8–20 monthsSelf-RegulationPersonal, Social and Emotional Development: Managing feelings and behaviour
Is aware of others’ feelings, for example, looks concerned if hears crying or looks excited if hears a familiar happy voice.
Observe whether the child: is aware of others’ feelings, for example, looks concerned if hears crying or looks excited if hears a familiar happy voice.
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
Sometimes notices emotional cues (turns head toward crying, pauses when hearing distress) but reactions are brief or inconsistent and may be primarily self-distress. Needs adult support to interpret what is happening.
What you might see
Another child cries nearby and the child continues playing without looking up or changing behaviour.
A familiar adult speaks in an excited tone and the child does not look toward them or show brightened affect.
Crying sounds play and the child shows no pause, glance, or approach toward the source.
Turns head toward crying and stares for a moment, then resumes play without further response.
Becomes upset when hearing another child cry (whimpers/looks tense), but does not seek information or comfort others.
Smiles briefly when hearing a familiar happy voice, but attention quickly drifts away.
Expected
On track
Regularly attends to others’ emotional signals and shows simple affective responses (concerned look, softer voice, seeking adult) in familiar situations. May attempt early comfort in basic ways when guided (bring toy, pat).
What you might see
Looks concerned (brows knit/quiet face) and approaches slowly when someone is upset, especially if the adult labels it (“he’s sad”).
Brings a toy to an adult or the distressed person when prompted (“can you give teddy?”).
Brightens and vocalises when hearing a familiar happy voice (smiles, crawls/walks toward the voice).
Exceeding
Going further
Consistently shows awareness of others’ feelings across contexts: notices distress/joy cues, modifies behaviour (pauses, watches, approaches carefully), and may offer simple comforting or sharing actions. Uses the trusted adult as a reference point to respond appropriately.
What you might see
Pauses what they are doing when another child cries, looks toward the child, and stays nearby or seeks an adult.
Offers simple comfort (pat, gentle touch, gives a toy) in familiar settings without needing a full prompt.
Shows excitement toward a familiar happy voice (smiles, reaches arms, approaches) and maintains attention.
Fetches a comfort item (blanket/teddy) or points to an adult when someone is upset, as if to recruit help.
Adjusts intensity—approaches gently rather than grabbing—when noticing another person’s upset face/voice.
Uses a simple emotion word/gesture (e.g., “sad,” “cry,” or concerned pointing) to communicate what they noticed.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Daily routine: If someone in the home sounds upset (crying/raised voice), notice whether your child looks toward them and shows concern (pause, quiet face, approach or seeks you).
Play: During pretend play with dolls/animals, make one “sad” (soft crying sound) and observe whether your child looks concerned or tries to comfort.
Outdoors: When another child laughs excitedly, notice whether your child looks over and shows excitement or social interest (smile, approach, vocalise).
Story time: Point to a character’s face (happy/sad) and see if your child looks closely and changes expression or points back.
Transitions: When a familiar caregiver arrives using a happy voice, observe whether your child shows excitement and moves toward them.
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 (Early Education, 2012) — Personal, Social and Emotional Development: Managing feelings and behaviour (8–20 months).
Defines the EYFS observation statement for early awareness of others’ feelings.
Developmental research
Hoffman, M. L. (2000). Empathy and Moral Development: Implications for Caring and Justice. Cambridge University Press.
Provides a developmental account of early empathy progression from emotional contagion/personal distress toward other-focused concern in toddlerhood.
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
Shows little or no clear change in attention or affect in response to other people’s emotional cues (crying, laughter, familiar excited voice). Responses are mostly self-focused or unrelated to the other person’s emotion.
Another child cries nearby and the child continues playing without looking up or changing behaviour.
A familiar adult speaks in an excited tone and the child does not look toward them or show brightened affect.
Crying sounds play and the child shows no pause, glance, or approach toward the source.
Emerging
Sometimes notices emotional cues (turns head toward crying, pauses when hearing distress) but reactions are brief or inconsistent and may be primarily self-distress. Needs adult support to interpret what is happening.
Turns head toward crying and stares for a moment, then resumes play without further response.
Becomes upset when hearing another child cry (whimpers/looks tense), but does not seek information or comfort others.
Smiles briefly when hearing a familiar happy voice, but attention quickly drifts away.
Developing
Regularly attends to others’ emotional signals and shows simple affective responses (concerned look, softer voice, seeking adult) in familiar situations. May attempt early comfort in basic ways when guided (bring toy, pat).
Looks concerned (brows knit/quiet face) and approaches slowly when someone is upset, especially if the adult labels it (“he’s sad”).
Brings a toy to an adult or the distressed person when prompted (“can you give teddy?”).
Brightens and vocalises when hearing a familiar happy voice (smiles, crawls/walks toward the voice).
Secure
Consistently shows awareness of others’ feelings across contexts: notices distress/joy cues, modifies behaviour (pauses, watches, approaches carefully), and may offer simple comforting or sharing actions. Uses the trusted adult as a reference point to respond appropriately.
Pauses what they are doing when another child cries, looks toward the child, and stays nearby or seeks an adult.
Offers simple comfort (pat, gentle touch, gives a toy) in familiar settings without needing a full prompt.
Shows excitement toward a familiar happy voice (smiles, reaches arms, approaches) and maintains attention.
Reflexive
Generalises awareness flexibly: notices subtle cues (tone/face), anticipates what might help (fetches comfort item, offers hug/toy), and can shift from personal distress to other-focused concern with minimal prompting. Begins to integrate simple emotion words or gestures to communicate about feelings.
Fetches a comfort item (blanket/teddy) or points to an adult when someone is upset, as if to recruit help.
Adjusts intensity—approaches gently rather than grabbing—when noticing another person’s upset face/voice.
Uses a simple emotion word/gesture (e.g., “sad,” “cry,” or concerned pointing) to communicate what they noticed.
