Enjoys rhymes and demonstrates listening by trying to join in with actions or vocalisations.
Observe whether the child: enjoys rhymes and demonstrates listening by trying to join in with actions or vocalisations.
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 shows enjoyment of rhymes (smiles, stills, bounces) and occasionally copies an action or makes a sound at a familiar moment when prompted.
What you might see
When an adult performs actions for a rhyme (clapping, waving), the child watches briefly but does not attempt to copy.
The child does not vocalise or gesture during repeated refrains and may move away quickly.
When a familiar rhyme starts, the child shows little change in attention or affect (no smile/no approach).
The child smiles when the rhyme begins and briefly bounces or rocks with the rhythm.
With adult prompting, the child makes one simple action (a clap or wave) during the rhyme.
The child makes a short sound (e.g., “ba” or squeal) during an excited rhyme moment and looks to the adult.
Expected
On track
The child attempts to join in with actions or vocalisations during familiar rhymes, though timing may be inconsistent and support may still be needed.
What you might see
The child attempts a familiar action (e.g., ‘Incy Wincy’ finger movement) but timing is early/late.
The child repeats a sound/word fragment right after the adult says it during a rhyme.
The child watches closely and joins in for one or two key moments, then pauses, then re-joins.
Exceeding
Going further
The child regularly joins in with actions/vocalisations at predictable parts of familiar rhymes and sustains engagement through short rhyme routines.
What you might see
The child consistently performs the join-in action at the same point of a familiar rhyme (e.g., ‘clap’ line).
The child vocalises at predictable points (says or approximates a key word) and waits expectantly for the next part.
The child stays engaged through a short set of rhymes, showing enjoyment and joining each time.
The child starts the rhyme action before the adult begins (anticipates and initiates the routine).
The child adds their own variation (new gesture/sound) and repeats it each time as a ‘personal’ join-in cue.
The child looks at another person and repeats the action to invite them to join, pausing for their response.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Story/rhyme time: choose one familiar action rhyme and repeat it daily. Notice whether your child begins to anticipate and join in with the same action at the same part.
Mealtime: sing a short rhyme while waiting for food. Observe whether your child tries to copy claps/waves or makes vocal sounds to join in.
Bath time: use the same simple chant with a repeated action (splash hands / tap tub). Notice whether your child joins the action without being guided.
Transition (nappy change/dressing): sing a predictable ‘routine rhyme’ and pause before a key action (tickle/wave). Observe whether your child signals or initiates the action.
Outdoor: sing a walking rhyme (stomp-stomp) and watch whether your child matches the action and looks at you for the next cue.
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), Department for Education (DfE).
The construct is framework-native and operationalises listening through observable participation (actions/vocalisations) in rhyme routines.
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
The child does not show clear enjoyment of rhymes and does not attempt to join in with actions or vocalisations.
When an adult performs actions for a rhyme (clapping, waving), the child watches briefly but does not attempt to copy.
The child does not vocalise or gesture during repeated refrains and may move away quickly.
When a familiar rhyme starts, the child shows little change in attention or affect (no smile/no approach).
Emerging
The child shows enjoyment of rhymes (smiles, stills, bounces) and occasionally copies an action or makes a sound at a familiar moment when prompted.
The child smiles when the rhyme begins and briefly bounces or rocks with the rhythm.
With adult prompting, the child makes one simple action (a clap or wave) during the rhyme.
The child makes a short sound (e.g., “ba” or squeal) during an excited rhyme moment and looks to the adult.
Developing
The child attempts to join in with actions or vocalisations during familiar rhymes, though timing may be inconsistent and support may still be needed.
The child attempts a familiar action (e.g., ‘Incy Wincy’ finger movement) but timing is early/late.
The child repeats a sound/word fragment right after the adult says it during a rhyme.
The child watches closely and joins in for one or two key moments, then pauses, then re-joins.
Secure
The child regularly joins in with actions/vocalisations at predictable parts of familiar rhymes and sustains engagement through short rhyme routines.
The child consistently performs the join-in action at the same point of a familiar rhyme (e.g., ‘clap’ line).
The child vocalises at predictable points (says or approximates a key word) and waits expectantly for the next part.
The child stays engaged through a short set of rhymes, showing enjoyment and joining each time.
Reflexive
The child initiates join-in moments, varies or extends actions/vocalisations, and uses rhymes socially to engage others (inviting a peer/adult to join).
The child starts the rhyme action before the adult begins (anticipates and initiates the routine).
The child adds their own variation (new gesture/sound) and repeats it each time as a ‘personal’ join-in cue.
The child looks at another person and repeats the action to invite them to join, pausing for their response.
