Shows interest in illustrations and print in books and print in the environment.
Observe whether the child: shows interest in illustrations and print in books and print in the environment.
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 is drawn to some illustrations (especially familiar topics) and occasionally notices bold print/logos, but interest is brief and mainly adult-led. They may point to pictures without linking them to the story or to meaning.
What you might see
Given a picture book, the child flips quickly without stopping to look at images or point to anything.
When passing a familiar sign or label, the child does not look toward it or respond when it is pointed out.
The child does not look where an adult points in a book (does not follow the point to the picture/print).
The child points to a favourite picture briefly (e.g., an animal) but moves on quickly without commenting.
The child notices a bright logo on packaging when it is very close, but not when it is farther away.
When the adult points to print on the page, the child watches briefly but does not sustain attention.
Expected
On track
Child frequently looks closely at illustrations and points to/labels what they see, and they notice print in familiar places (names, signs, labels). They show curiosity (pointing, asking 'what’s that?') when supported by an adult.
What you might see
The child studies an illustration and names objects in it (e.g., 'car', 'dog') while the adult reads.
The child points to print on a page or a label and asks 'what’s that say?' or 'what’s that word?'.
In the environment, the child points out a familiar sign/logo and looks back and forth between it and the adult.
Exceeding
Going further
Child actively attends to both illustrations and print: they track pictures page-to-page, point to words/letters/logos, and show sustained curiosity about what print says in books and in the environment. They use print/pictures to talk about meaning (e.g., 'that sign says…').
What you might see
The child turns back to an illustration to check a detail (e.g., 'look, he’s hiding!') and stays with the page.
The child points to words/letters repeatedly in a book (e.g., title, repeated word shape) while talking about meaning.
The child notices print in the environment (labels, signs) and comments or asks about it without being prompted.
The child compares two pages/illustrations and explains a difference ('this time he has…').
The child deliberately searches for print (e.g., finds the shop sign, finds their label) to confirm what something is.
The child asks about specific letters/words (e.g., 'that’s the same letter as in my name') and shows it to a peer.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Story time: pause on a page and ask 'what do you notice in the picture?'—notice whether your child points to details and stays looking.
Mealtime: look at packaging together—notice whether your child points to logos/labels and asks what they say.
Outdoor/walk: do a 'sign hunt' (stop, shop logos, street signs)—notice whether your child spots print and points it out.
Play: offer a catalogue/leaflet—notice whether your child looks at pictures and also notices the big printed headings.
Transition (library/shop): let your child choose a book by its cover—notice whether they use illustration/print to decide.
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).
Treats interest in illustrations and environmental print as observable early reading engagement.
Developmental research
Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69(3), 848–872.
Emergent literacy includes print awareness and engagement with literacy materials in everyday environments.
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 shows little interest in looking at pictures or noticing print; they may handle books or objects without attending to images/labels. Environmental print does not draw their attention.
Given a picture book, the child flips quickly without stopping to look at images or point to anything.
When passing a familiar sign or label, the child does not look toward it or respond when it is pointed out.
The child does not look where an adult points in a book (does not follow the point to the picture/print).
Emerging
Child is drawn to some illustrations (especially familiar topics) and occasionally notices bold print/logos, but interest is brief and mainly adult-led. They may point to pictures without linking them to the story or to meaning.
The child points to a favourite picture briefly (e.g., an animal) but moves on quickly without commenting.
The child notices a bright logo on packaging when it is very close, but not when it is farther away.
When the adult points to print on the page, the child watches briefly but does not sustain attention.
Developing
Child frequently looks closely at illustrations and points to/labels what they see, and they notice print in familiar places (names, signs, labels). They show curiosity (pointing, asking 'what’s that?') when supported by an adult.
The child studies an illustration and names objects in it (e.g., 'car', 'dog') while the adult reads.
The child points to print on a page or a label and asks 'what’s that say?' or 'what’s that word?'.
In the environment, the child points out a familiar sign/logo and looks back and forth between it and the adult.
Secure
Child actively attends to both illustrations and print: they track pictures page-to-page, point to words/letters/logos, and show sustained curiosity about what print says in books and in the environment. They use print/pictures to talk about meaning (e.g., 'that sign says…').
The child turns back to an illustration to check a detail (e.g., 'look, he’s hiding!') and stays with the page.
The child points to words/letters repeatedly in a book (e.g., title, repeated word shape) while talking about meaning.
The child notices print in the environment (labels, signs) and comments or asks about it without being prompted.
Reflexive
Child seeks out print and illustrations independently, compares details, and asks questions about specific words/letters. They use environmental print purposefully (finding a label/sign) and may explain to peers what pictures/print show.
The child compares two pages/illustrations and explains a difference ('this time he has…').
The child deliberately searches for print (e.g., finds the shop sign, finds their label) to confirm what something is.
The child asks about specific letters/words (e.g., 'that’s the same letter as in my name') and shows it to a peer.
