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30–50 monthsCreating with Materials

Enjoys joining in with dancing and ring games.

Observe whether the child: enjoys joining in with dancing and ring games.

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

Watches others and joins briefly for one part (e.g., a single action) but stops quickly or needs constant adult support to stay involved.

What you might see

  • Moves away or covers ears/face when a ring game starts and does not return during the activity.
  • Stands apart and does not attempt any of the group actions even when an adult offers a hand.
  • Smiles and claps or does one action (e.g., a single jump) then leaves the circle within a minute.
  • Holds an adult's hand at the edge but does not move with the group unless physically guided.

Expected

On track

Joins familiar dancing/ring games for short periods, copying simple actions and staying near the group with prompts to re-join.

What you might see

  • Steps into the circle when invited and copies a simple action (e.g., stamping) for a short sequence.
  • Holds hands with a peer/adult and walks in a circle, re-joining after a prompt if they drift away.

Exceeding

Going further

Eagerly joins in, follows the flow of common ring games (start/stop, hold hands, move in/out) and stays engaged through most of the activity.

What you might see

  • Joins hands, moves with the circle, and stops/starts when the song cues change without needing direct adult guidance.
  • Repeats the game's key actions (e.g., in/out, crouch/stand) at the right times across multiple rounds.
  • Suggests an action to fit the music (e.g., "let’s tiptoe") and keeps the group moving together.
  • Encourages a peer to join (offers hand/space) and continues playing while supporting them.

Try this at home

Small everyday moments where you can notice this behaviour without setting up anything special.

  • At a party or family gathering, start a simple ring game (e.g., walk in a circle and stop/start) and notice whether your child chooses to join and stay involved.

  • During a transition (getting shoes/coat), put on a favourite song and see whether your child wants to dance and copy simple actions (clap, stamp, spin).

  • Outdoors, play a 'follow-the-leader' circle where you all walk, tiptoe, and stop; observe whether your child enjoys joining and staying with the group pattern.

  • At playgroup, watch whether your child moves from watching to joining the circle without being carried in, and whether they return after a brief break.

  • At bedtime, do a short action song and notice whether your child asks for 'again' or suggests a song/game to do together.

Connected behaviours

Behaviours that scaffold, follow, or co-emerge with this one.

Where this comes from

The framework source and supporting developmental research.

Framework source

  • Development Matters in the EYFS (2012), Expressive arts and design: Exploring and using media and materials (30-50 months).

    Identifies enjoyment and participation in group movement games as a key indicator of engagement with music and movement.

Five-level rubric (detailed)Show

The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.

Not Yet
Avoids or withdraws from group dancing/ring games and does not join actions even with encouragement or modelling.
  • Moves away or covers ears/face when a ring game starts and does not return during the activity.
  • Stands apart and does not attempt any of the group actions even when an adult offers a hand.
Emerging
Watches others and joins briefly for one part (e.g., a single action) but stops quickly or needs constant adult support to stay involved.
  • Smiles and claps or does one action (e.g., a single jump) then leaves the circle within a minute.
  • Holds an adult's hand at the edge but does not move with the group unless physically guided.
Developing
Joins familiar dancing/ring games for short periods, copying simple actions and staying near the group with prompts to re-join.
  • Steps into the circle when invited and copies a simple action (e.g., stamping) for a short sequence.
  • Holds hands with a peer/adult and walks in a circle, re-joining after a prompt if they drift away.
Secure
Eagerly joins in, follows the flow of common ring games (start/stop, hold hands, move in/out) and stays engaged through most of the activity.
  • Joins hands, moves with the circle, and stops/starts when the song cues change without needing direct adult guidance.
  • Repeats the game's key actions (e.g., in/out, crouch/stand) at the right times across multiple rounds.
Reflexive
Adapts movements to match the game/music, helps organise peers ("hold hands"), and can suggest or initiate a familiar ring game.
  • Suggests an action to fit the music (e.g., "let’s tiptoe") and keeps the group moving together.
  • Encourages a peer to join (offers hand/space) and continues playing while supporting them.