Birth–11 monthsSelf-RegulationPersonal, Social and Emotional Development: Managing feelings and behaviour
Reacts emotionally to other people’s emotions, e.g. smiles when smiled at and becomes distressed if hears another child crying.
Observe whether the child: reacts emotionally to other people’s emotions, e.g. smiles when smiled at and becomes distressed if hears another child crying.
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 mirrors others’ emotions (brief smile back, brief distress at crying), but reactions are inconsistent, short-lived, or hard to distinguish from general arousal. May become distressed without clear orientation to the other person.
What you might see
An adult smiles and speaks warmly, but the baby does not look toward the face or change expression.
Crying is heard nearby and the baby continues an activity without pausing or showing distress/attention shift.
Little change in affect whether others are laughing, smiling, or upset.
Smiles back once when smiled at, then quickly returns to a neutral face without sustained engagement.
Briefly whimpers when hearing another baby cry, but does not look toward the sound source.
Emotional reactions appear only when very close/loud; otherwise cues do not register.
Expected
On track
Regularly shows emotional reactivity to others: smiles back to a warm smile/voice and shows distress or concerned attention when hearing crying, especially in familiar settings. Begins to seek regulation support from a trusted adult after strong emotional contagion.
What you might see
Smiles and vocalises when an adult smiles directly at them (social smile and engagement).
Hears another child cry and becomes distressed (frowns, whimpers) and looks around toward the sound.
After reacting, seeks comfort by turning toward or leaning into a familiar adult.
Exceeding
Going further
Consistently reacts to others’ emotions across contexts with clear social referencing behaviours (looks to faces, watches, vocalises) and uses the caregiver to regulate (snuggles, calms, then re-engages). Emotional responses are differentiated rather than uniformly distressed.
What you might see
Mirrors positive emotion: smiles broadly back, maintains eye contact, and may squeal or bounce.
When hearing crying, pauses, looks toward the source, then looks to caregiver and settles with reassurance.
Shows differentiated response: may look concerned/quiet rather than immediately crying in all cases.
Uses caregiver as a reference: looks to caregiver’s face when another child cries and adjusts reaction (settles faster).
After initial distress at crying, calms quickly and resumes play while still occasionally checking the scene.
Shows intentional social signalling: looks between caregiver and the distressed person as if recruiting help.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Face-to-face play: Smile warmly and pause—notice whether your baby smiles back and sustains engagement (eye contact, vocalising).
Sound cue: If your baby hears another child crying, observe whether they become distressed and whether they look toward the sound or to you for reassurance.
Story/songs: Use an exaggerated happy voice and see if your baby’s face and body show excitement in response to your emotion.
Out-and-about: When someone nearby laughs or smiles at your baby, notice whether your baby mirrors the smile and turns toward the person.
Recovery: After your baby reacts to another’s distress (crying), notice how quickly they settle when you cuddle or speak soothingly.
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 (Early Education, 2012) — Personal, Social and Emotional Development: Managing feelings and behaviour (birth–11 months).
Provides the EYFS observation statement describing early emotional reactivity to others’ emotions.
Developmental research
Davidov, M., Zahn-Waxler, C., Roth-Hanania, R., & Knafo, A. (2013). Concern for Others in the First Year of Life: Theory, Evidence, and Avenues for Research. Child Development Perspectives, 7(2), 126–131.
Synthesises evidence that infants show early affective responses to others’ distress and that concern-related behaviours emerge within the first year.
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
Shows little observable emotional response to other people’s expressions or vocal emotions (smiles, crying). Social-emotional cues from others do not reliably change the infant’s affect or attention.
An adult smiles and speaks warmly, but the baby does not look toward the face or change expression.
Crying is heard nearby and the baby continues an activity without pausing or showing distress/attention shift.
Little change in affect whether others are laughing, smiling, or upset.
Emerging
Sometimes mirrors others’ emotions (brief smile back, brief distress at crying), but reactions are inconsistent, short-lived, or hard to distinguish from general arousal. May become distressed without clear orientation to the other person.
Smiles back once when smiled at, then quickly returns to a neutral face without sustained engagement.
Briefly whimpers when hearing another baby cry, but does not look toward the sound source.
Emotional reactions appear only when very close/loud; otherwise cues do not register.
Developing
Regularly shows emotional reactivity to others: smiles back to a warm smile/voice and shows distress or concerned attention when hearing crying, especially in familiar settings. Begins to seek regulation support from a trusted adult after strong emotional contagion.
Smiles and vocalises when an adult smiles directly at them (social smile and engagement).
Hears another child cry and becomes distressed (frowns, whimpers) and looks around toward the sound.
After reacting, seeks comfort by turning toward or leaning into a familiar adult.
Secure
Consistently reacts to others’ emotions across contexts with clear social referencing behaviours (looks to faces, watches, vocalises) and uses the caregiver to regulate (snuggles, calms, then re-engages). Emotional responses are differentiated rather than uniformly distressed.
Mirrors positive emotion: smiles broadly back, maintains eye contact, and may squeal or bounce.
When hearing crying, pauses, looks toward the source, then looks to caregiver and settles with reassurance.
Shows differentiated response: may look concerned/quiet rather than immediately crying in all cases.
Reflexive
Generalises and modulates responses: mirrors positive affect, shows concern without prolonged dysregulation, and can recover with minimal support. Begins to combine emotional reaction with purposeful social actions (look back and forth, reach toward adult, approach gently).
Uses caregiver as a reference: looks to caregiver’s face when another child cries and adjusts reaction (settles faster).
After initial distress at crying, calms quickly and resumes play while still occasionally checking the scene.
Shows intentional social signalling: looks between caregiver and the distressed person as if recruiting help.
