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22–36 monthsBuilding Relationships

Interested in others’ play and starting to join in.

Observe whether the child: interested in others’ play and starting to join in.

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

Watches others play and may move closer, but joining is brief or hesitant and may involve hovering without participating.

What you might see

  • Plays away from peers and does not look over when other children are playing nearby.
  • Moves away when a peer approaches their play space.
  • Does not pause to watch peers, even when the play is noisy or visually engaging.
  • Stands nearby watching peers play for a moment, but does not take part.
  • Moves closer and reaches toward materials, then withdraws or walks away.
  • Copies one action from a distance (e.g. pushes own car) without engaging with the peer.

Expected

On track

Approaches peers' play in familiar settings and begins to join with simple actions (copying, handing an object) when supported by an adult or a clear opening.

What you might see

  • Watches peers play, then joins by copying an action near them (e.g. adds a block to the same area) after an adult cue.
  • Hands an object to a peer or places it into the shared play area when prompted.
  • Joins in for 30-60 seconds, then needs support to stay with the group activity.

Exceeding

Going further

Regularly shows interest in peers' play and joins in appropriately (watches, then contributes an action/object) while staying with the shared activity for a short period.

What you might see

  • Approaches peers' play, watches briefly, then adds something relevant (puts food in the play kitchen, adds a block to the tower).
  • Stays alongside peers in the shared play for a few minutes without disrupting the activity.
  • Looks at peers' faces and adjusts what they do (waits when a peer is using an item, then takes a turn).
  • Uses simple words/gestures to enter play ('me too', offering an item) and waits for a response.
  • Adds a small idea that extends the shared play (brings another cup, suggests a baby needs food) while staying on the theme.
  • If the play pauses, helps restart by bringing materials back or copying the agreed action again (returns the ball, re-stacks blocks).

Try this at home

Small everyday moments where you can notice this behaviour without setting up anything special.

  • At the playground, watch whether your child pauses to observe what other children are doing and then moves closer to join in.

  • During a playdate, set out a shared toy (blocks, train track) and notice whether your child watches the other child and adds something to the same activity.

  • At soft play or a class, notice whether your child approaches a small group activity and joins by copying a simple action (clapping, rolling a ball).

  • During outdoor sand/water play, notice whether your child brings a tool or container over to where another child is playing and uses it alongside them.

  • During tidy-up, notice whether your child joins in with another child by putting the same kinds of toys away in the same area.

Connected behaviours

Behaviours that scaffold, follow, or co-emerge with this one.

Where this comes from

The framework source and supporting developmental research.

Framework source

  • Development Matters in the EYFS (2012) (DM2012), Personal, Social and Emotional Development: Making relationships.

    This construct is a framework-native observable behaviour statement intended for formative assessment within the EYFS developmental continuum.

Five-level rubric (detailed)Show

The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.

Not Yet
Shows little interest in what other children are doing; stays in solitary/parallel play and does not approach or observe peers for long.
  • Plays away from peers and does not look over when other children are playing nearby.
  • Moves away when a peer approaches their play space.
  • Does not pause to watch peers, even when the play is noisy or visually engaging.
Emerging
Watches others play and may move closer, but joining is brief or hesitant and may involve hovering without participating.
  • Stands nearby watching peers play for a moment, but does not take part.
  • Moves closer and reaches toward materials, then withdraws or walks away.
  • Copies one action from a distance (e.g. pushes own car) without engaging with the peer.
Developing
Approaches peers' play in familiar settings and begins to join with simple actions (copying, handing an object) when supported by an adult or a clear opening.
  • Watches peers play, then joins by copying an action near them (e.g. adds a block to the same area) after an adult cue.
  • Hands an object to a peer or places it into the shared play area when prompted.
  • Joins in for 30-60 seconds, then needs support to stay with the group activity.
Secure
Regularly shows interest in peers' play and joins in appropriately (watches, then contributes an action/object) while staying with the shared activity for a short period.
  • Approaches peers' play, watches briefly, then adds something relevant (puts food in the play kitchen, adds a block to the tower).
  • Stays alongside peers in the shared play for a few minutes without disrupting the activity.
  • Looks at peers' faces and adjusts what they do (waits when a peer is using an item, then takes a turn).
Reflexive
Joins play flexibly and respectfully (waits for a turn, follows the theme, adds an idea) and can help sustain the shared play with simple communication.
  • Uses simple words/gestures to enter play ('me too', offering an item) and waits for a response.
  • Adds a small idea that extends the shared play (brings another cup, suggests a baby needs food) while staying on the theme.
  • If the play pauses, helps restart by bringing materials back or copying the agreed action again (returns the ball, re-stacks blocks).