Listens to others one to one or in small groups, when conversation interests them.
Observe whether the child: listens to others one to one or in small groups, when conversation interests them.
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
Listens briefly when the topic is highly motivating; needs frequent adult support to stay with the speaker and may respond only with minimal acknowledgements.
What you might see
When another person speaks to them, the child turns away or continues a separate activity without acknowledging.
Answers a question with an unrelated comment (e.g., asked about a picture, talks about a different toy).
In a small group, does not orient to the speaker and frequently interrupts with unrelated speech.
Listens for a short burst to a preferred topic (e.g., dinosaurs) but quickly shifts away when the speaker continues.
Gives a minimal response (“yeah,” nod) without showing they tracked the content of what was said.
Needs the adult to say their name and repeat the message to get a relevant response.
Expected
On track
Listens one-to-one or in a small group for short spans when interested, responding with simple relevant comments or actions with some prompting.
What you might see
During a short chat about something they like, responds with a related word/phrase (e.g., “big one,” “I have that”).
In a small group game, looks toward the peer speaking and follows the suggestion with adult cueing (“listen to Sam”).
Answers a simple question from an adult/peer about a shared activity (e.g., “What are you building?”) with a relevant reply.
Exceeding
Going further
Listens attentively when interested, responds appropriately to what is said, and manages simple turn-taking in one-to-one and small-group conversations.
What you might see
In a small group, listens to a peer’s idea and responds with a relevant comment or action (e.g., adds a piece where suggested).
Waits for the other person to finish a sentence before replying in a one-to-one exchange.
Shows listening behaviour (faces speaker, pauses own talk) when interested, and gives a response that matches what was said.
Asks a simple follow-up question (“Where did it go?” “Why?”) that fits the conversation topic.
Builds on another’s idea (“Yes, and we can…”) during collaborative play.
Notices when someone wasn’t heard and repeats or clarifies (“He said we need the red one”).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Mealtime chat: Tell your child a short two-sentence story about your day and notice whether their response matches what you said.
Playdate/siblings: Listen for whether your child can respond to a peer’s idea (“Let’s build a zoo”) with a related comment or action.
Car/buggy ride: Talk about something your child likes and see if they stay with the topic for a few turns without changing subject.
Shared task: While doing a puzzle or cooking, give a suggestion and notice whether your child listens and adjusts what they do.
Story discussion: After reading, ask your child what they noticed and see if they listen to your comment and respond on the same topic.
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), Communication and Language: Listening and attention.
Listening to others in one-to-one and small groups is specified as an observable progression marker for listening and attention.
Developmental research
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Conversational listening develops through social interaction where children practice attention, meaning-making, and responsive 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
Rarely listens to others in conversation; attention drifts quickly and responses (if any) are often unrelated.
When another person speaks to them, the child turns away or continues a separate activity without acknowledging.
Answers a question with an unrelated comment (e.g., asked about a picture, talks about a different toy).
In a small group, does not orient to the speaker and frequently interrupts with unrelated speech.
Emerging
Listens briefly when the topic is highly motivating; needs frequent adult support to stay with the speaker and may respond only with minimal acknowledgements.
Listens for a short burst to a preferred topic (e.g., dinosaurs) but quickly shifts away when the speaker continues.
Gives a minimal response (“yeah,” nod) without showing they tracked the content of what was said.
Needs the adult to say their name and repeat the message to get a relevant response.
Developing
Listens one-to-one or in a small group for short spans when interested, responding with simple relevant comments or actions with some prompting.
During a short chat about something they like, responds with a related word/phrase (e.g., “big one,” “I have that”).
In a small group game, looks toward the peer speaking and follows the suggestion with adult cueing (“listen to Sam”).
Answers a simple question from an adult/peer about a shared activity (e.g., “What are you building?”) with a relevant reply.
Secure
Listens attentively when interested, responds appropriately to what is said, and manages simple turn-taking in one-to-one and small-group conversations.
In a small group, listens to a peer’s idea and responds with a relevant comment or action (e.g., adds a piece where suggested).
Waits for the other person to finish a sentence before replying in a one-to-one exchange.
Shows listening behaviour (faces speaker, pauses own talk) when interested, and gives a response that matches what was said.
Reflexive
Sustains listening and responding across longer exchanges, asks simple follow-up questions, and helps keep a shared topic going with peers.
Asks a simple follow-up question (“Where did it go?” “Why?”) that fits the conversation topic.
Builds on another’s idea (“Yes, and we can…”) during collaborative play.
Notices when someone wasn’t heard and repeats or clarifies (“He said we need the red one”).
