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8–20 monthsCreating with Materials

Begins to move to music, listen to or join in rhymes or songs.

Observe whether the child: begins to move to music, listen to or join in rhymes or songs.

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

Briefly orients to music/rhymes (looks, stills, smiles) and makes small movements or sounds, but does not sustain.

What you might see

  • Music starts and the child continues play with no glance toward the sound source.
  • During a familiar action rhyme, the child does not attempt any of the actions even when an adult models nearby.
  • Rhymes are sung and the child shows no vocalisation or rhythmic movement response.
  • Stops and looks when music begins, then returns to play after a few seconds.
  • Bounces once or twice on the spot when a familiar song starts, then stops.
  • Makes a single vocal sound during a rhyme (e.g., 'ah') but does not repeat it.

Expected

On track

Moves body (bounce, sway, clap) during familiar songs and attempts to join repeated sounds/actions with adult support.

What you might see

  • Claps or bounces during a familiar chorus after an adult starts the action.
  • Attempts a repeated sound/word at the end of a line (e.g., the last word) when the adult pauses for them.
  • Sways or steps side-to-side for part of a song and smiles or looks to an adult for shared enjoyment.

Exceeding

Going further

Anticipates and joins familiar rhymes/songs with repeated actions or vocalisations, sustaining engagement through the activity.

What you might see

  • Begins doing familiar actions as soon as the rhyme starts (e.g., clapping, waving) and continues through several verses.
  • Joins in with a repeated refrain reliably (sound, word, or action) across different days.
  • Changes movement when the song changes (fast/slow) and keeps moving until the music stops.
  • Starts a familiar rhyme spontaneously (without an adult cue) and looks to see if others join.
  • Requests a specific song by name or by singing a recognisable fragment, then participates.
  • Invites an adult/peer to copy a movement pattern and repeats it so they can join in.

Try this at home

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

  • During a nappy change or dressing routine, sing a short action rhyme—notice if your child anticipates the action and joins in (clap, wave, bounce).

  • In the car or at home, play a familiar song and pause—see whether your child tries to fill in the next sound/word or signals for it to continue.

  • Use a steady beat (clapping or tapping) and watch whether your child moves their body in response, then change tempo and observe if they adjust.

  • At bedtime, repeat the same rhyme nightly for a week—notice whether your child begins joining earlier each night (more actions/vocalisation).

  • During outdoor play, sing a 'walking song' and observe whether your child steps, bounces, or sways in time while moving.

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), Department for Education (DfE).

    This construct is a verbatim DM2012 observable behaviour statement within Expressive arts and design: Exploring and using media and materials (8-20m).

Developmental research

  • Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

    Progression from adult-led engagement to child-initiated participation reflects scaffolded learning consistent with a ZPD lens.

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 change in attention or movement when music or rhymes begin, and does not attempt to join in.
  • Music starts and the child continues play with no glance toward the sound source.
  • During a familiar action rhyme, the child does not attempt any of the actions even when an adult models nearby.
  • Rhymes are sung and the child shows no vocalisation or rhythmic movement response.
Emerging
Briefly orients to music/rhymes (looks, stills, smiles) and makes small movements or sounds, but does not sustain.
  • Stops and looks when music begins, then returns to play after a few seconds.
  • Bounces once or twice on the spot when a familiar song starts, then stops.
  • Makes a single vocal sound during a rhyme (e.g., 'ah') but does not repeat it.
Developing
Moves body (bounce, sway, clap) during familiar songs and attempts to join repeated sounds/actions with adult support.
  • Claps or bounces during a familiar chorus after an adult starts the action.
  • Attempts a repeated sound/word at the end of a line (e.g., the last word) when the adult pauses for them.
  • Sways or steps side-to-side for part of a song and smiles or looks to an adult for shared enjoyment.
Secure
Anticipates and joins familiar rhymes/songs with repeated actions or vocalisations, sustaining engagement through the activity.
  • Begins doing familiar actions as soon as the rhyme starts (e.g., clapping, waving) and continues through several verses.
  • Joins in with a repeated refrain reliably (sound, word, or action) across different days.
  • Changes movement when the song changes (fast/slow) and keeps moving until the music stops.
Reflexive
Initiates participation (starts a rhyme, requests a song), adapts movement to changes in tempo, and invites others to join.
  • Starts a familiar rhyme spontaneously (without an adult cue) and looks to see if others join.
  • Requests a specific song by name or by singing a recognisable fragment, then participates.
  • Invites an adult/peer to copy a movement pattern and repeats it so they can join in.