Has some favourite stories, rhymes, songs, poems or jingles.
Observe whether the child: has some favourite stories, rhymes, songs, poems or jingles.
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 prefers a particular rhyme/song or book for short periods, but favourites are inconsistent and not clearly repeatable over time.
What you might see
When offered different books/rhymes, the child shows no clear consistent choice and quickly abandons the activity.
Across multiple days, the child does not repeatedly request the same story/rhyme/song.
The child does not recognize or show excitement at the start of a familiar song/rhyme.
The child shows excitement for one item on one day, but does not choose it again later.
The child engages when the adult starts a favourite, but does not request it independently.
The child indicates preference only through brief attention (looks/smiles) rather than active requesting.
Expected
On track
The child shows at least one identifiable favourite (book/rhyme/song) and returns to it repeatedly with adult support.
What you might see
When given two options, the child consistently selects the same rhyme/song/book across several occasions.
The child brings one particular book or toy-linked song repeatedly to an adult.
The child shows anticipation at the first line or tune of a familiar favourite (smile, action, vocalization).
Exceeding
Going further
The child has several clear favourites and actively requests repetition (brings the book, starts the rhyme, or signals ‘again’) across routines.
What you might see
The child requests a favourite by name/gesture (e.g., brings the book and looks expectantly, says a key word, or starts the action).
The child asks for repetition (e.g., says ‘again’, re-opens the book, repeats the opening line).
The child has more than one favourite and chooses different favourites at different times (bedtime vs playtime).
The child chooses a favourite specifically to manage feelings (brings a calming book when tired, starts an energetic rhyme when excited).
The child initiates a favourite with another person (starts the tune/gesture and waits for them to join).
The child weaves favourite lines/tunes into pretend play (sings a familiar bit while acting with toys).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Across a week, notice whether your child repeatedly brings the same book or asks for the same rhyme/song at particular times (bedtime, after nursery).
Offer two familiar options (two books or two songs) and see if your child consistently chooses one as a favourite.
During a transition (leaving the house), start the first line of a known song and pause; observe whether your child shows recognition and requests it again later.
At mealtime or bath time, see whether your child asks for a particular song/rhyme that they associate with that routine.
When your child is upset, offer a known favourite; notice whether they seek it and settle more readily with it.
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), Literacy: Reading (16–26 months).
The framework specifies favourites as observable indicators of repeated engagement with language routines that support comprehension development.
Developmental research
Bus, van IJzendoorn, & Pellegrini (1995), Joint book reading makes for success in learning to read: meta-analysis.
Shared reading research supports repeated engagement with books and language routines as an empirically grounded precursor to later language and literacy outcomes.
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 stable preferences for particular stories/rhymes/songs and does not request or return to the same items repeatedly.
When offered different books/rhymes, the child shows no clear consistent choice and quickly abandons the activity.
Across multiple days, the child does not repeatedly request the same story/rhyme/song.
The child does not recognize or show excitement at the start of a familiar song/rhyme.
Emerging
The child sometimes prefers a particular rhyme/song or book for short periods, but favourites are inconsistent and not clearly repeatable over time.
The child shows excitement for one item on one day, but does not choose it again later.
The child engages when the adult starts a favourite, but does not request it independently.
The child indicates preference only through brief attention (looks/smiles) rather than active requesting.
Developing
The child shows at least one identifiable favourite (book/rhyme/song) and returns to it repeatedly with adult support.
When given two options, the child consistently selects the same rhyme/song/book across several occasions.
The child brings one particular book or toy-linked song repeatedly to an adult.
The child shows anticipation at the first line or tune of a familiar favourite (smile, action, vocalization).
Secure
The child has several clear favourites and actively requests repetition (brings the book, starts the rhyme, or signals ‘again’) across routines.
The child requests a favourite by name/gesture (e.g., brings the book and looks expectantly, says a key word, or starts the action).
The child asks for repetition (e.g., says ‘again’, re-opens the book, repeats the opening line).
The child has more than one favourite and chooses different favourites at different times (bedtime vs playtime).
Reflexive
The child uses favourites purposefully (to settle, to energize, to share with others), initiates the routines, and may combine favourites (mix lines/tunes) in play.
The child chooses a favourite specifically to manage feelings (brings a calming book when tired, starts an energetic rhyme when excited).
The child initiates a favourite with another person (starts the tune/gesture and waits for them to join).
The child weaves favourite lines/tunes into pretend play (sings a familiar bit while acting with toys).
