Observe whether the child: looks at books independently.
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 occasionally picks up a book and looks briefly at a page or two, usually when a favourite cover/topic is present. Independent looking is short and easily interrupted.
What you might see
During free play, the child does not approach the book area and ignores books placed nearby.
When handed a book, the child immediately throws it down or uses it only as an object (e.g., bangs it) without looking at pages.
If an adult starts reading and then stops, the child does not continue looking and walks away quickly.
The child picks up a book with a favourite character, opens it, looks at one page, then leaves it.
The child flips a couple of pages independently but does not pause to look at pictures for more than a moment.
The child looks at a book only when seated next to an adult, but the adult is not actively reading.
Expected
On track
Child chooses books during free play and looks through several pages independently, focusing on pictures and sometimes talking to themselves. They return to a favourite book across days and show growing stamina.
What you might see
The child chooses a book from a small selection and looks through multiple pages, pausing on interesting pictures.
The child points at pictures and names items/characters to themselves while turning pages.
After putting a book down, the child returns later the same day to look again.
Exceeding
Going further
Child regularly seeks out books independently, orients the book correctly, and looks through pages with sustained attention. They may retell from pictures, repeat favourite lines, or 'read' in play without needing adult initiation.
What you might see
The child independently goes to the book area, selects a book, and stays engaged for several minutes.
The child turns pages in order and 'tells the story' from the pictures (even if not matching text exactly).
The child brings a book to a comfortable spot and continues looking without adult prompting.
The child chooses a book that matches their current play theme (e.g., animals/vehicles) and uses it in pretend play.
The child shares a page with someone and says 'look!' while explaining what is happening.
The child revisits a particular page/section deliberately (turns back) to check a detail or repeat a favourite part.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Play: place a small basket of books where your child plays—notice whether they choose a book and look without you starting the activity.
Story time routine: after you finish reading, leave the book out—notice whether your child returns to it on their own later.
Mealtime (waiting): keep a book by the table—notice whether your child looks through pages while waiting for food.
Transition (quiet time): offer books as a calming option—notice whether your child selects one and settles with it independently.
Bath/bedtime: provide a bath book or bedside book—notice whether your child initiates looking before you prompt.
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 independent engagement with books as an observable indicator of early reading interest and stamina.
Developmental research
Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69(3), 848–872.
Print motivation and frequent engagement with books are part of emergent literacy environments linked to later reading outcomes.
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 choose books independently or does not engage with them when offered; books are mainly used for mouthing/throwing/fidgeting. They rely entirely on adults to make book engagement happen.
During free play, the child does not approach the book area and ignores books placed nearby.
When handed a book, the child immediately throws it down or uses it only as an object (e.g., bangs it) without looking at pages.
If an adult starts reading and then stops, the child does not continue looking and walks away quickly.
Emerging
Child occasionally picks up a book and looks briefly at a page or two, usually when a favourite cover/topic is present. Independent looking is short and easily interrupted.
The child picks up a book with a favourite character, opens it, looks at one page, then leaves it.
The child flips a couple of pages independently but does not pause to look at pictures for more than a moment.
The child looks at a book only when seated next to an adult, but the adult is not actively reading.
Developing
Child chooses books during free play and looks through several pages independently, focusing on pictures and sometimes talking to themselves. They return to a favourite book across days and show growing stamina.
The child chooses a book from a small selection and looks through multiple pages, pausing on interesting pictures.
The child points at pictures and names items/characters to themselves while turning pages.
After putting a book down, the child returns later the same day to look again.
Secure
Child regularly seeks out books independently, orients the book correctly, and looks through pages with sustained attention. They may retell from pictures, repeat favourite lines, or 'read' in play without needing adult initiation.
The child independently goes to the book area, selects a book, and stays engaged for several minutes.
The child turns pages in order and 'tells the story' from the pictures (even if not matching text exactly).
The child brings a book to a comfortable spot and continues looking without adult prompting.
Reflexive
Child uses independent book-looking flexibly: selects books for a purpose (comfort, information, play theme), revisits sections, and shares discoveries with others. They sustain engagement across different kinds of books and invite peers/adults to join.
The child chooses a book that matches their current play theme (e.g., animals/vehicles) and uses it in pretend play.
The child shares a page with someone and says 'look!' while explaining what is happening.
The child revisits a particular page/section deliberately (turns back) to check a detail or repeat a favourite part.
