance). Responses are strongest with familiar people or in calmer settings.
What you might see
The child watches a child run/jump and then attempts a similar movement nearby.
When a child speaks to them, the child looks at the child’s face and vocalises back briefly.
When an adult approaches, the child pauses and looks to the adult for reassurance before continuing.
Exceeding
Going further
The child consistently shows interest in others’ activities and adapts their response to children versus adults in a predictable way (e.g., watches/imitates children’s play; responds to adult guidance/comfort). They maintain attention long enough to learn from observation.
What you might see
The child looks up repeatedly to watch what other children are doing and shifts their own play to match (e.g., starts stacking when others stack).
The child responds differently to an adult’s instruction (stops/looks/comes) than to a child’s invitation (smiles/follows).
When children laugh or shout, the child looks over and watches for 20–30 seconds, tracking the action.
The child watches a child use a toy in a new way, then brings their own toy over to try the same action.
The child approaches a child to join in after watching, then returns to an adult for a quick check-in before rejoining.
If an adult offers help, the child pauses and attends closely, then applies it while still watching what peers are doing.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
At a park or playgroup, watch whether your child shows interest in what other children are doing (looking, smiling, moving closer, copying actions).
During a family gathering, notice whether your child responds differently when an adult speaks versus when a child speaks (who they look at, who they approach, how long they attend).
When you and another child are both doing different activities nearby, notice which your child watches more closely and whether they try to copy either person’s actions.
In a shop or waiting room, see whether your child tracks other children’s movement or play more than adult conversation.
During tidy-up time, notice whether your child pays attention to an adult’s request (“put it in”) versus a child’s request (“give me that”) in different ways.
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 targets observable social attention patterns that support early peer interest and differentiated responding to social partners.
Developmental research
Vygotsky, L. S. (1978). Mind in Society.
Sociocultural theory emphasises learning through observing and engaging with more knowledgeable others, supporting the developmental importance of attending to others’ activity.
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 what others are doing and does not noticeably change attention or response when different people interact with them. They may stay focused on objects or show limited tracking of social activity.
In a room with children playing, the child does not look toward the group and continues solitary play without glancing up.
When an adult speaks to the child, the child does not orient toward the voice or face.
The child does not track a nearby child’s noisy activity (e.g., banging blocks) with eyes or head turn.
Emerging
The child sometimes watches others’ activity briefly, but attention is fleeting and responses are inconsistent. They may show slight preference (e.g., looking longer at children) but it is not reliable across situations.
The child watches a child play for a few seconds, then quickly turns away to an object.
The child smiles at a child once, but does not repeat the response when the child approaches again.
The child looks toward an adult voice sometimes, but often continues without orienting.
Developing
The child regularly watches what others are doing and shows clear differences in response depending on who is interacting (e.g., looks, smiles, vocalises more for children; seeks adult reassurance). Responses are strongest with familiar people or in calmer settings.
The child watches a child run/jump and then attempts a similar movement nearby.
When a child speaks to them, the child looks at the child’s face and vocalises back briefly.
When an adult approaches, the child pauses and looks to the adult for reassurance before continuing.
Secure
The child consistently shows interest in others’ activities and adapts their response to children versus adults in a predictable way (e.g., watches/imitates children’s play; responds to adult guidance/comfort). They maintain attention long enough to learn from observation.
The child looks up repeatedly to watch what other children are doing and shifts their own play to match (e.g., starts stacking when others stack).
The child responds differently to an adult’s instruction (stops/looks/comes) than to a child’s invitation (smiles/follows).
When children laugh or shout, the child looks over and watches for 20–30 seconds, tracking the action.
Reflexive
The child uses social attention strategically: they watch children to join or copy an activity and seek adults when needing help, comfort, or information. They shift attention smoothly between peers and adults to support their own engagement.
The child watches a child use a toy in a new way, then brings their own toy over to try the same action.
The child approaches a child to join in after watching, then returns to an adult for a quick check-in before rejoining.
If an adult offers help, the child pauses and attends closely, then applies it while still watching what peers are doing.
