40–60 monthsSpeakingCommunication and Language: Speaking
Introduces a storyline or narrative into their play.
Observe whether the child: introduces a storyline or narrative into their play.
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
With adult prompting, adds a simple sequence to play (e.g., 'and then…') but the storyline is short and may jump or stop. Narrative elements appear inconsistently and often rely on immediate cues.
What you might see
Moves figures/props through repeated actions (crash, stack, drive) without adding story events (e.g., no 'who/what happened').
When asked 'What's happening in your game?', gives a single label (e.g., 'car') and continues without narrative.
Stops the play after one action and does not add 'next' events even with a brief prompt.
Adds a single event after an adult cue (e.g., adult: 'What next?' child: 'Then he goes home') but does not extend further.
Uses 'and then' repeatedly while changing topics quickly (e.g., 'and then… and then…') without a stable plot.
Retells a familiar media script in one short line but does not connect it to the play actions.
Expected
On track
Introduces a basic plot in play with characters and simple events, often including a problem and a next step. The child can keep the storyline going in familiar play themes, with occasional prompts to maintain sequence.
What you might see
Creates a simple plot with characters (e.g., 'The baby is sick, we need the doctor') and acts it out.
Keeps 3–4 connected events in order (e.g., 'We pack, we go, we arrive, we eat') with light prompting.
Uses narrative language in play (e.g., 'Oh no!', 'We have to…') to move the story forward.
Exceeding
Going further
Independently creates a coherent storyline in play with connected events that others can follow. Sustains the narrative over time, refers back to earlier events, and brings the play to a simple ending or resolution.
What you might see
Sustains a storyline for several minutes (or returns to it later) and continues the same plot.
Refers back to earlier events (e.g., 'Remember, the bridge broke') and builds on them.
Brings the story to an ending (e.g., 'They found the treasure, now they go home').
Negotiates plot changes with peers (e.g., 'Let's make it night time now and they have to find shelter').
Explains character motivation (e.g., 'He's scared because the dragon is loud') and uses it to guide events.
Recaps the story for a newcomer (e.g., 'First we crashed, then we got help, now we're fixing it').
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
In small-world play (animals/cars/figures), ask: 'Who is in your story, and what happened first?' Notice whether your child creates a sequence.
During block building, invite: 'Let's make a story about this place—what problem happens, and how do they fix it?'
After reading a story, offer toys and say: 'Can you play the story (or make a new one)?' Notice whether your child introduces a beginning, events, and an ending.
On a car/bus ride, ask: 'Make up a story about where we are going—what happens on the way?'
In the bath, use boats/animals and ask: 'Uh-oh, something happened—what do we do next?' Notice whether your child keeps a storyline going.
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
DfE (2012). Development Matters in the EYFS (2012), Communication and Language: Speaking, 40–60+ months.
DM2012 frames storyline/narrative in play as a Speaking indicator for children approaching the ELG.
Developmental research
Bruner, J. (1986). Actual Minds, Possible Worlds. Harvard University Press.
Bruner highlights narrative as a core mode for organising experience, aligning with rubrics that track increasing coherence and complexity of play narratives.
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
Play is mainly a series of separate actions with little narrative structure (no clear beginning/middle/end). Talk, if present, labels objects or actions rather than building a connected story.
Moves figures/props through repeated actions (crash, stack, drive) without adding story events (e.g., no 'who/what happened').
When asked 'What's happening in your game?', gives a single label (e.g., 'car') and continues without narrative.
Stops the play after one action and does not add 'next' events even with a brief prompt.
Emerging
With adult prompting, adds a simple sequence to play (e.g., 'and then…') but the storyline is short and may jump or stop. Narrative elements appear inconsistently and often rely on immediate cues.
Adds a single event after an adult cue (e.g., adult: 'What next?' child: 'Then he goes home') but does not extend further.
Uses 'and then' repeatedly while changing topics quickly (e.g., 'and then… and then…') without a stable plot.
Retells a familiar media script in one short line but does not connect it to the play actions.
Developing
Introduces a basic plot in play with characters and simple events, often including a problem and a next step. The child can keep the storyline going in familiar play themes, with occasional prompts to maintain sequence.
Creates a simple plot with characters (e.g., 'The baby is sick, we need the doctor') and acts it out.
Keeps 3–4 connected events in order (e.g., 'We pack, we go, we arrive, we eat') with light prompting.
Uses narrative language in play (e.g., 'Oh no!', 'We have to…') to move the story forward.
Secure
Independently creates a coherent storyline in play with connected events that others can follow. Sustains the narrative over time, refers back to earlier events, and brings the play to a simple ending or resolution.
Sustains a storyline for several minutes (or returns to it later) and continues the same plot.
Refers back to earlier events (e.g., 'Remember, the bridge broke') and builds on them.
Brings the story to an ending (e.g., 'They found the treasure, now they go home').
Reflexive
Co-constructs more complex stories with peers, including motivations, cause-and-effect, and flexible plot changes. Can recap the storyline, invite others into roles, and adapt the narrative to keep the group engaged.
Negotiates plot changes with peers (e.g., 'Let's make it night time now and they have to find shelter').
Explains character motivation (e.g., 'He's scared because the dragon is loud') and uses it to guide events.
Recaps the story for a newcomer (e.g., 'First we crashed, then we got help, now we're fixing it').
