Observe whether the child: suggests how the story might end.
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
Makes a guess only with heavy prompting, but the suggestion is often unrelated to the story or based on a single obvious cue (e.g., one picture). May change the answer quickly without reference to the narrative.
What you might see
When asked "How might it end?" the child shrugs, says "dunno", or changes the topic without offering any ending.
Looks at the next illustration and labels an object ("dog") but does not suggest any outcome for the characters.
After the adult prompts twice, the child blurts an unrelated ending ("They go to the shop") that doesn't match the story situation.
Copies an adult's suggestion verbatim ("It will be happy") without adding any detail from the story.
Expected
On track
With a simple prompt ("What do you think happens next?"), suggests a plausible ending that connects to a recent event in the story. Uses short phrases and may need the adult to recap key moments to support reasoning.
What you might see
With the adult summarising the problem, the child says an ending tied to it ("He finds it" / "She says sorry").
Points to a picture clue and suggests a simple outcome ("The door opens" / "They go home").
Exceeding
Going further
Spontaneously offers a plausible ending and links it to story clues (characters' actions, problems, or patterns). Can hold a prediction through the next page and adjust it when new information appears.
What you might see
Before the page turn, says "I think the bear will help because he's kind" and waits to see if that happens.
After a twist, revises: "Maybe not—now they're lost, they need to ask someone".
Offers two endings: "Either he shares and they play, or he keeps it and they get sad" and explains the difference.
Connects to story patterns: "In these stories the bad guy gets caught at the end" and predicts accordingly.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During bedtime reading, pause before the last few pages and ask: "What do you think will happen at the end? Why?" Notice whether your child uses story clues.
When re-reading a familiar story, ask: "Can you tell me a different ending?" Notice whether your child keeps the ending connected to the characters and events.
In the car or on a walk after a story, ask: "If the character tried again, what might they do next?" Notice whether your child suggests a plausible next step.
During pretend play with figures (teddies/dolls), set up a simple problem (lost toy) and ask: "How will this end?" Notice whether your child proposes a resolution.
At the library/bookshop, look at a new book cover and ask: "How do you think this story might end?" Notice whether your child makes a connected prediction rather than a random guess.
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 (Development Matters 2012 / DM2012), Literacy: Reading, 30-50 months.
The construct is framework-native and sits within a sequenced progression of comprehension behaviours (anticipation, recall, narrative structure).
Developmental research
Whitehurst, G. J., et al. (1988). Accelerating Language Development through Picture Book Reading. Developmental Psychology, 24, 552–559.
Interactive shared reading with adult prompts supports children's oral language and comprehension talk, which underpins prediction-making during stories.
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
Does not attempt to predict or suggest an ending, even with prompting, and stays focused only on pictures or single details. Responses are absent, off-task, or limited to "don't know" without engaging with what might happen next.
When asked "How might it end?" the child shrugs, says "dunno", or changes the topic without offering any ending.
Looks at the next illustration and labels an object ("dog") but does not suggest any outcome for the characters.
Emerging
Makes a guess only with heavy prompting, but the suggestion is often unrelated to the story or based on a single obvious cue (e.g., one picture). May change the answer quickly without reference to the narrative.
After the adult prompts twice, the child blurts an unrelated ending ("They go to the shop") that doesn't match the story situation.
Copies an adult's suggestion verbatim ("It will be happy") without adding any detail from the story.
Developing
With a simple prompt ("What do you think happens next?"), suggests a plausible ending that connects to a recent event in the story. Uses short phrases and may need the adult to recap key moments to support reasoning.
With the adult summarising the problem, the child says an ending tied to it ("He finds it" / "She says sorry").
Points to a picture clue and suggests a simple outcome ("The door opens" / "They go home").
Secure
Spontaneously offers a plausible ending and links it to story clues (characters' actions, problems, or patterns). Can hold a prediction through the next page and adjust it when new information appears.
Before the page turn, says "I think the bear will help because he's kind" and waits to see if that happens.
After a twist, revises: "Maybe not—now they're lost, they need to ask someone".
Reflexive
Generates more than one possible ending and explains why each could happen using story structure or prior story knowledge. Generalises across stories ("In these stories the villain gets caught") and may invite others' ideas or build on peers' suggestions.
Offers two endings: "Either he shares and they play, or he keeps it and they get sad" and explains the difference.
Connects to story patterns: "In these stories the bad guy gets caught at the end" and predicts accordingly.
