Engages in imaginative role-play based on own first-hand experiences.
Observe whether the child: engages in imaginative role-play based on own first-hand experiences.
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 briefly imitates an experience-based role (for example doctor or shop) when prompted, using a few familiar actions or phrases. The play is short and relies on adult direction to continue.
What you might see
After a real-life experience (for example a supermarket trip), does not attempt to reenact it in play and continues unrelated activity.
When an adult suggests a pretend role, repeats a single action (for example pushes toy trolley once) and then abandons the play.
After an adult sets up the idea (for example 'I'll be the patient'), copies a couple of actions (for example 'check your heart') then stops.
Uses a familiar phrase from an experience (for example 'next please') but cannot keep the scenario going without prompts.
Expected
On track
The child initiates role-play themes drawn from recent first-hand experiences and sustains them in familiar contexts with some adult support. They use simple role language and sequences but may need help to elaborate or stay on theme.
What you might see
Initiates a familiar experience-based scenario (for example café, bus, doctor) and stays in role for several minutes with occasional adult scaffolding.
Recreates a simple sequence from experience (for example order-pay-receipt) but needs help to add details or handle interruptions.
Exceeding
Going further
The child independently sustains imaginative role-play based on first-hand experiences, linking actions and language into a coherent scenario. They can include others, shift roles, and keep the play going across different contexts.
What you might see
Sets up an experience-based role-play (for example 'we're going to the vet') and assigns roles using language and actions that fit the theme.
Keeps the pretend scenario going while switching roles or locations (for example from waiting room to treatment) without losing the theme.
Adds a problem to the role-play (for example 'the bus is late') and invents a solution (for example making a timetable or calling the depot).
Guides a peer or sibling into role by explaining what happens next and adapting the play to include their ideas.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
After a real outing (library, bus, doctor), ask 'Shall we play what happened?' and notice whether your child starts a pretend scenario using actions and phrases from the experience.
At mealtime, offer a simple prompt ('restaurant' or 'café') and notice whether your child takes a role and links actions into a sequence (order, serve, pay).
During tidy-up/transition, suggest a familiar role ('train conductor' or 'ticket inspector') and notice whether your child stays in role while moving between rooms.
In story time, pause and ask 'Have you ever done something like this?' then notice whether your child turns the remembered experience into pretend play with toys or household items.
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 (30–50 months).
The construct is framework-native and defined as an observable behaviour within Development Matters for this age band.
Developmental research
Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes (chapter: The Role of Play in Development).
Experience-based pretend play supports symbolic thinking and self-regulation through roles, rules, and imagined situations.
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 with objects functionally and does not take on pretend roles linked to their experiences. If pretend is suggested, they may resist or only copy a single action without sustaining the scenario.
After a real-life experience (for example a supermarket trip), does not attempt to reenact it in play and continues unrelated activity.
When an adult suggests a pretend role, repeats a single action (for example pushes toy trolley once) and then abandons the play.
Emerging
The child briefly imitates an experience-based role (for example doctor or shop) when prompted, using a few familiar actions or phrases. The play is short and relies on adult direction to continue.
After an adult sets up the idea (for example 'I'll be the patient'), copies a couple of actions (for example 'check your heart') then stops.
Uses a familiar phrase from an experience (for example 'next please') but cannot keep the scenario going without prompts.
Developing
The child initiates role-play themes drawn from recent first-hand experiences and sustains them in familiar contexts with some adult support. They use simple role language and sequences but may need help to elaborate or stay on theme.
Initiates a familiar experience-based scenario (for example café, bus, doctor) and stays in role for several minutes with occasional adult scaffolding.
Recreates a simple sequence from experience (for example order-pay-receipt) but needs help to add details or handle interruptions.
Secure
The child independently sustains imaginative role-play based on first-hand experiences, linking actions and language into a coherent scenario. They can include others, shift roles, and keep the play going across different contexts.
Sets up an experience-based role-play (for example 'we're going to the vet') and assigns roles using language and actions that fit the theme.
Keeps the pretend scenario going while switching roles or locations (for example from waiting room to treatment) without losing the theme.
Reflexive
The child flexibly adapts experience-based role-play by adding problems, solutions, and new roles, integrating new information and inviting peers into shared narratives. They can explain the scenario and adjust it as the play evolves.
Adds a problem to the role-play (for example 'the bus is late') and invents a solution (for example making a timetable or calling the depot).
Guides a peer or sibling into role by explaining what happens next and adapting the play to include their ideas.
