Birth–11 monthsManaging SelfPersonal, Social and Emotional Development: Self-confidence and self-awareness
Uses voice, gesture, eye contact and facial expression to make contact with people and keep their attention.
Observe whether the child: uses voice, gesture, eye contact and facial expression to make contact with people and keep their attention.
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 sometimes makes contact (looks at the adult, vocalises, smiles), but signals are brief and not well coordinated. The child may gain attention momentarily but does not yet keep it through back-and-forth.
What you might see
When the adult is nearby but not engaging, the child does not look toward the adult or attempt to vocalise to connect.
Attempts to gain attention are mostly crying without checking the adult’s face or using gestures.
Looks at the adult and smiles once, then quickly disengages without re-initiating.
Makes a brief sound to get attention but does not pair it with eye contact.
Expected
On track
In familiar routines, the child uses a combination of looking, vocalising, and facial expression to start interaction and keep the adult engaged for short turns. The child may use a repeated sound/gesture to re-capture attention.
What you might see
Vocalises while looking at the adult’s face, then smiles when the adult responds.
Waves arms/reaches up and looks to the adult to be picked up, repeating if needed.
Exceeding
Going further
The child consistently uses coordinated voice/gesture/eye contact/facial expression to make contact and maintain engagement across everyday contexts. The child adjusts intensity (quieter/louder, closer/farther) and uses turn-taking cues.
What you might see
Uses eye contact + vocalisation to call the adult over, then continues with smiles/gestures to keep them engaged.
Alternates looking at the adult and making expressive sounds to sustain a short back-and-forth exchange.
Changes strategy if not understood (moves closer, increases eye contact, adds a gesture) while staying socially connected.
Initiates a turn-taking routine (sound, pause, look) and repeats it to keep the adult’s attention.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
When you pause your interaction for a moment (e.g., you look away), does your child use a mix of look + sound + expression to get you back?
During a daily routine (getting dressed, nappy change), does your child keep your attention with eye contact and expressive sounds/gestures?
If you are busy in the kitchen, does your child try different signals (voice, reaching, facial expression) to make contact rather than only fussing?
During a short play (peekaboo), notice whether your child takes turns—signals, pauses, and watches your response to keep the game going.
With another familiar adult, does your child use the same coordinated signals to connect and stay engaged?
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 (2012), DfE.
The framework frames early coordinated communication signals as observable foundations for self-confidence and engagement.
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 uses coordinated signals (voice/gesture/eye contact/facial expression) to connect with others; attention-getting is mainly distress or passive behaviour. The child does not appear to sustain another person’s attention through interaction.
When the adult is nearby but not engaging, the child does not look toward the adult or attempt to vocalise to connect.
Attempts to gain attention are mostly crying without checking the adult’s face or using gestures.
Emerging
The child sometimes makes contact (looks at the adult, vocalises, smiles), but signals are brief and not well coordinated. The child may gain attention momentarily but does not yet keep it through back-and-forth.
Looks at the adult and smiles once, then quickly disengages without re-initiating.
Makes a brief sound to get attention but does not pair it with eye contact.
Developing
In familiar routines, the child uses a combination of looking, vocalising, and facial expression to start interaction and keep the adult engaged for short turns. The child may use a repeated sound/gesture to re-capture attention.
Vocalises while looking at the adult’s face, then smiles when the adult responds.
Waves arms/reaches up and looks to the adult to be picked up, repeating if needed.
Secure
The child consistently uses coordinated voice/gesture/eye contact/facial expression to make contact and maintain engagement across everyday contexts. The child adjusts intensity (quieter/louder, closer/farther) and uses turn-taking cues.
Uses eye contact + vocalisation to call the adult over, then continues with smiles/gestures to keep them engaged.
Alternates looking at the adult and making expressive sounds to sustain a short back-and-forth exchange.
Reflexive
The child flexibly combines multiple signals to match the situation (request, protest, share excitement) and persists appropriately to keep attention. The child initiates longer interaction loops and adapts to new people or settings while staying connected.
Changes strategy if not understood (moves closer, increases eye contact, adds a gesture) while staying socially connected.
Initiates a turn-taking routine (sound, pause, look) and repeats it to keep the adult’s attention.
