Shows interest in different occupations and ways of life.
Observe whether the child: shows interest in different occupations and ways of life.
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 notices occupations in the environment (uniforms, vehicles, tools) and may name a job label, but interest is brief. The child needs adult prompts to ask questions or extend play beyond a single action.
What you might see
Shows no reaction when seeing or reading about a job (e.g., firefighter) and does not comment or imitate.
Avoids or quickly abandons role play areas (shop, home corner) without attempting a role.
Does not respond to simple prompts about what people do at work (e.g., 'What does the doctor do?').
Points to a uniform/vehicle and names it (e.g., 'police car') but moves on without questions.
Copies one action in role play after an adult models it (e.g., 'scans' an item at a pretend till).
Shows interest when an adult describes a job but contributes only one-word labels.
Expected
On track
The child shows curiosity about different jobs and ways of life by asking simple questions and engaging in role play with support. The child can describe a basic purpose of an occupation (e.g., 'doctor helps').
What you might see
Asks a simple question about a job during an outing or book (e.g., 'What he doing?' 'Where go?').
Engages in role play as a worker (doctor, shopkeeper) for a short period with adult support and props.
Explains a basic function of a job (e.g., 'postman brings letters' or 'builder makes house').
Exceeding
Going further
The child independently talks about a range of occupations and daily-life differences (how people travel, where they work, what they wear/use) and sustains role play with peers. The child uses respectful language and recognises that people live in different ways.
What you might see
Initiates role play involving an occupation and assigns roles to peers ('You be doctor, I be nurse').
Uses job-related language and props appropriately (e.g., writing orders, taking payments, delivering parcels).
Talks about differences in daily life without judgement (e.g., 'Some people wear a uniform at work').
Links an occupation to community impact (e.g., 'bin lorry takes rubbish so it is clean') in their own words.
Adapts role play when new information appears (adds a new role, changes plan, negotiates with peers).
Asks follow-up questions after meeting/seeing a worker (e.g., 'What happens next?' 'How do you fix it?').
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
On a walk or at the shops, point out a worker (delivery driver, cleaner, nurse) and ask: 'What do you think their job is today?'
During pretend play at home, offer a few everyday props (notepad, spoon, empty boxes) and see whether your child invents a job role around them.
While reading a book, pause on an occupation and ask: 'How does this person help?' and listen for your child's explanation.
At mealtime, talk about family/community roles ('Who grows food? Who cooks? Who delivers?') and notice whether your child stays interested and asks questions.
After seeing a familiar occupation (doctor visit, builder outside), ask later that day: 'What did you notice?' and see whether your child recalls and expands.
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 Early Years Foundation Stage (EYFS) (DfE, 2012).
The construct is framework-native guidance for understanding people, roles, and community life through observation and talk.
Developmental research
Bandura, A. (1977). Social Learning Theory.
Children learn social roles and behaviours through observing and imitating others in their environment, supporting interest in occupations.
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 shows little interest in what different people do, and does not engage with talk or play about jobs, roles, or different ways of living. The child may ignore or dismiss occupation-related themes in books or play.
Shows no reaction when seeing or reading about a job (e.g., firefighter) and does not comment or imitate.
Avoids or quickly abandons role play areas (shop, home corner) without attempting a role.
Does not respond to simple prompts about what people do at work (e.g., 'What does the doctor do?').
Emerging
The child notices occupations in the environment (uniforms, vehicles, tools) and may name a job label, but interest is brief. The child needs adult prompts to ask questions or extend play beyond a single action.
Points to a uniform/vehicle and names it (e.g., 'police car') but moves on without questions.
Copies one action in role play after an adult models it (e.g., 'scans' an item at a pretend till).
Shows interest when an adult describes a job but contributes only one-word labels.
Developing
The child shows curiosity about different jobs and ways of life by asking simple questions and engaging in role play with support. The child can describe a basic purpose of an occupation (e.g., 'doctor helps').
Asks a simple question about a job during an outing or book (e.g., 'What he doing?' 'Where go?').
Engages in role play as a worker (doctor, shopkeeper) for a short period with adult support and props.
Explains a basic function of a job (e.g., 'postman brings letters' or 'builder makes house').
Secure
The child independently talks about a range of occupations and daily-life differences (how people travel, where they work, what they wear/use) and sustains role play with peers. The child uses respectful language and recognises that people live in different ways.
Initiates role play involving an occupation and assigns roles to peers ('You be doctor, I be nurse').
Uses job-related language and props appropriately (e.g., writing orders, taking payments, delivering parcels).
Talks about differences in daily life without judgement (e.g., 'Some people wear a uniform at work').
Reflexive
The child flexibly connects knowledge about occupations and ways of life across contexts (stories, outings, family experiences) and asks deeper 'how/why' questions. The child can organise collaborative pretend play involving different roles and can explain their thinking to others.
Links an occupation to community impact (e.g., 'bin lorry takes rubbish so it is clean') in their own words.
Adapts role play when new information appears (adds a new role, changes plan, negotiates with peers).
Asks follow-up questions after meeting/seeing a worker (e.g., 'What happens next?' 'How do you fix it?').
