Observe whether the child: continues a rhyming string.
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
Sometimes recognises or produces rhymes in very familiar contexts (songs, repeated endings) but needs cues and may confuse rhyme with same starting sound.
What you might see
When an adult says "cat, hat, ...", the child answers with a non-rhyming word (e.g., "dog") and does not notice the mismatch.
During a rhyming song pause, the child does not fill the missing rhyme word even after hearing the pattern again.
Gives a word with the same first sound instead of a rhyme (e.g., "cat, hat, ..." → "cup").
Produces a rhyme only after being offered choices (adult: "cat, hat, ... bat or sun?").
Expected
On track
Can continue a simple rhyming string with support (real words and playful nonsense) and can generate a few rhymes for familiar words.
What you might see
Adds an accurate rhyme for a familiar word with a prompt (adult: "cake"; child: "make").
Continues a short string for two turns ("sock, clock, ..." → "rock") but then drifts off pattern.
Exceeding
Going further
Independently continues rhyming strings in games and play, generates multiple rhymes (including nonsense), and sustains the rhyme pattern over several turns.
What you might see
Generates several rhymes in a row for a word (e.g., "day": "play, say, may") including a made-up one.
Keeps the rhyme pattern going in a group game without needing adult correction (adds a rhyming word at the right time).
Self-corrects mid-answer to keep the rhyme (starts "ball" then changes to "tall" when matching "call").
Makes up a short rhyming chant during play (e.g., while jumping) and invites others to add rhyming words.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
At bedtime, play: "I’ll say two rhyming words, you add one" (e.g., "bed, red, ..."). Notice whether they can continue without choices.
In the bath, try silly rhyme play with toiletries ("soap, rope, ..."); see if your child can add real or made-up rhymes.
On a walk, pick an object word ("tree") and ask: "Can you think of a word that rhymes with tree?"
During mealtime, use names/foods to make a rhyming string ("Maddie, daddy, ..."); observe whether your child keeps the end sound consistent.
While tidying, do a quick rhyme challenge: "Find a rhyme for 'toy'" and notice whether they confuse rhyme with same starting sound.
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 (EYFS) (2012), Literacy: Writing (40–60+ months).
Includes continuing a rhyming string as a typical phonological awareness indicator in the 40–60+ month writing band.
Developmental research
Goswami, U., & Bryant, P. (1990). Phonological Skills and Learning to Read.
Describes how early sensitivity to rhyme supports later literacy learning by strengthening attention to sound patterns in words.
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
Does not notice or produce rhyme; cannot add a rhyming word even with familiar nursery rhymes and tends to respond with unrelated words.
When an adult says "cat, hat, ...", the child answers with a non-rhyming word (e.g., "dog") and does not notice the mismatch.
During a rhyming song pause, the child does not fill the missing rhyme word even after hearing the pattern again.
Emerging
Sometimes recognises or produces rhymes in very familiar contexts (songs, repeated endings) but needs cues and may confuse rhyme with same starting sound.
Gives a word with the same first sound instead of a rhyme (e.g., "cat, hat, ..." → "cup").
Produces a rhyme only after being offered choices (adult: "cat, hat, ... bat or sun?").
Developing
Can continue a simple rhyming string with support (real words and playful nonsense) and can generate a few rhymes for familiar words.
Adds an accurate rhyme for a familiar word with a prompt (adult: "cake"; child: "make").
Continues a short string for two turns ("sock, clock, ..." → "rock") but then drifts off pattern.
Secure
Independently continues rhyming strings in games and play, generates multiple rhymes (including nonsense), and sustains the rhyme pattern over several turns.
Generates several rhymes in a row for a word (e.g., "day": "play, say, may") including a made-up one.
Keeps the rhyme pattern going in a group game without needing adult correction (adds a rhyming word at the right time).
Reflexive
Uses rhyme deliberately (humour, poems, chants), self-corrects to keep the rhyme, and may explain that words rhyme because they “end the same”.
Self-corrects mid-answer to keep the rhyme (starts "ball" then changes to "tall" when matching "call").
Makes up a short rhyming chant during play (e.g., while jumping) and invites others to add rhyming words.
