Notices what adults do, imitating what is observed and then doing it spontaneously when the adult is not there.
Observe whether the child: notices what adults do, imitating what is observed and then doing it spontaneously when the adult is not there.
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 imitates adult actions while the adult is present or actively prompting, but the imitation is brief and stops when the adult stops. They do not reliably repeat the action later when alone.
What you might see
An adult demonstrates a routine action (for example wiping a table) and the child watches but does not attempt to copy it.
After seeing an adult action earlier, the child does not reenact it later in play or routine when the adult is absent.
Copies an adult action only while the adult is doing it (for example stirring, sweeping) and stops immediately when the adult leaves.
Needs repeated prompts like 'do what I did' to imitate, rather than initiating imitation from observation.
Expected
On track
After observing an adult, the child later reenacts the action spontaneously in play or routines when the adult is not there, especially for familiar activities. They may need occasional reminders to match the sequence or purpose.
What you might see
After watching an adult tidy in a particular way, later begins a similar tidy action without being asked (for example putting items into the same container).
Reenacts an observed role action later (for example pretending to answer a phone or scan shopping) using available objects.
Exceeding
Going further
The child frequently notices adult actions and language, imitates them, and later brings them into independent play or everyday routines without adult presence. They can adapt the observed action to a similar situation.
What you might see
After observing an adult set up an activity (for example laying out cups/plates), later repeats the set-up during play or when preparing for a routine.
Uses an adult phrase or gesture observed earlier (for example 'excuse me', 'careful') appropriately later without prompting.
Observes a multi-step adult routine and later reenacts it in order, adding self-talk (for example 'first we..., then we...').
Shows a peer or sibling how to do an observed routine, demonstrating steps and correcting gently if needed.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During a real routine (setting the table, watering plants), let your child watch without inviting them in, then later notice whether they independently reenact the routine in play when you are not there.
After you do a simple household action (wiping a spill, sweeping), leave the materials available and notice whether your child spontaneously repeats the action later.
In outdoor time, do a short purposeful sequence (for example collect three leaves, put them in a pot, 'stir') and later notice whether your child recreates the sequence in pretend play.
After a visit (shop/doctor), notice whether your child later imitates key adult actions from that experience (for example checking in, scanning, giving instructions) during pretend play.
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 (EYFS) (2012), Expressive Arts and Design: Being imaginative (30–50 months).
The construct is framework-native and defined as an observable behaviour within Development Matters for this age band.
Developmental research
Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice-Hall.
Observational learning provides an empirical basis for imitation followed by later spontaneous enactment.
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 rarely imitates adult actions or routines, even after watching closely, and does not repeat them later. They may watch without copying or only respond to direct instruction rather than observation.
An adult demonstrates a routine action (for example wiping a table) and the child watches but does not attempt to copy it.
After seeing an adult action earlier, the child does not reenact it later in play or routine when the adult is absent.
Emerging
The child imitates adult actions while the adult is present or actively prompting, but the imitation is brief and stops when the adult stops. They do not reliably repeat the action later when alone.
Copies an adult action only while the adult is doing it (for example stirring, sweeping) and stops immediately when the adult leaves.
Needs repeated prompts like 'do what I did' to imitate, rather than initiating imitation from observation.
Developing
After observing an adult, the child later reenacts the action spontaneously in play or routines when the adult is not there, especially for familiar activities. They may need occasional reminders to match the sequence or purpose.
After watching an adult tidy in a particular way, later begins a similar tidy action without being asked (for example putting items into the same container).
Reenacts an observed role action later (for example pretending to answer a phone or scan shopping) using available objects.
Secure
The child frequently notices adult actions and language, imitates them, and later brings them into independent play or everyday routines without adult presence. They can adapt the observed action to a similar situation.
After observing an adult set up an activity (for example laying out cups/plates), later repeats the set-up during play or when preparing for a routine.
Uses an adult phrase or gesture observed earlier (for example 'excuse me', 'careful') appropriately later without prompting.
Reflexive
The child generalises observed adult behaviour across contexts, using imitation to plan, organise, and solve problems in play, sometimes demonstrating or explaining the routine to peers or younger children.
Observes a multi-step adult routine and later reenacts it in order, adding self-talk (for example 'first we..., then we...').
Shows a peer or sibling how to do an observed routine, demonstrating steps and correcting gently if needed.
