Shows interest in play with sounds, songs and rhymes.
Observe whether the child: shows interest in play with sounds, songs and rhymes.
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 short bursts of interest (e.g., smiles, bounces, looks) for a favourite sound or song, but participation is inconsistent. They may join in only with an action or single sound when heavily prompted.
What you might see
When an adult starts a familiar rhyme, the child does not look up, does not move with the rhythm, and does not attempt any actions.
When offered a musical toy or clapping game, the child pushes it away or walks off without returning.
The child bounces or smiles for a few seconds when a favourite song starts, then wanders away before it ends.
With hand-over-hand help, the child does one action (e.g., claps once) but does not repeat it independently.
Expected
On track
The child engages with sound play and familiar songs/rhymes in predictable contexts (e.g., bedtime, car, circle time), joining with some actions, sounds, or repeated bits. They attend for longer when the activity is interactive.
What you might see
During a familiar rhyme, the child does some actions (e.g., pat-a-cake motions) and vocalises at the same repeated point each time.
The child imitates an adult’s sound play (e.g., “moo”, “beep”) with toys for a short turn-taking exchange.
Exceeding
Going further
The child consistently shows interest across a range of songs/rhymes, joining in with repeated actions, vocalisations, or key words and staying engaged through a short song/rhyme sequence. They seek the activity out or respond quickly when it starts.
What you might see
When an adult pauses in a familiar rhyme, the child supplies the next sound/word or performs the next action without being told.
The child chooses a song/rhyme book or musical toy and brings it to an adult to start the activity.
The child starts a known rhyme in the right context (e.g., before washing hands) and waits for the adult to join in.
The child invents playful variations (e.g., changes an animal sound or replaces a name) and repeats it to make others laugh.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Mealtime: sing a short familiar rhyme (e.g., while waiting) and notice whether your child joins in with actions or repeated bits.
Bath time: do a splash/clap rhythm pattern and watch whether your child copies the sound pattern or invites you to repeat it.
Car/pram: start a familiar song and pause at a predictable point—see whether your child makes a sound or action to “fill in” the moment.
Play: use toy animals/vehicles and make sound effects (moo, vroom) and observe whether your child imitates and keeps the sound play going.
Bedtime/story: read a rhythmic book or chant a rhyme and notice whether your child becomes still/attentive and anticipates favourite parts.
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).
Identifies interest in songs and rhymes as a developmentally meaningful listening-and-attention indicator.
Developmental research
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Supports the role of social, shared routines (including rhythmic language play) in developing attention and language.
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 shows little interest when sounds, songs, or rhymes are offered and does not join in or attend for more than a brief moment. They may ignore singing/rhymes and continue their own activity without reacting.
When an adult starts a familiar rhyme, the child does not look up, does not move with the rhythm, and does not attempt any actions.
When offered a musical toy or clapping game, the child pushes it away or walks off without returning.
Emerging
The child shows short bursts of interest (e.g., smiles, bounces, looks) for a favourite sound or song, but participation is inconsistent. They may join in only with an action or single sound when heavily prompted.
The child bounces or smiles for a few seconds when a favourite song starts, then wanders away before it ends.
With hand-over-hand help, the child does one action (e.g., claps once) but does not repeat it independently.
Developing
The child engages with sound play and familiar songs/rhymes in predictable contexts (e.g., bedtime, car, circle time), joining with some actions, sounds, or repeated bits. They attend for longer when the activity is interactive.
During a familiar rhyme, the child does some actions (e.g., pat-a-cake motions) and vocalises at the same repeated point each time.
The child imitates an adult’s sound play (e.g., “moo”, “beep”) with toys for a short turn-taking exchange.
Secure
The child consistently shows interest across a range of songs/rhymes, joining in with repeated actions, vocalisations, or key words and staying engaged through a short song/rhyme sequence. They seek the activity out or respond quickly when it starts.
When an adult pauses in a familiar rhyme, the child supplies the next sound/word or performs the next action without being told.
The child chooses a song/rhyme book or musical toy and brings it to an adult to start the activity.
Reflexive
The child uses songs/rhymes playfully (e.g., changes volume, adds a silly sound, starts a rhyme to initiate play) and can generalise sound play to new rhymes. They may invite others to join and keep the game going.
The child starts a known rhyme in the right context (e.g., before washing hands) and waits for the adult to join in.
The child invents playful variations (e.g., changes an animal sound or replaces a name) and repeats it to make others laugh.
