Sign inStart free
Back to EYFS framework
30–50 monthsCreating with Materials

Imitates movement in response to music.

Observe whether the child: imitates movement in response to music.

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

Copies a movement briefly after a model (e.g., clap once) but imitation is inconsistent and stops quickly.

What you might see

  • Stays still or continues unrelated play when an adult demonstrates a movement to music nearby.
  • Looks at the adult but does not attempt to copy clapping/stamping even after repeated modelling.
  • Claps once after an adult claps, then stops and does not re-join without direct prompting.
  • Copies one movement (e.g., jump) but at a different time, not connected to the musical cue.

Expected

On track

Imitates a small set of familiar movements (clap, stamp, sway) during music, especially with clear adult modelling and repetition.

What you might see

  • Copies clapping and stamping during a familiar action song when the adult models at the same time.
  • Sways side-to-side after seeing others sway and continues for several beats.

Exceeding

Going further

Quickly imitates a range of movements in time with music, including changes (start/stop, fast/slow), and maintains imitation through a short song.

What you might see

  • Copies a sequence of two movements (e.g., clap-clap then spin) as demonstrated during a song.
  • When the music changes from slow to fast, shifts to faster steps after watching a model.
  • Watches briefly then mirrors a new movement without extra prompting (e.g., tiptoe, march) and stays in time.
  • Leads a peer by demonstrating a movement and checking they are copying (waits, repeats).

Try this at home

Small everyday moments where you can notice this behaviour without setting up anything special.

  • Put on a short song and do a simple movement (clap, stamp, sway). Notice whether your child copies you and keeps copying for several beats.

  • During a car-free indoor moment, play 'fast/slow': move slowly then quickly as the music changes; observe whether your child matches your movement changes.

  • At outdoor play, do a 'marching band' game with music from a phone/speaker and see whether your child imitates marching, tiptoeing, or jumping when you model it.

  • At bedtime, do an action song (e.g., with clapping) and watch whether your child copies actions on cue and anticipates the next part.

  • At a family gathering, start a simple dance move and see whether your child imitates your movement when music is playing.

Connected behaviours

Behaviours that scaffold, follow, or co-emerge with this one.

Where this comes from

The framework source and supporting developmental research.

Framework source

  • Development Matters in the EYFS (2012), Expressive arts and design: Exploring and using media and materials (30-50 months).

    Highlights imitation of movement to music as an observable indicator of developing musical engagement and coordination.

Five-level rubric (detailed)Show

The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.

Not Yet
Does not copy simple movements when music plays and shows little connection between the music and body movement.
  • Stays still or continues unrelated play when an adult demonstrates a movement to music nearby.
  • Looks at the adult but does not attempt to copy clapping/stamping even after repeated modelling.
Emerging
Copies a movement briefly after a model (e.g., clap once) but imitation is inconsistent and stops quickly.
  • Claps once after an adult claps, then stops and does not re-join without direct prompting.
  • Copies one movement (e.g., jump) but at a different time, not connected to the musical cue.
Developing
Imitates a small set of familiar movements (clap, stamp, sway) during music, especially with clear adult modelling and repetition.
  • Copies clapping and stamping during a familiar action song when the adult models at the same time.
  • Sways side-to-side after seeing others sway and continues for several beats.
Secure
Quickly imitates a range of movements in time with music, including changes (start/stop, fast/slow), and maintains imitation through a short song.
  • Copies a sequence of two movements (e.g., clap-clap then spin) as demonstrated during a song.
  • When the music changes from slow to fast, shifts to faster steps after watching a model.
Reflexive
Matches movement to musical features (beat/tempo) and can lead imitation for others, adjusting movements when the music changes.
  • Watches briefly then mirrors a new movement without extra prompting (e.g., tiptoe, march) and stays in time.
  • Leads a peer by demonstrating a movement and checking they are copying (waits, repeats).