Observe whether the child: holds books the correct way up and turns pages.
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
Child sometimes orients the book correctly when an adult sets it up, and attempts page-turning but may skip pages, turn multiple pages, or tear/crumple pages. They need reminders to keep the book upright.
What you might see
Given a picture book, the child opens it upside down and continues looking without attempting to rotate it.
The child grabs a chunk of pages and flips several at once repeatedly rather than turning single pages.
When an adult rotates the book, the child turns it back upside down and continues.
With the book placed correctly, the child keeps it upright briefly but then rotates it while moving position.
The child turns pages but often pinches and pulls multiple pages together, skipping ahead unintentionally.
When prompted 'turn one page', the child tries but needs help separating a single page.
Expected
On track
Child usually holds a book the right way up and turns pages one at a time in familiar routines, with occasional slips (upside down/too many pages). They can correct orientation when prompted.
What you might see
The child opens the book the correct way up and turns 3–5 pages one at a time before a slip (two pages at once).
When the book is upside down, the child rotates it after a prompt ('which way is up?').
The child uses a finger/thumb to lift a page corner and completes a single page turn.
Exceeding
Going further
Child independently orients books correctly (front cover up, right way round) and turns pages in order, one at a time, during shared or independent viewing. They adjust their grip to turn pages smoothly.
What you might see
The child picks up a closed book, finds the front cover, and opens it the correct way without help.
The child turns pages one at a time in sequence for most of the book, without skipping back and forth.
If a page sticks, the child adjusts grip and tries again rather than crumpling or tearing.
The child notices a book is the wrong way round and corrects it immediately without being told.
The child shows another child how to hold the book and demonstrates turning one page at a time.
The child pauses at a page, then deliberately turns to the next page (not random flipping), maintaining orientation throughout.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Story time: hand your child a closed book and watch—do they find the front cover and hold it the right way up before opening?
Play: put a few books in a cozy corner—notice whether your child turns pages one at a time during independent browsing.
Mealtime (waiting): offer a small book while you prepare food—notice whether your child keeps it upright while turning pages.
Transition (out the door): pack a book in a bag and take it out—notice whether your child re-orients it correctly after it’s been jostled.
Bath time (dry routine): offer a waterproof book—notice whether page turning stays single-page rather than grabbing several pages.
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) — Literacy: Reading (30–50 months).
Identifies book handling/orientation as an observable early reading behaviour within this age band.
Developmental research
Clay, M. M. (2000). Concepts About Print: What Have Children Learned about the Way We Print Language? Portsmouth, NH: Heinemann.
Concepts of print include book orientation and page handling as measurable behaviours supporting later reading.
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
Child frequently holds books upside down or back-to-front and flips pages randomly (or several at once) without noticing. They do not adjust orientation even when shown.
Given a picture book, the child opens it upside down and continues looking without attempting to rotate it.
The child grabs a chunk of pages and flips several at once repeatedly rather than turning single pages.
When an adult rotates the book, the child turns it back upside down and continues.
Emerging
Child sometimes orients the book correctly when an adult sets it up, and attempts page-turning but may skip pages, turn multiple pages, or tear/crumple pages. They need reminders to keep the book upright.
With the book placed correctly, the child keeps it upright briefly but then rotates it while moving position.
The child turns pages but often pinches and pulls multiple pages together, skipping ahead unintentionally.
When prompted 'turn one page', the child tries but needs help separating a single page.
Developing
Child usually holds a book the right way up and turns pages one at a time in familiar routines, with occasional slips (upside down/too many pages). They can correct orientation when prompted.
The child opens the book the correct way up and turns 3–5 pages one at a time before a slip (two pages at once).
When the book is upside down, the child rotates it after a prompt ('which way is up?').
The child uses a finger/thumb to lift a page corner and completes a single page turn.
Secure
Child independently orients books correctly (front cover up, right way round) and turns pages in order, one at a time, during shared or independent viewing. They adjust their grip to turn pages smoothly.
The child picks up a closed book, finds the front cover, and opens it the correct way without help.
The child turns pages one at a time in sequence for most of the book, without skipping back and forth.
If a page sticks, the child adjusts grip and tries again rather than crumpling or tearing.
Reflexive
Child handles books like a reader: checks cover/back, turns pages carefully and deliberately, and self-corrects immediately if orientation is wrong. They may show a peer how to hold/turn pages.
The child notices a book is the wrong way round and corrects it immediately without being told.
The child shows another child how to hold the book and demonstrates turning one page at a time.
The child pauses at a page, then deliberately turns to the next page (not random flipping), maintaining orientation throughout.
