Observe whether the child: rigid attention – may appear not to hear.
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 pauses or briefly looks up when a familiar adult speaks, but quickly returns to their focus without clear acknowledgement. Attention shifts are inconsistent and usually need touch or close proximity.
What you might see
When you say the child’s name from nearby, they keep doing the same action without pausing or looking up.
A familiar adult speaks at the child’s level, but the child continues staring/handling a toy with no change in expression or body orientation.
The child freezes for a moment when spoken to, but does not look toward the speaker and then immediately resumes the same activity.
The child looks up only after you gently touch their shoulder or move into their line of sight.
Expected
On track
In familiar routines, the child can break focus to look at the speaker or respond after a second prompt (voice plus gesture). They manage short attention shifts between an activity and a familiar adult.
What you might see
When you call their name and point, the child looks up and briefly makes eye contact before returning to the toy.
During a snack routine, the child pauses their play when you say ‘drink’/‘more’ and looks toward you for the next cue.
Exceeding
Going further
The child reliably shifts attention from an engrossing activity to a familiar adult’s voice or name and shows clear acknowledgement (look, gesture, vocalisation). They can re-engage with the adult and then return to the activity.
What you might see
While playing, the child turns their head toward the speaker when their name is called from across the room.
The child stops what they are doing and brings/holds up an object after a familiar adult says ‘show me’ or ‘give it to me’ (with or without a gesture).
The child alternates gaze between a toy and the adult during a short exchange (e.g., looks up when spoken to, then looks back to continue).
The child checks in with a familiar adult (looks toward them) when a new sound or person enters, then continues their activity.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Playtime: while your child is deeply focused on a toy, call their name once from a short distance and notice whether they pause or look toward you without you moving into their view.
Mealtime: when your child is busy with food or a cup, say ‘more?’ or ‘all done?’ and see whether they shift attention to you to respond (look, gesture, vocalise).
Transition: during tidy-up or getting shoes on, give a simple cue (‘come here’) while they are focused on something else and watch whether they break focus to reorient to you.
Story/rhyme time: stop mid-rhyme and say your child’s name; notice whether they look up to re-engage before you continue.
Outdoor: when your child is absorbed in a sensory activity (sand/water), say ‘look!’ and point to something interesting; observe whether they shift attention from the activity to follow you.
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 (2012), Communication and Language: Listening and attention (8–20 months).
DM2012 frames early attention control as an observable progression from rigid focus toward more flexible attention shifting in interaction.
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 focused on something, the child rarely notices their name or familiar voices and does not shift attention to people. They can seem unreachable in everyday interactions.
When you say the child’s name from nearby, they keep doing the same action without pausing or looking up.
A familiar adult speaks at the child’s level, but the child continues staring/handling a toy with no change in expression or body orientation.
Emerging
The child sometimes pauses or briefly looks up when a familiar adult speaks, but quickly returns to their focus without clear acknowledgement. Attention shifts are inconsistent and usually need touch or close proximity.
The child freezes for a moment when spoken to, but does not look toward the speaker and then immediately resumes the same activity.
The child looks up only after you gently touch their shoulder or move into their line of sight.
Developing
In familiar routines, the child can break focus to look at the speaker or respond after a second prompt (voice plus gesture). They manage short attention shifts between an activity and a familiar adult.
When you call their name and point, the child looks up and briefly makes eye contact before returning to the toy.
During a snack routine, the child pauses their play when you say ‘drink’/‘more’ and looks toward you for the next cue.
Secure
The child reliably shifts attention from an engrossing activity to a familiar adult’s voice or name and shows clear acknowledgement (look, gesture, vocalisation). They can re-engage with the adult and then return to the activity.
While playing, the child turns their head toward the speaker when their name is called from across the room.
The child stops what they are doing and brings/holds up an object after a familiar adult says ‘show me’ or ‘give it to me’ (with or without a gesture).
Reflexive
The child flexibly switches attention between people and objects, even when highly absorbed, and can sustain brief back-and-forth interaction before returning to play. They may anticipate routines and check in with the adult without being prompted.
The child alternates gaze between a toy and the adult during a short exchange (e.g., looks up when spoken to, then looks back to continue).
The child checks in with a familiar adult (looks toward them) when a new sound or person enters, then continues their activity.
