Shows interest in the lives of people who are familiar to them.
Observe whether the child: shows interest in the lives of people who are familiar to them.
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
The child notices familiar people and may ask or answer very simple questions about them, but interest is brief and tied to immediate contexts (here/now). The child needs adult prompting to sustain the topic.
What you might see
Does not respond when asked what a familiar adult does during the day (e.g., 'What does Mum do at work?').
Shows no interest in a familiar person's routine change (e.g., new baby, new job) and does not ask questions.
Ignores or rejects conversation about family members' preferences (e.g., favourite food, hobby).
Answers a simple question about a familiar person with one detail (e.g., 'Daddy car') then moves on.
Points out a familiar person in the environment (photo/video) but does not expand without prompts.
Shows brief concern when told someone is unwell ('poor Nana') but does not sustain the topic.
Expected
On track
The child shows interest by asking simple questions about familiar people's activities, routines, and feelings, and can talk about basic roles (who does what at home). The child can relate familiar people's lives to everyday events with support.
What you might see
Asks a simple question about a familiar person's activity (e.g., 'Where Mum go?' 'What you doing?').
Talks about a routine linked to a familiar person (e.g., 'Grandad pick me up') and anticipates it.
Includes a familiar person's role in pretend play (e.g., plays 'going to work' or 'making dinner').
Exceeding
Going further
The child independently talks about familiar people's lives (work, routines, likes/dislikes) and shows empathy/concern (checking in, remembering preferences). The child can recall shared events with familiar people and bring them into play and conversation.
What you might see
Recalls and shares a past event involving a familiar person (e.g., 'We went park with Auntie') with at least two details.
Remembers a familiar person's preference and acts on it (e.g., offers the cup/seat they like).
Asks about feelings or wellbeing of a familiar person (e.g., 'Is Dad tired?') and listens to the answer.
Asks follow-up questions that extend beyond the immediate moment (e.g., 'What happens after work?').
Plans an action based on what they know about a familiar person (e.g., draws a picture for someone who is sad).
Makes a connection between two familiar people's lives (e.g., compares who lives where or who does which jobs) without conflict.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
At mealtime, ask: 'What do you think I did today?' and notice whether your child asks for details or adds their own guesses.
Before a familiar person visits, ask: 'What do they like to do?' and see whether your child recalls preferences or shared routines.
During bedtime talk, ask your child to tell a short story about something they did with a familiar person and listen for sequencing/details.
In pretend play, suggest a familiar person's routine ('Let's play going to Nana's') and observe whether your child adds real-life elements.
When someone is away (work/trip), notice whether your child asks about them, talks about them, or makes plans for when they return.
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) (DfE, 2012).
The construct is framework-native guidance describing how children build knowledge of familiar people's roles and experiences.
Developmental research
Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design.
Children learn about people through repeated participation in nested everyday settings (home, childcare, community) and the roles within them.
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
The child rarely shows curiosity about familiar people's lives (family members, key adults) and does not engage in talk about what they do or experience. The child may respond with 'don't know' or change the subject quickly.
Does not respond when asked what a familiar adult does during the day (e.g., 'What does Mum do at work?').
Shows no interest in a familiar person's routine change (e.g., new baby, new job) and does not ask questions.
Ignores or rejects conversation about family members' preferences (e.g., favourite food, hobby).
Emerging
The child notices familiar people and may ask or answer very simple questions about them, but interest is brief and tied to immediate contexts (here/now). The child needs adult prompting to sustain the topic.
Answers a simple question about a familiar person with one detail (e.g., 'Daddy car') then moves on.
Points out a familiar person in the environment (photo/video) but does not expand without prompts.
Shows brief concern when told someone is unwell ('poor Nana') but does not sustain the topic.
Developing
The child shows interest by asking simple questions about familiar people's activities, routines, and feelings, and can talk about basic roles (who does what at home). The child can relate familiar people's lives to everyday events with support.
Asks a simple question about a familiar person's activity (e.g., 'Where Mum go?' 'What you doing?').
Talks about a routine linked to a familiar person (e.g., 'Grandad pick me up') and anticipates it.
Includes a familiar person's role in pretend play (e.g., plays 'going to work' or 'making dinner').
Secure
The child independently talks about familiar people's lives (work, routines, likes/dislikes) and shows empathy/concern (checking in, remembering preferences). The child can recall shared events with familiar people and bring them into play and conversation.
Recalls and shares a past event involving a familiar person (e.g., 'We went park with Auntie') with at least two details.
Remembers a familiar person's preference and acts on it (e.g., offers the cup/seat they like).
Asks about feelings or wellbeing of a familiar person (e.g., 'Is Dad tired?') and listens to the answer.
Reflexive
The child connects information about familiar people's lives across time and settings (home, nursery, community) and asks thoughtful follow-ups. The child uses this knowledge to plan, include, or care for others (e.g., choosing an activity a person will enjoy).
Asks follow-up questions that extend beyond the immediate moment (e.g., 'What happens after work?').
Plans an action based on what they know about a familiar person (e.g., draws a picture for someone who is sad).
Makes a connection between two familiar people's lives (e.g., compares who lives where or who does which jobs) without conflict.
