30–50 monthsBuilding RelationshipsPersonal, Social and Emotional Development: Making relationships
Keeps play going by responding to what others are saying or doing.
Observe whether the child: keeps play going by responding to what others are saying or doing.
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 occasionally reacts to obvious peer cues (e.g., copying a move or answering a direct question) but responses are delayed or mismatched, so the play often stalls. The child needs adult prompting to take turns or to respond to what a peer has done.
What you might see
When a peer says “Let’s be doctors,” the child continues building alone without looking up.
A peer hands the child a toy; the child takes it and walks away, ending the interaction.
In a turn-based game, the child takes repeated turns without waiting for the peer’s cue.
After an adult says “He asked you a question,” the child answers, but the play still stops soon after.
The child copies a peer’s action (e.g., stirring in pretend kitchen) but does not add a response when the peer talks.
The child responds to a direct “Your turn” cue, but needs frequent reminders to keep the sequence going.
Expected
On track
The child responds to peers’ words or actions in familiar games (e.g., role-play, small-world) in ways that help the shared play continue, especially with a known peer group. They may still need reminders when play becomes complex or fast-moving.
What you might see
When a peer adds a new idea (“The baby is crying”), the child brings the doll a bottle after a brief pause.
The child answers a peer’s question (“Where’s the car going?”) and then moves a car to match the agreed story.
If a peer changes the rules slightly, the child adjusts after a short prompt (e.g., “Okay, now we swap”).
Exceeding
Going further
The child reliably responds to peers’ talk and actions in ways that sustain the joint play (e.g., builds on an idea, answers, adjusts their role, offers a next step) across different play areas. They can stay engaged through small misunderstandings and keep the play moving.
What you might see
When a peer says “You be the shopkeeper,” the child takes the role and asks “What do you want?” to continue the play.
The child notices a peer waiting with an item and says “Here you go” or “Wait, I’m coming,” keeping the sequence flowing.
After a peer’s action changes the story (e.g., tower falls), the child responds “Let’s fix it” and starts rebuilding together.
The child notices a peer’s unsure look and offers a prompt like “You can be the driver—then I’ll be the ticket person.”
When two peers speak at once, the child responds by organising the next move: “First we cook, then we serve—who’s serving?”
If a peer becomes upset mid-play, the child pauses the story and offers a repair (“It was an accident—shall we try again?”).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During pretend play (teddies, kitchen, cars), watch whether your child responds to what you say or do in a way that keeps the shared story going (not just copying).
In a simple turn-taking game (posting shapes, rolling a ball), notice whether your child waits for your cue and responds with “my turn/your turn” actions to keep the back-and-forth going.
At the park, when another child starts an activity nearby (digging, chasing bubbles), notice whether your child responds to the other child’s actions (joining in, offering a tool, matching the game).
During a shared building activity (blocks/LEGO), change the plan (“Let’s make a bridge”) and observe whether your child responds by adapting what they build to keep the joint project going.
At story time, pause and say “What should the character do next?” and notice whether your child responds to your idea and builds on it to continue the narrative.
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 (30–50 months).
The construct is defined as an observable behaviour within the EYFS developmental progression for peer interaction and sustaining shared play.
Developmental research
Parten, M. B. (1932). Social participation among pre-school children.
Peer play development research describes progression from parallel/associative play toward cooperative play that requires responding to others’ actions and ideas.
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
During shared play, the child does not notice or respond to peers’ actions or talk, and play breaks down quickly. The child continues their own agenda even when others’ cues would naturally invite a response.
When a peer says “Let’s be doctors,” the child continues building alone without looking up.
A peer hands the child a toy; the child takes it and walks away, ending the interaction.
In a turn-based game, the child takes repeated turns without waiting for the peer’s cue.
Emerging
The child occasionally reacts to obvious peer cues (e.g., copying a move or answering a direct question) but responses are delayed or mismatched, so the play often stalls. The child needs adult prompting to take turns or to respond to what a peer has done.
After an adult says “He asked you a question,” the child answers, but the play still stops soon after.
The child copies a peer’s action (e.g., stirring in pretend kitchen) but does not add a response when the peer talks.
The child responds to a direct “Your turn” cue, but needs frequent reminders to keep the sequence going.
Developing
The child responds to peers’ words or actions in familiar games (e.g., role-play, small-world) in ways that help the shared play continue, especially with a known peer group. They may still need reminders when play becomes complex or fast-moving.
When a peer adds a new idea (“The baby is crying”), the child brings the doll a bottle after a brief pause.
The child answers a peer’s question (“Where’s the car going?”) and then moves a car to match the agreed story.
If a peer changes the rules slightly, the child adjusts after a short prompt (e.g., “Okay, now we swap”).
Secure
The child reliably responds to peers’ talk and actions in ways that sustain the joint play (e.g., builds on an idea, answers, adjusts their role, offers a next step) across different play areas. They can stay engaged through small misunderstandings and keep the play moving.
When a peer says “You be the shopkeeper,” the child takes the role and asks “What do you want?” to continue the play.
The child notices a peer waiting with an item and says “Here you go” or “Wait, I’m coming,” keeping the sequence flowing.
After a peer’s action changes the story (e.g., tower falls), the child responds “Let’s fix it” and starts rebuilding together.
Reflexive
The child flexibly reads the group’s cues and adapts their responses to maintain shared play (e.g., summarises, negotiates, re-frames an idea) and may support quieter peers to join in. They help the group recover when play is drifting or conflict is starting.
The child notices a peer’s unsure look and offers a prompt like “You can be the driver—then I’ll be the ticket person.”
When two peers speak at once, the child responds by organising the next move: “First we cook, then we serve—who’s serving?”
If a peer becomes upset mid-play, the child pauses the story and offers a repair (“It was an accident—shall we try again?”).
