22–36 monthsBuilding RelationshipsPersonal, Social and Emotional Development: Making relationships
Seeks out others to share experiences.
Observe whether the child: seeks out others to share experiences.
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
Occasionally points, calls, or says 'look' to get attention, but sharing is brief and may not include checking the other person's reaction or staying with the shared moment.
What you might see
Plays with a toy and does not look up or call anyone to show it, even when an adult is nearby.
When something exciting happens (bubbles, a dog passing), does not point/show or try to get another person's attention.
If an adult says 'show me', continues playing without bringing the person into the moment.
Points and says 'look' but does not check the other person's face or wait for a response.
Brings an object briefly towards an adult, then takes it away and resumes playing alone.
Calls to a familiar adult once to show something but stops sharing as soon as the adult responds.
Expected
On track
Seeks out a familiar adult or a peer to show what they have found or done in familiar routines, and can stay for a short shared moment with support.
What you might see
Brings a toy or book to a familiar adult and waits while the adult looks before moving on.
Points to an interesting event (e.g. plane) and looks between the event and the adult at least once.
Holds up something they made and says 'see' when a peer is nearby, especially with an adult prompt.
Exceeding
Going further
Regularly approaches others to share experiences (showing, pointing, bringing objects) and notices the other person's response, extending the shared interaction.
What you might see
Seeks out a peer or adult to show what they found/made and watches their reaction (smiles, repeats the showing).
Adds a simple label or comment while sharing (e.g. 'big', 'gone', 'my car').
After the other person responds, stays to continue the shared moment (shows again, moves closer, offers the object).
Leads a familiar person to the experience (takes hand to the window/area and waits for them to look).
Shares experiences with more than one person in the same situation (shows adult, then shows a peer).
Uses sharing to coordinate what to do next (points to where they want to build/play and waits for the other child to join).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
On a walk, pause near something interesting (a bus, bird, puddle) and notice whether your child tries to get you to look too (pointing/showing).
At mealtime, put something slightly unusual on the table (a new cup, a funny-shaped food) and notice whether your child brings it to someone else's attention.
During story time, stop on a picture with something surprising and notice whether your child points it out to you or tries to show you a detail.
In the bath, introduce a floating toy and notice whether your child calls you over to watch what it does (splashes, sinks, pours).
At the playground, notice whether your child approaches another child or adult to show what they can do (slide, jump, dig) and waits for a response.
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) (DM2012), Personal, Social and Emotional Development: Making relationships.
This construct is a framework-native observable behaviour statement intended for formative assessment within the EYFS developmental continuum.
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
Rarely seeks a person to share an experience; tends to stay in solitary/parallel play without showing, telling, or inviting others into what they notice or do.
Plays with a toy and does not look up or call anyone to show it, even when an adult is nearby.
When something exciting happens (bubbles, a dog passing), does not point/show or try to get another person's attention.
If an adult says 'show me', continues playing without bringing the person into the moment.
Emerging
Occasionally points, calls, or says 'look' to get attention, but sharing is brief and may not include checking the other person's reaction or staying with the shared moment.
Points and says 'look' but does not check the other person's face or wait for a response.
Brings an object briefly towards an adult, then takes it away and resumes playing alone.
Calls to a familiar adult once to show something but stops sharing as soon as the adult responds.
Developing
Seeks out a familiar adult or a peer to show what they have found or done in familiar routines, and can stay for a short shared moment with support.
Brings a toy or book to a familiar adult and waits while the adult looks before moving on.
Points to an interesting event (e.g. plane) and looks between the event and the adult at least once.
Holds up something they made and says 'see' when a peer is nearby, especially with an adult prompt.
Secure
Regularly approaches others to share experiences (showing, pointing, bringing objects) and notices the other person's response, extending the shared interaction.
Seeks out a peer or adult to show what they found/made and watches their reaction (smiles, repeats the showing).
Adds a simple label or comment while sharing (e.g. 'big', 'gone', 'my car').
After the other person responds, stays to continue the shared moment (shows again, moves closer, offers the object).
Reflexive
Shares experiences flexibly across settings and people, and uses sharing to coordinate plans (invites others over, guides attention, and continues the shared activity together).
Leads a familiar person to the experience (takes hand to the window/area and waits for them to look).
Shares experiences with more than one person in the same situation (shows adult, then shows a peer).
Uses sharing to coordinate what to do next (points to where they want to build/play and waits for the other child to join).
