Listens and responds to ideas expressed by others in conversation or discussion.
Observe whether the child: listens and responds to ideas expressed by others in conversation or discussion.
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
Sometimes listens and gives brief acknowledgements, but needs adult prompting to respond to the actual idea and to stay on topic.
What you might see
When a peer suggests an idea (“Let’s make a shop”), the child ignores it and continues a separate plan without acknowledgement.
Responds to a question with an unrelated statement or repeats their own previous idea.
Frequently interrupts or talks over others so that turns are not maintained.
Looks toward the speaker and says “yeah” but then changes the topic immediately.
Responds to a peer’s idea only after an adult prompts “What did they say?”
Echoes a phrase from the speaker without showing understanding (repeats words but does not act/comment relevantly).
Expected
On track
Listens to others in conversation/discussion and responds with a simple relevant comment or question, especially in small groups and familiar topics.
What you might see
After a peer shares an idea, the child adds a related piece (“We need a door”) or asks a simple question (“Where is it?”).
Stays on the same topic for a few turns in a small group when interested.
Listens to an adult’s suggestion and adjusts play or plan accordingly (e.g., changes role-play action).
Exceeding
Going further
Consistently listens and responds to others’ ideas with relevant comments, questions, or linked actions, showing turn-taking and topic maintenance.
What you might see
Responds to a peer’s idea with a linked comment (“Yes, and we can…”) and follows through in play/discussion.
Asks a relevant clarification (“Do you mean this one?”) during a shared task.
Can disagree appropriately (“I think we should…”) while still referencing the other person’s idea.
Summarises another’s idea before adding their own (“You said we should build it here, then we can…”).
Invites others’ ideas (“What do you think?”) and waits for the response.
Helps resolve confusion by restating the plan and checking agreement (“So first we do…, then…”).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Family conversation: Share an idea (“Let’s go to the park later”) and see if your child responds with a linked comment/question rather than changing topic.
Small group play: During play with a sibling/friend, listen for whether your child responds to the other child’s suggestions (e.g., changes the game plan).
Mealtime discussion: Ask everyone a simple question (“What was your favourite part of today?”) and observe whether your child listens and responds to someone else’s answer.
Story talk: After a story, offer an opinion (“I think the character was brave”) and see if your child responds to your idea (agree/disagree with a reason).
Problem-solving: When planning something (building, setting up a game), propose an idea and watch whether your child builds on it or negotiates alternatives.
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
