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Birth–11 monthsCreating with Materials

Move their whole bodies to sounds they enjoy, such as music or a regular beat.

Observe whether the child: move their whole bodies to sounds they enjoy, such as music or a regular beat.

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

Briefly stills, looks, smiles, or makes small movements (kicks, arm waves) when preferred sounds begin, but does not sustain.

What you might see

  • Music plays and the baby shows no increase in kicking/arm movement and does not orient toward the sound.
  • A steady beat is tapped and the baby remains flat/still or becomes distressed without calming.
  • When a familiar song starts, the baby does not show a recognisable change in expression or movement.
  • Turns head toward music and makes a few arm waves, then stops and returns to stillness.
  • Smiles briefly when a familiar tune begins, with a short burst of leg kicks.
  • Bounces once or twice on an adult's lap, then becomes still again.

Expected

On track

Repeats whole-body movements when music starts (bouncing, rocking, kicking) and shows enjoyment, especially with familiar rhythms.

What you might see

  • Kicks legs repeatedly when music starts and pauses when it stops.
  • Rocks body side-to-side while being held when a regular beat plays.
  • Vocalises (babble/squeal) and increases arm/leg movement during a preferred song.

Exceeding

Going further

Sustains patterned movement to preferred sounds and adjusts movement when the sound changes (faster/slower, louder/softer), showing clear preference.

What you might see

  • Maintains bouncing or rocking through most of a song, stopping when the music ends.
  • Changes from slow swaying to quicker bouncing when the tempo increases.
  • Shows a clear preference (smiles, reaches, increased movement) for specific music or rhythmic sounds.
  • Looks at an adult, vocalises, then resumes bouncing as if inviting shared participation.
  • Pauses movement to listen for a change (e.g., beat drop), then starts moving again at the new rhythm.
  • Reaches toward the sound source or makes a 'more' signal (vocalising, excited body movement) when the music stops.

Try this at home

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

  • During a calm routine (nappy change or dressing), play a steady beat—notice whether your baby begins kicking, bouncing, or rocking more than usual.

  • Hold your baby securely and sway to a slow song, then switch to a faster one—watch whether their body movement changes with the tempo.

  • Try a simple 'tap-tap-pause' pattern on your knee—observe whether your baby moves more during the tapping and stills during the pause.

  • In the car or stroller, play a familiar song and notice whether your baby shows consistent preference (smiles, excited movement) for certain tracks.

  • At bath time, sing a rhythmic song and see whether your baby splashes, kicks, or bounces more during the beat.

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), Department for Education (DfE).

    This construct is a verbatim DM2012 observable behaviour statement within Expressive arts and design: Exploring and using media and materials (birth-11m).

Developmental research

  • Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

    The rubric distinguishes adult-supported regulation/participation from child-initiated engagement and generalisation, consistent with ZPD-informed progression.

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
Shows little change in body movement or attention in response to music or a steady beat; may fuss or remain disengaged.
  • Music plays and the baby shows no increase in kicking/arm movement and does not orient toward the sound.
  • A steady beat is tapped and the baby remains flat/still or becomes distressed without calming.
  • When a familiar song starts, the baby does not show a recognisable change in expression or movement.
Emerging
Briefly stills, looks, smiles, or makes small movements (kicks, arm waves) when preferred sounds begin, but does not sustain.
  • Turns head toward music and makes a few arm waves, then stops and returns to stillness.
  • Smiles briefly when a familiar tune begins, with a short burst of leg kicks.
  • Bounces once or twice on an adult's lap, then becomes still again.
Developing
Repeats whole-body movements when music starts (bouncing, rocking, kicking) and shows enjoyment, especially with familiar rhythms.
  • Kicks legs repeatedly when music starts and pauses when it stops.
  • Rocks body side-to-side while being held when a regular beat plays.
  • Vocalises (babble/squeal) and increases arm/leg movement during a preferred song.
Secure
Sustains patterned movement to preferred sounds and adjusts movement when the sound changes (faster/slower, louder/softer), showing clear preference.
  • Maintains bouncing or rocking through most of a song, stopping when the music ends.
  • Changes from slow swaying to quicker bouncing when the tempo increases.
  • Shows a clear preference (smiles, reaches, increased movement) for specific music or rhythmic sounds.
Reflexive
Initiates movement patterns when hearing a beat, pauses to listen then resumes, and uses gaze/vocalisation/gesture to invite or request continuation.
  • Looks at an adult, vocalises, then resumes bouncing as if inviting shared participation.
  • Pauses movement to listen for a change (e.g., beat drop), then starts moving again at the new rhythm.
  • Reaches toward the sound source or makes a 'more' signal (vocalising, excited body movement) when the music stops.