Builds stories around toys, e.g. farm animals needing rescue from an armchair ‘cliff’.
Observe whether the child: builds stories around toys, e.g. farm animals needing rescue from an armchair ‘cliff’.
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
Adds a simple pretend action or sound to toys and may label a role (“cow”, “baby”), but story links are brief and unconnected. Needs adult prompts to create a ‘what happened next’ sequence.
What you might see
Moves animals/cars repeatedly without giving them roles or linking actions into a story.
Lines toys up or stacks them with no pretend narrative about what they are doing.
If asked “What’s happening?”, gives no answer or changes topic immediately.
Makes a toy ‘talk’ once (“moo”) but does not continue with a storyline.
Repeats one pretend action (toy eats) without adding events (no ‘then’ actions).
Needs an adult to supply the plot (“Oh no, it fell!”) to keep playing.
Expected
On track
Creates a short, familiar story around toys (often based on real experiences) with at least a beginning and an event (e.g., ‘go to bed’, ‘go to shop’). Story is supported by adult questions or a play setup, and may drift off quickly.
What you might see
Sets up a simple scenario (animals in a ‘house’) and acts one event (sleep, eat) before moving on.
Responds to adult prompts (“Where are they going?”) by moving toys to a destination and naming it.
Includes a basic problem (toy ‘lost’) when an adult suggests it, then ‘finds’ it.
Exceeding
Going further
Independently builds multi-step stories around toys, including characters and events (often a problem and solution), and sustains the narrative for several minutes. Uses language, sound effects, and toy movement coherently to keep the story going.
What you might see
Invents a story with a problem and fix (toy stuck, needs rescue; toy hurt, needs doctor) without prompts.
Keeps a storyline across several actions (travel, encounter, rescue, celebration) using toys as characters.
Adds consistent voices/sound effects for characters and uses them to drive the story forward.
Assigns roles to toys/people and adjusts plot when another person changes something (“Okay, then…”).
Uses available items as props (blanket as river, box as cave) to extend the story world.
Retells the story to a new listener (“They fell off the cliff and I saved them”) and continues play.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During small-world play (animals, cars, dolls), ask “What’s happening next?” and notice whether your child links events into a story rather than single actions.
At bath time with bath toys, watch whether your child creates a problem-and-solution story (stuck, rescue, lost, found) with the toys.
After reading a simple storybook, put out toys and see whether your child builds their own new story (not just repeating the book) using the toys as characters.
On a rainy day indoors, set up a ‘cliff/bridge’ with cushions and observe whether your child invents a rescue/adventure plot around toys.
At bedtime, invite your child to ‘tell a story’ with teddies—notice whether there is a beginning, an event, and an ending (even very simple).
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) — Expressive Arts and Design: Being imaginative (30–50 months).
Provides the framework-native toy-storytelling statement used as the construct wording.
Developmental research
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes.
Links imaginative play with development of symbolic thinking and voluntary control, supporting story-based pretend as developmentally grounded.
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
Plays with toys mainly through repetitive actions or simple pretend without a storyline. Does not connect toy actions into a narrative with characters, problems, or events.
Moves animals/cars repeatedly without giving them roles or linking actions into a story.
Lines toys up or stacks them with no pretend narrative about what they are doing.
If asked “What’s happening?”, gives no answer or changes topic immediately.
Emerging
Adds a simple pretend action or sound to toys and may label a role (“cow”, “baby”), but story links are brief and unconnected. Needs adult prompts to create a ‘what happened next’ sequence.
Makes a toy ‘talk’ once (“moo”) but does not continue with a storyline.
Repeats one pretend action (toy eats) without adding events (no ‘then’ actions).
Needs an adult to supply the plot (“Oh no, it fell!”) to keep playing.
Developing
Creates a short, familiar story around toys (often based on real experiences) with at least a beginning and an event (e.g., ‘go to bed’, ‘go to shop’). Story is supported by adult questions or a play setup, and may drift off quickly.
Sets up a simple scenario (animals in a ‘house’) and acts one event (sleep, eat) before moving on.
Responds to adult prompts (“Where are they going?”) by moving toys to a destination and naming it.
Includes a basic problem (toy ‘lost’) when an adult suggests it, then ‘finds’ it.
Secure
Independently builds multi-step stories around toys, including characters and events (often a problem and solution), and sustains the narrative for several minutes. Uses language, sound effects, and toy movement coherently to keep the story going.
Invents a story with a problem and fix (toy stuck, needs rescue; toy hurt, needs doctor) without prompts.
Keeps a storyline across several actions (travel, encounter, rescue, celebration) using toys as characters.
Adds consistent voices/sound effects for characters and uses them to drive the story forward.
Reflexive
Co-constructs and adapts toy stories with others, negotiates roles and plot changes, and can retell or continue a story later. Uses props and space deliberately to enrich the narrative and keep shared meaning.
Assigns roles to toys/people and adjusts plot when another person changes something (“Okay, then…”).
Uses available items as props (blanket as river, box as cave) to extend the story world.
Retells the story to a new listener (“They fell off the cliff and I saved them”) and continues play.
