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30–50 monthsBuilding Relationships

Can play in a group, extending and elaborating play ideas, e.g. building up a role-play activity with other children.

Observe whether the child: can play in a group, extending and elaborating play ideas, e.g. building up a role-play activity with other children.

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

Joins group play briefly but mostly follows or copies; ideas are short-lived and the child may leave when the play changes or becomes complex.

What you might see

  • Stays on the edge of group play and uses separate toys without joining the shared theme.
  • If they enter, they disrupt the play (grabs props, changes the story abruptly) and then leaves.
  • Does not respond when peers assign a role or invite them into the scenario.
  • Joins the group for under a minute by copying actions, then walks away without communicating.
  • Takes a role but does not add to the story (e.g. holds a phone but says nothing) and loses interest quickly.
  • Repeats the same idea ('I'm the baby') even when the group has moved on to a new part of the play.

Expected

On track

In familiar groups, contributes a simple role, prop, or idea and can extend the play for a short time, especially with adult support to coordinate turns and roles.

What you might see

  • Accepts a simple role in role-play (doctor, shopper) and adds one relevant action (checks a doll, pays) with an adult cue.
  • Brings one prop that fits the play (a plate for the cafe) and uses it alongside peers for a few minutes.
  • Uses a short phrase to extend play ('Now we go home') when supported by an adult nearby.

Exceeding

Going further

Sustains group play by adding relevant ideas, building on others' suggestions, and helping keep a shared role-play scenario going across multiple exchanges.

What you might see

  • Adds ideas that build on peers' play ('We need a menu', 'Let's make a bed for the baby') and peers respond.
  • Stays in the shared scenario across multiple turns, adjusting their role as the story changes.
  • Keeps the play going by responding to peers' words/actions ('Okay, I'll be the driver', 'Then you pay here').
  • Helps organise roles fairly ('You be the doctor, I be the nurse, you be the patient') and checks agreement.
  • Brings in a peer who is watching by offering a role or prop ('Do you want to be the customer?').
  • When conflict or confusion appears, proposes a new shared plan ('Let's swap roles', 'Let's do it this way') and the group continues.

Try this at home

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

  • During a playdate, set up simple role-play props (toy food, dolls, boxes) and notice whether your child adds an idea that others pick up ('Let's make a shop').

  • At the playground, notice whether your child joins a group game (chasing, building) and contributes a new twist that stays within the shared play.

  • During story time, pause and invite your child to act out the story with a sibling; notice whether they build on the sibling's idea instead of restarting the story.

  • During a routine (tidying or dressing-up), notice whether your child turns it into shared pretend play with a peer ('You're the firefighter, I'm the driver').

  • At bath time with sibling/peer, notice whether your child creates a shared scenario (washing the baby doll together) and keeps it going with turns.

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) (DM2012), Personal, Social and Emotional Development: Making relationships.

    This construct is a framework-native observable behaviour statement intended for formative assessment within the EYFS developmental continuum.

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
Plays mainly alone or in parallel; does not sustain group play and does not add ideas that connect with others' play.
  • Stays on the edge of group play and uses separate toys without joining the shared theme.
  • If they enter, they disrupt the play (grabs props, changes the story abruptly) and then leaves.
  • Does not respond when peers assign a role or invite them into the scenario.
Emerging
Joins group play briefly but mostly follows or copies; ideas are short-lived and the child may leave when the play changes or becomes complex.
  • Joins the group for under a minute by copying actions, then walks away without communicating.
  • Takes a role but does not add to the story (e.g. holds a phone but says nothing) and loses interest quickly.
  • Repeats the same idea ('I'm the baby') even when the group has moved on to a new part of the play.
Developing
In familiar groups, contributes a simple role, prop, or idea and can extend the play for a short time, especially with adult support to coordinate turns and roles.
  • Accepts a simple role in role-play (doctor, shopper) and adds one relevant action (checks a doll, pays) with an adult cue.
  • Brings one prop that fits the play (a plate for the cafe) and uses it alongside peers for a few minutes.
  • Uses a short phrase to extend play ('Now we go home') when supported by an adult nearby.
Secure
Sustains group play by adding relevant ideas, building on others' suggestions, and helping keep a shared role-play scenario going across multiple exchanges.
  • Adds ideas that build on peers' play ('We need a menu', 'Let's make a bed for the baby') and peers respond.
  • Stays in the shared scenario across multiple turns, adjusting their role as the story changes.
  • Keeps the play going by responding to peers' words/actions ('Okay, I'll be the driver', 'Then you pay here').
Reflexive
Flexibly integrates multiple children's ideas, negotiates roles and changes, and re-engages peers so the group can continue elaborating the shared play over time.
  • Helps organise roles fairly ('You be the doctor, I be the nurse, you be the patient') and checks agreement.
  • Brings in a peer who is watching by offering a role or prop ('Do you want to be the customer?').
  • When conflict or confusion appears, proposes a new shared plan ('Let's swap roles', 'Let's do it this way') and the group continues.