Describes main story settings, events and principal characters.
Observe whether the child: describes main story settings, events and principal characters.
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 names a character or a visible object from an illustration but gives little information about setting or events unless heavily prompted. Descriptions may be inaccurate or mixed across stories.
What you might see
After reading, when asked 'who was the story about?', the child cannot name or indicate the main character, even with two choices.
When asked 'where were they?', the child gives an unrelated place or shrugs, despite clear picture cues.
The child focuses on a minor detail (e.g., a small background object) and cannot say what happened in the story.
The child names a character only when pointing at the picture, but cannot say what the character did.
With prompting ('what happened?'), the child gives one vague word (e.g., 'run') without context.
The child confuses characters between stories (names the wrong character for the book just read).
Expected
On track
Child describes a main character and one key event, and can identify a simple setting (e.g., 'in the park') with picture support or prompting. They can answer concrete 'who/where/what' questions soon after reading.
What you might see
The child says the main character’s name/type and one action (e.g., 'the bear went to sleep') after the story.
With picture support, the child identifies the setting (e.g., points and says 'house' / 'woods').
The child answers 'what happened next?' for one transition when the adult cues the first event.
Exceeding
Going further
Child describes principal characters, main setting, and a sequence of key events in their own words after hearing/seeing the story. They select relevant details (not just any picture detail) and can clarify when asked follow-up questions.
What you might see
The child describes the main setting and 2–3 key events (e.g., 'they went… then… then…') soon after reading.
The child names principal characters and distinguishes them (e.g., 'the big one and the little one').
When asked a follow-up question, the child adds a relevant detail (e.g., what the character wanted/used).
The child retells key events to someone who did not hear the story, keeping the core storyline intact.
The child explains why a character acted (e.g., 'because he was scared/hungry') using story evidence.
The child corrects an adult/peer who misstates a main event ('no, first…') and gives the right event.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Story time: after reading, ask 'who were the main characters, where were they, and what happened?'—notice whether your child gives the main (not random) events.
Play: provide a few props/toys—notice whether your child uses them to describe/reenact the key events and characters from the story.
Mealtime: talk about a short picture on a placemat/menu—notice whether your child can describe 'who/where/what' using complete ideas.
Transition (bedtime): ask 'what was the best part? what happened right before that?'—notice whether your child can locate the event in the story sequence.
Outdoor/walk: recall a story set in a familiar place (park/shop)—notice whether your child links the story setting to the real setting.
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).
Specifies description of settings/events/characters as an observable comprehension behaviour in this age band.
Developmental research
Mandler, J. M., & Johnson, N. S. (1977). Remembrance of things parsed: Story structure and recall. Cognitive Psychology, 9(1), 111–151.
Story structure supports recalling and describing central story elements (characters, settings, events) rather than peripheral details.
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 does not describe who/where/what happened in a story; responses are absent, off-topic, or limited to pointing without explanation. They do not distinguish main characters/events from minor details.
After reading, when asked 'who was the story about?', the child cannot name or indicate the main character, even with two choices.
When asked 'where were they?', the child gives an unrelated place or shrugs, despite clear picture cues.
The child focuses on a minor detail (e.g., a small background object) and cannot say what happened in the story.
Emerging
Child names a character or a visible object from an illustration but gives little information about setting or events unless heavily prompted. Descriptions may be inaccurate or mixed across stories.
The child names a character only when pointing at the picture, but cannot say what the character did.
With prompting ('what happened?'), the child gives one vague word (e.g., 'run') without context.
The child confuses characters between stories (names the wrong character for the book just read).
Developing
Child describes a main character and one key event, and can identify a simple setting (e.g., 'in the park') with picture support or prompting. They can answer concrete 'who/where/what' questions soon after reading.
The child says the main character’s name/type and one action (e.g., 'the bear went to sleep') after the story.
With picture support, the child identifies the setting (e.g., points and says 'house' / 'woods').
The child answers 'what happened next?' for one transition when the adult cues the first event.
Secure
Child describes principal characters, main setting, and a sequence of key events in their own words after hearing/seeing the story. They select relevant details (not just any picture detail) and can clarify when asked follow-up questions.
The child describes the main setting and 2–3 key events (e.g., 'they went… then… then…') soon after reading.
The child names principal characters and distinguishes them (e.g., 'the big one and the little one').
When asked a follow-up question, the child adds a relevant detail (e.g., what the character wanted/used).
Reflexive
Child gives organised story descriptions across different books (including less familiar ones), adds appropriate detail, and explains character motives or cause-and-effect. They can compare characters/events and sometimes support peers in recalling key story elements.
The child retells key events to someone who did not hear the story, keeping the core storyline intact.
The child explains why a character acted (e.g., 'because he was scared/hungry') using story evidence.
The child corrects an adult/peer who misstates a main event ('no, first…') and gives the right event.
