Plays alongside other children who are engaged in the same theme.
Observe whether the child: plays alongside other children who are engaged in the same theme.
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 stays near peers and may watch, but their play remains separate with little connection to the shared theme. They may imitate superficially or take materials without coordinating actions.
What you might see
In a pretend-play area, repeatedly leaves or plays in a different activity while peers sustain a common theme nearby.
Moves into peers' play only to grab items or interrupt, without staying to engage alongside the theme.
Stands close and watches peers' themed play but continues an unrelated action with the materials (for example lining up instead of pretending).
Copies a peer action once (for example stirring) but does not stay in the shared play space or theme.
Expected
On track
The child plays alongside peers within the same theme, using similar materials and occasionally exchanging comments or objects. They sometimes adjust their play to fit the shared theme but may need support to maintain it.
What you might see
Plays next to peers in the same theme (for example 'restaurant') and occasionally comments or offers an item but drifts off theme without prompts.
Uses similar props and mirrors the theme (for example also 'cooking') but needs help to coordinate sharing or turn-taking.
Exceeding
Going further
The child consistently plays alongside peers in a shared theme for a sustained period, referencing others' play and adapting actions to keep the theme coherent. Sharing space and resources happens with minimal adult support.
What you might see
Sustains alongside themed play (for example hospital/shop) for several minutes, referencing peers' actions (for example responding to what they 'order' or 'say').
Adjusts actions to maintain the shared theme (for example waits for a turn at the 'till', chooses a related role nearby).
Invites another child to join the theme ('you can be the customer') and offers materials so they can play alongside.
Suggests an extension that keeps everyone in the same theme (for example adds a 'waiting area' or 'menu') without adult prompting.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During a playdate, set out one themed set of materials (for example shop or café) and notice whether your child stays nearby and plays within the same theme alongside the other child.
At the park/sandbox, notice whether your child joins peers who are building the same kind of thing (for example 'cakes' or 'roads') and stays alongside without disrupting.
In a group setting (birthday, family gathering), observe whether your child can play next to other children in the same pretend theme using shared materials with minimal adult help.
During tidy-up, notice whether your child can remain alongside peers continuing a theme (for example 'train station') while moving between small tasks (collecting tickets, arranging seats).
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 (EYFS) (2012), Expressive Arts and Design: Being imaginative (40–60+ months).
The construct is framework-native and defined as an observable behaviour within Development Matters for this age band.
Developmental research
Parten, M.B. (1932). Social participation among preschool children. Journal of Abnormal and Social Psychology, 27, 243–269.
Developmental research on social participation describes progression from parallel/alongside play toward more social forms of play.
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
The child mostly plays alone or away from the group, and does not stay near peers engaged in a theme. They may avoid, wander, or disrupt rather than sharing space within a common play idea.
In a pretend-play area, repeatedly leaves or plays in a different activity while peers sustain a common theme nearby.
Moves into peers' play only to grab items or interrupt, without staying to engage alongside the theme.
Emerging
The child stays near peers and may watch, but their play remains separate with little connection to the shared theme. They may imitate superficially or take materials without coordinating actions.
Stands close and watches peers' themed play but continues an unrelated action with the materials (for example lining up instead of pretending).
Copies a peer action once (for example stirring) but does not stay in the shared play space or theme.
Developing
The child plays alongside peers within the same theme, using similar materials and occasionally exchanging comments or objects. They sometimes adjust their play to fit the shared theme but may need support to maintain it.
Plays next to peers in the same theme (for example 'restaurant') and occasionally comments or offers an item but drifts off theme without prompts.
Uses similar props and mirrors the theme (for example also 'cooking') but needs help to coordinate sharing or turn-taking.
Secure
The child consistently plays alongside peers in a shared theme for a sustained period, referencing others' play and adapting actions to keep the theme coherent. Sharing space and resources happens with minimal adult support.
Sustains alongside themed play (for example hospital/shop) for several minutes, referencing peers' actions (for example responding to what they 'order' or 'say').
Adjusts actions to maintain the shared theme (for example waits for a turn at the 'till', chooses a related role nearby).
Reflexive
The child naturally strengthens shared themed play by suggesting additions, inviting others in, and helping peers stay on theme, sometimes bridging into more associative or cooperative play.
Invites another child to join the theme ('you can be the customer') and offers materials so they can play alongside.
Suggests an extension that keeps everyone in the same theme (for example adds a 'waiting area' or 'menu') without adult prompting.
