Observe whether the child: enjoys an increasing range of books.
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
Enjoys a small set of familiar books (often repeats favourites) but is hesitant with new books or different types. May accept a new book with adult encouragement but engagement is short or dependent on pictures only.
What you might see
When offered several books, pushes them away or leaves within 30 seconds without engaging.
During group story time, repeatedly disengages (wanders off, talks over) and does not re-join when prompted.
Chooses only the same familiar book and refuses alternatives ("No, that one") even when options match their interests.
Looks at a new book for a few seconds, then closes it and switches activity unless an adult leads.
Expected
On track
Enjoys books in familiar formats and begins to choose some new titles with adult support (library visits, recommendations). Engagement lasts longer for interest-linked topics and the child may request re-reads of newly introduced books.
What you might see
With an adult suggesting two new options, picks one and stays engaged for several pages, commenting on pictures or events.
After a library visit, requests the new book again on a later day.
Exceeding
Going further
Independently selects and enjoys a widening range of books (different genres/topics, fiction/non-fiction, longer stories) and sustains attention through more of the text. Expresses preferences and can explain what they like about different books.
What you might see
Selects books from more than one type (e.g., a story and a simple information book) and enjoys both in the same week.
Says what they like ("funny" / "I like facts") and stays with the book through a longer read.
Asks for a different kind of book ("a dinosaur facts book" / "a longer story") and follows through with engagement.
Suggests a book to a peer/sibling ("you'd like this one") or links books to play (acts out a scene after reading).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
At the library, offer three different types of books (story, information, poetry/rhyme). Notice whether your child shows enjoyment beyond one preferred type.
At bedtime across a week, rotate genres (traditional tale, modern story, simple non-fiction). Notice whether your child stays engaged and requests a mix over time.
During quiet time, leave a small basket of varied books accessible. Notice whether your child independently chooses different books across days.
When your child chooses a book, ask: "What do you like about this one?" Notice whether they can describe different reasons across different books (funny, facts, characters).
After reading, invite book-to-play ("Shall we act it out?"). Notice whether your child uses different books as inspiration, not just one favourite.
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 (Development Matters 2012 / DM2012), Literacy: Reading, 40-60+ months.
The construct is framework-native and reflects an expected broadening of reading engagement as children approach the ELG.
Developmental research
Whitehurst, G. J., et al. (1988). Accelerating Language Development through Picture Book Reading. Developmental Psychology, 24, 552–559.
Shared reading experiences support growth in language and comprehension, which is associated with sustained enjoyment and engagement with a wider range of books.
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
Shows little enjoyment of books and tends to avoid book-looking/reading, or engages only briefly before leaving. May become restless quickly and prefers non-book activities even when books match interests.
When offered several books, pushes them away or leaves within 30 seconds without engaging.
During group story time, repeatedly disengages (wanders off, talks over) and does not re-join when prompted.
Emerging
Enjoys a small set of familiar books (often repeats favourites) but is hesitant with new books or different types. May accept a new book with adult encouragement but engagement is short or dependent on pictures only.
Chooses only the same familiar book and refuses alternatives ("No, that one") even when options match their interests.
Looks at a new book for a few seconds, then closes it and switches activity unless an adult leads.
Developing
Enjoys books in familiar formats and begins to choose some new titles with adult support (library visits, recommendations). Engagement lasts longer for interest-linked topics and the child may request re-reads of newly introduced books.
With an adult suggesting two new options, picks one and stays engaged for several pages, commenting on pictures or events.
After a library visit, requests the new book again on a later day.
Secure
Independently selects and enjoys a widening range of books (different genres/topics, fiction/non-fiction, longer stories) and sustains attention through more of the text. Expresses preferences and can explain what they like about different books.
Selects books from more than one type (e.g., a story and a simple information book) and enjoys both in the same week.
Says what they like ("funny" / "I like facts") and stays with the book through a longer read.
Reflexive
Actively seeks variety (tries unfamiliar authors/topics), recommends books to others, and adapts choices to purpose (fun story vs finding out information). Shows enjoyment across contexts (home/school/library) and may initiate book-related play or discussions.
Asks for a different kind of book ("a dinosaur facts book" / "a longer story") and follows through with engagement.
Suggests a book to a peer/sibling ("you'd like this one") or links books to play (acts out a scene after reading).
