Listens with interest to the noises adults make when they read stories.
Observe whether the child: listens with interest to the noises adults make when they read stories.
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 notices a sound effect (e.g., looks up, smiles) but attention is brief and easily lost. They may need the adult to repeat the noise or say their name to re-engage.
What you might see
When the adult makes a loud animal noise during a book, the child keeps doing their own activity without looking up or pausing.
During story time, the child turns pages or walks away and does not show any reaction when the adult changes voice/sound.
When the adult makes a sound effect (e.g., “roar!”), the child looks briefly, then returns to playing within a few seconds.
The child reacts only after the adult repeats the noise several times or calls the child’s name.
Expected
On track
The child listens for and reacts to sound effects in familiar stories, often pausing their play to look/listen when a favourite noise happens. Interest is stronger with repetitive, exaggerated noises.
What you might see
During a familiar book, the child smiles or vocalises when the adult does the known sound effect and looks at the adult’s face.
The child pauses to listen when the adult starts a funny voice/noise, then points to the matching picture.
Exceeding
Going further
The child consistently attends to the adult’s story noises across books and settings, showing clear anticipation and engagement (e.g., looking at the adult’s face, laughing, vocalising). They stay with the reading long enough to hear repeated sounds.
What you might see
When the adult begins a repeated sound effect, the child stays close, watches, and shows excitement (laughs, claps, bounces).
The child remains engaged for several pages and consistently reacts when the adult changes voice or makes character noises.
The child makes the sound effect at the right time (e.g., as the adult reaches the page) without being prompted.
The child brings a book to an adult and then waits expectantly, smiling, for the “funny noises” part.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Story time: choose a short book with animal/vehicle sounds and notice whether your child looks up or leans in when you make the noises.
Bedtime routine: use a “silly voice” for one character and observe whether your child stays attentive and watches your face when you switch voices.
Car/pram: tell a very short “sound story” (e.g., “The bus goes…”) and see whether your child waits for and reacts to the noise part.
Bath time: use toys and add sound effects (splash, quack) and notice whether your child pauses to listen and imitates or smiles.
Outdoor walk: point at something (dog, truck) and add a sound (“woof”, “vroom”) and observe whether your child turns toward the sound and the object.
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
DfE (2012). Development Matters in the Early Years Foundation Stage (EYFS).
Positions attentive listening within shared story experiences as a key developmental indicator.
Developmental research
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Highlights how social interaction and adult mediation support attention and meaning-making in shared activities like reading.
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 story reading, the child does not attend to (or notice) the adult’s sound effects and quickly disengages or focuses only on the book/objects. They show little change in gaze, expression, or body stillness when the noises happen.
When the adult makes a loud animal noise during a book, the child keeps doing their own activity without looking up or pausing.
During story time, the child turns pages or walks away and does not show any reaction when the adult changes voice/sound.
Emerging
The child sometimes notices a sound effect (e.g., looks up, smiles) but attention is brief and easily lost. They may need the adult to repeat the noise or say their name to re-engage.
When the adult makes a sound effect (e.g., “roar!”), the child looks briefly, then returns to playing within a few seconds.
The child reacts only after the adult repeats the noise several times or calls the child’s name.
Developing
The child listens for and reacts to sound effects in familiar stories, often pausing their play to look/listen when a favourite noise happens. Interest is stronger with repetitive, exaggerated noises.
During a familiar book, the child smiles or vocalises when the adult does the known sound effect and looks at the adult’s face.
The child pauses to listen when the adult starts a funny voice/noise, then points to the matching picture.
Secure
The child consistently attends to the adult’s story noises across books and settings, showing clear anticipation and engagement (e.g., looking at the adult’s face, laughing, vocalising). They stay with the reading long enough to hear repeated sounds.
When the adult begins a repeated sound effect, the child stays close, watches, and shows excitement (laughs, claps, bounces).
The child remains engaged for several pages and consistently reacts when the adult changes voice or makes character noises.
Reflexive
The child participates by prompting, copying, or adding appropriate sound effects at the right moments and can sustain interest through longer sequences of reading. They may bring a book and “perform” noises for others.
The child makes the sound effect at the right time (e.g., as the adult reaches the page) without being prompted.
The child brings a book to an adult and then waits expectantly, smiling, for the “funny noises” part.
