Birth–11 monthsBuilding RelationshipsPersonal, Social and Emotional Development: Making relationships
Responds when talked to, for example, moves arms and legs, changes facial expression, moves body and makes mouth movements.
Observe whether the child: responds when talked to, for example, moves arms and legs, changes facial expression, moves body and makes mouth movements.
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
The child sometimes shows a response to being talked to (brief movement or facial change) but it is inconsistent and may be delayed or tied to arousal.
What you might see
When a familiar adult speaks softly within close distance, the child’s facial expression and body movement remain unchanged for 5–10 seconds.
The child does not show mouth movements (opening, shaping) that appear linked to the adult’s talking.
The child does not orient toward the speaker’s face or voice and appears unaffected by being addressed.
The child shows a brief kick/arm wave or eyebrow raise once, but does not repeat responses across similar moments.
Responses occur mainly to louder/excited speech, not to typical conversational tone.
There is a noticeable delay (e.g., responds only after several seconds or after repeated talking).
Expected
On track
The child shows clear, timely body/face responses to a familiar carer’s speech in calm routines (movement increases, mouth/face changes).
What you might see
When talked to, the child increases arm/leg movement and shifts facial expression (e.g., alert eyes, small smile).
The child makes visible mouth movements (opening, lip movement) as if preparing to vocalize when the adult speaks.
The child quiets and attends when the adult uses a soothing voice, then re-activates when the adult becomes playful.
Exceeding
Going further
The child consistently responds to speech with animated movements and facial expressions and participates in early back-and-forth (proto-conversation).
What you might see
The child reliably brightens (smile, widened eyes) and becomes more active when the familiar carer starts talking.
The child vocalizes back (coos/babbles) and the adult-child exchange alternates for at least 2–3 turns.
If the adult pauses, the child makes a new sound/mouth movement as if inviting the adult to continue.
The child initiates by vocalizing or making mouth movements, then looks toward the adult as if waiting for a response.
The child pauses after their own sound, appearing to ‘wait’ for the adult’s turn, then responds again.
The child changes their expression/movement appropriately to tone (e.g., relaxes to soothing voice, giggles/moves more to playful voice).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During nappy change, speak to your baby in a normal gentle voice and pause; notice whether they move arms/legs, change expression, or make mouth movements in response.
Try two tones (soothing vs playful) for 10 seconds each and observe whether your baby’s facial expression and activity level change with your voice.
When your baby is calm and awake, say their name and wait; see whether they show a clear body/face reaction within a few seconds.
In a quiet room, talk softly and then stop; notice whether your baby attempts to restart the interaction with a sound or mouth movement.
During a cuddle, talk close to your baby’s face and observe whether they look toward you and respond with expressive movement.
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), Personal, Social and Emotional Development: Making relationships (birth–11 months).
The framework describes early observable responsiveness to adult talk as part of relationship-building.
Developmental research
Trevarthen (1979), Communication and cooperation in early infancy: primary intersubjectivity (in Bullowa, Before Speech).
Primary intersubjectivity research supports early reciprocal responsiveness (movement, facial expression, vocal-motor turn-taking) as measurable social interaction.
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
When spoken to at close range, the child shows little observable change in body movement or facial expression, and responsiveness is hard to detect.
When a familiar adult speaks softly within close distance, the child’s facial expression and body movement remain unchanged for 5–10 seconds.
The child does not show mouth movements (opening, shaping) that appear linked to the adult’s talking.
The child does not orient toward the speaker’s face or voice and appears unaffected by being addressed.
Emerging
The child sometimes shows a response to being talked to (brief movement or facial change) but it is inconsistent and may be delayed or tied to arousal.
The child shows a brief kick/arm wave or eyebrow raise once, but does not repeat responses across similar moments.
Responses occur mainly to louder/excited speech, not to typical conversational tone.
There is a noticeable delay (e.g., responds only after several seconds or after repeated talking).
Developing
The child shows clear, timely body/face responses to a familiar carer’s speech in calm routines (movement increases, mouth/face changes).
When talked to, the child increases arm/leg movement and shifts facial expression (e.g., alert eyes, small smile).
The child makes visible mouth movements (opening, lip movement) as if preparing to vocalize when the adult speaks.
The child quiets and attends when the adult uses a soothing voice, then re-activates when the adult becomes playful.
Secure
The child consistently responds to speech with animated movements and facial expressions and participates in early back-and-forth (proto-conversation).
The child reliably brightens (smile, widened eyes) and becomes more active when the familiar carer starts talking.
The child vocalizes back (coos/babbles) and the adult-child exchange alternates for at least 2–3 turns.
If the adult pauses, the child makes a new sound/mouth movement as if inviting the adult to continue.
Reflexive
The child uses their responses to actively shape the interaction (initiates with sounds/looks, pauses as if taking turns, and varies response to tone such as soothing vs playful).
The child initiates by vocalizing or making mouth movements, then looks toward the adult as if waiting for a response.
The child pauses after their own sound, appearing to ‘wait’ for the adult’s turn, then responds again.
The child changes their expression/movement appropriately to tone (e.g., relaxes to soothing voice, giggles/moves more to playful voice).
