Fills in the missing word or phrase in a known rhyme, story or game, e.g. ‘Humpty Dumpty sat on a …’.
Observe whether the child: fills in the missing word or phrase in a known rhyme, story or game, e.g. ‘Humpty Dumpty sat on a …’.
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 sometimes attempts to fill in a missing word, but only for very familiar routines and with strong adult cueing; attempts may be approximations.
What you might see
When the adult pauses at a known line, the child stays silent or changes topic rather than attempting the missing word.
The child does not show anticipation (no smile/lean-in) when the adult pauses in a familiar routine.
Even after multiple repeats of the same pause, the child does not attempt an approximation of the missing word.
The child supplies the missing word only in one favourite rhyme/game and only some of the time.
The child attempts a sound approximation (e.g., first syllable) after the adult gives extra cues (gesture, emphasis).
Timing is off: the child responds after the adult restarts rather than during the pause.
Expected
On track
In well-known rhymes/stories/games, the child fills in a predictable missing word/short phrase when the adult pauses at the right moment.
What you might see
In a familiar rhyme, the child says the final missing word during the adult’s pause (e.g., the expected last word of the line).
The child smiles/leans forward when the adult pauses, showing they expect it to be their turn.
The child fills in correctly for a short phrase in a familiar game routine (e.g., ‘ready, steady, …’).
Exceeding
Going further
The child reliably fills in missing words/phrases across several familiar rhymes/stories/games, showing anticipation and timing with adult pauses.
What you might see
The child fills in missing words across multiple known rhymes/stories/games on different days.
The child supplies the missing word promptly within 1–2 seconds of the adult pausing.
The child looks at the adult after filling in, as if checking shared enjoyment or turn-taking.
The child deliberately pauses mid-line and looks at the adult, inviting the adult to fill the missing word.
The child uses the fill-in pattern in a new but similar routine after a few exposures (generalises the turn-taking structure).
The child sometimes extends beyond the single missing word (adds an extra familiar phrase or continues the next part).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During a favourite rhyme, pause right before the last word and hold the pause for 2–3 seconds; notice if your child supplies the missing word.
Use a familiar game phrase (e.g., ‘ready, steady, …’) and see whether your child fills in the missing part when you pause.
Re-read a favourite story and pause at a repeated phrase; observe whether your child fills it in without being asked directly.
Try the same pause routine at different times (bath, bedtime, outside); notice whether your child can fill in across contexts.
Watch whether your child ever starts the game by pausing and looking at you, as if inviting you to take a turn.
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), Literacy: Reading (16–26 months).
The framework operationalizes early anticipation and participation in known rhymes/stories as observable comprehension-related behavior.
Developmental research
Whitehurst & Lonigan (1998), Child Development and Emergent Literacy.
Emergent literacy research supports interactive participation and predictable language routines as developmental precursors to comprehension and later literacy.
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
When an adult pauses in a familiar rhyme/story/game, the child does not attempt to supply the missing word/phrase and may not show anticipation.
When the adult pauses at a known line, the child stays silent or changes topic rather than attempting the missing word.
The child does not show anticipation (no smile/lean-in) when the adult pauses in a familiar routine.
Even after multiple repeats of the same pause, the child does not attempt an approximation of the missing word.
Emerging
The child sometimes attempts to fill in a missing word, but only for very familiar routines and with strong adult cueing; attempts may be approximations.
The child supplies the missing word only in one favourite rhyme/game and only some of the time.
The child attempts a sound approximation (e.g., first syllable) after the adult gives extra cues (gesture, emphasis).
Timing is off: the child responds after the adult restarts rather than during the pause.
Developing
In well-known rhymes/stories/games, the child fills in a predictable missing word/short phrase when the adult pauses at the right moment.
In a familiar rhyme, the child says the final missing word during the adult’s pause (e.g., the expected last word of the line).
The child smiles/leans forward when the adult pauses, showing they expect it to be their turn.
The child fills in correctly for a short phrase in a familiar game routine (e.g., ‘ready, steady, …’).
Secure
The child reliably fills in missing words/phrases across several familiar rhymes/stories/games, showing anticipation and timing with adult pauses.
The child fills in missing words across multiple known rhymes/stories/games on different days.
The child supplies the missing word promptly within 1–2 seconds of the adult pausing.
The child looks at the adult after filling in, as if checking shared enjoyment or turn-taking.
Reflexive
The child initiates the fill-in game (pauses and looks for the adult to respond), generalises to new but similar routines, and may extend the phrase beyond the expected single word.
The child deliberately pauses mid-line and looks at the adult, inviting the adult to fill the missing word.
The child uses the fill-in pattern in a new but similar routine after a few exposures (generalises the turn-taking structure).
The child sometimes extends beyond the single missing word (adds an extra familiar phrase or continues the next part).
