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22–36 monthsCreating with Materials

Joins in singing favourite songs.

Observe whether the child: joins in singing favourite songs.

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

Joins in briefly with actions, humming, or single sounds/words on a well-known part of the song, usually after an adult prompt.

What you might see

  • When a familiar song begins, remains silent and does not attempt any joining-in action (e.g., no clapping/waving) despite adult modelling.
  • Moves away or changes activity within a few seconds of the song starting, even when the song is typically enjoyed in the setting.
  • Copies one simple action (e.g., claps once or waves) during a key moment, then stops.
  • Vocalises a single repeated sound/word at the end of a line when an adult pauses to cue them (e.g., says a final word once).

Expected

On track

Joins in for short stretches (e.g., the chorus) in a familiar routine, using recognisable words or approximations alongside adult singing.

What you might see

  • Sings or vocalises along for the chorus/refrain (2–3 lines) when an adult is singing beside them.
  • Anticipates one repeated phrase and joins in at the right moment (e.g., joins in consistently on the same repeated line).

Exceeding

Going further

Joins in readily and stays with the song for most of its length, matching the familiar tune/words and joining with peers across everyday contexts.

What you might see

  • Spontaneously joins in when the song starts without being directly prompted, using multiple recognisable words.
  • Maintains joining-in for most of the song (e.g., continues through several verses) while staying engaged with the group.
  • Starts a familiar song independently during play and continues it without adult initiation.
  • Invites a peer/adult to join (e.g., says “sing it” or takes their hand) and keeps the group going by repeating the refrain.

Try this at home

Small everyday moments where you can notice this behaviour without setting up anything special.

  • Bedtime/story: sing a well-known family song and pause before the last word of a line—does your child fill in the missing word or sound?

  • Car/buggy: play or hum a favourite song and watch whether your child joins in with any words, humming, or actions without being asked.

  • Transitions: use a short routine song (e.g., tidy-up/coat-on) and notice whether your child joins in more when they know what happens next.

  • Bath time: sing a song with actions (clap/splash-gently/wave) and see whether your child copies the actions and adds their own sound.

  • Outdoor walk: chant a simple repeated rhyme in a steady beat and observe whether your child matches you with voice or body movements.

Connected behaviours

Behaviours that scaffold, follow, or co-emerge with this one.

Where this comes from

The framework source and supporting developmental research.

Framework source

  • Development Matters in the EYFS (2012), Expressive arts and design: Exploring and using media and materials (22–36 months): “Joins in singing favourite songs.”

    This construct is framework-native and defined as an observable behaviour for typical development in the 22–36 month band.

Developmental research

  • Trehub, S. E. (2003). The developmental origins of musicality. Nature Neuroscience, 6(7), 669–673. https://doi.org/10.1038/nn1084

    Developmental research supports early sensitivity to musical features and engagement with singing-like behaviours, grounding expectations for joining-in.

Five-level rubric (detailed)Show

The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.

Not Yet
Does not join in when a favourite song starts; may watch without vocalising or actions, or move away.
  • When a familiar song begins, remains silent and does not attempt any joining-in action (e.g., no clapping/waving) despite adult modelling.
  • Moves away or changes activity within a few seconds of the song starting, even when the song is typically enjoyed in the setting.
Emerging
Joins in briefly with actions, humming, or single sounds/words on a well-known part of the song, usually after an adult prompt.
  • Copies one simple action (e.g., claps once or waves) during a key moment, then stops.
  • Vocalises a single repeated sound/word at the end of a line when an adult pauses to cue them (e.g., says a final word once).
Developing
Joins in for short stretches (e.g., the chorus) in a familiar routine, using recognisable words or approximations alongside adult singing.
  • Sings or vocalises along for the chorus/refrain (2–3 lines) when an adult is singing beside them.
  • Anticipates one repeated phrase and joins in at the right moment (e.g., joins in consistently on the same repeated line).
Secure
Joins in readily and stays with the song for most of its length, matching the familiar tune/words and joining with peers across everyday contexts.
  • Spontaneously joins in when the song starts without being directly prompted, using multiple recognisable words.
  • Maintains joining-in for most of the song (e.g., continues through several verses) while staying engaged with the group.
Reflexive
Initiates favourite songs in play or routines, adapts songs (tempo/volume/words) for fun, and encourages others to join in.
  • Starts a familiar song independently during play and continues it without adult initiation.
  • Invites a peer/adult to join (e.g., says “sing it” or takes their hand) and keeps the group going by repeating the refrain.