30–50 monthsBuilding RelationshipsPersonal, Social and Emotional Development: Making relationships
Initiates play, offering cues to peers to join them.
Observe whether the child: initiates play, offering cues to peers to join 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
The child sometimes seeks company but cues are unclear or limited (e.g., holding up a toy without looking, one-word invitations), so peers do not always join. The child may need adult help to approach or to use inviting language/gestures.
What you might see
The child begins an activity and does not look up or signal when peers are nearby.
When a peer stands close watching, the child turns away or moves their toys to keep playing alone.
The child waits for an adult to assign roles or start the game rather than inviting anyone.
The child says “play” while facing away or keeps moving without waiting, so peers don’t join.
The child briefly holds out a toy toward a peer but pulls it back without giving a clear cue.
With an adult prompt (“Ask her to join”), the child offers a simple invitation once, then returns to solo play.
Expected
On track
The child initiates play with familiar peers using simple, understandable cues (e.g., “Come,” “Let’s do…,” patting a space, handing a prop). They can start joint play in familiar routines but may struggle with new groups or rejection.
What you might see
The child pats the floor next to them and says “Sit here” to a familiar peer.
The child hands a peer a prop (cup/phone/brick) and says “You be the baby” to start a role-play.
The child calls “Race you!” and waits for the peer to line up before starting.
Exceeding
Going further
The child regularly initiates play across contexts (indoors/outdoors, small-world/role-play/construction) using varied cues that peers can read (words, gestures, offering roles/props). They can try again or switch approach if the first invitation doesn’t work.
What you might see
The child starts a game by offering roles: “You be the doctor, I’ll be the patient—come on.”
When a peer declines, the child tries a different cue: “Do you want to build with these ones then?”
The child notices a peer watching and says “Do you want a turn? Here—take this car.”
The child invites two peers and assigns simple entry steps: “You hold the sign, you be the driver—then we swap.”
The child adjusts their invitation for a shy peer by offering a small role first (“You can just feed the baby”).
The child notices a peer alone and brings materials over, saying “Come and join our game—we need another builder.”
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During free play at home, set out a shared-play toy (blocks, train track, tea set) and notice whether your child invites you in with words or gestures (not just starts playing alone).
At the playground, watch whether your child offers cues to other children (e.g., “your turn,” “come chase me,” offering a bucket/spade) to start a game.
During a board game or simple puzzle, pause and wait—notice whether your child initiates by saying “let’s play” or by bringing pieces and giving you a role.
In pretend play, ask “Who should join our game?” and see whether your child names someone and uses an inviting cue (“come be the…”).
During a transition (getting shoes on, tidying), notice whether your child turns it into a game and invites others (“race you to the door,” “you carry these”).
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) — Personal, Social and Emotional Development: Making relationships (30–50 months).
The construct operationalises early peer engagement by focusing on observable initiation behaviours that enable joint play.
Developmental research
Parten, M. B. (1932). Social participation among pre-school children.
Developmental research on social participation highlights initiation and entry strategies as key mechanisms for moving toward cooperative peer play.
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 tends to play alone or waits for adults/peers to organise play, rarely signalling others to join. When peers approach, the child may ignore them or withdraw rather than inviting interaction.
The child begins an activity and does not look up or signal when peers are nearby.
When a peer stands close watching, the child turns away or moves their toys to keep playing alone.
The child waits for an adult to assign roles or start the game rather than inviting anyone.
Emerging
The child sometimes seeks company but cues are unclear or limited (e.g., holding up a toy without looking, one-word invitations), so peers do not always join. The child may need adult help to approach or to use inviting language/gestures.
The child says “play” while facing away or keeps moving without waiting, so peers don’t join.
The child briefly holds out a toy toward a peer but pulls it back without giving a clear cue.
With an adult prompt (“Ask her to join”), the child offers a simple invitation once, then returns to solo play.
Developing
The child initiates play with familiar peers using simple, understandable cues (e.g., “Come,” “Let’s do…,” patting a space, handing a prop). They can start joint play in familiar routines but may struggle with new groups or rejection.
The child pats the floor next to them and says “Sit here” to a familiar peer.
The child hands a peer a prop (cup/phone/brick) and says “You be the baby” to start a role-play.
The child calls “Race you!” and waits for the peer to line up before starting.
Secure
The child regularly initiates play across contexts (indoors/outdoors, small-world/role-play/construction) using varied cues that peers can read (words, gestures, offering roles/props). They can try again or switch approach if the first invitation doesn’t work.
The child starts a game by offering roles: “You be the doctor, I’ll be the patient—come on.”
When a peer declines, the child tries a different cue: “Do you want to build with these ones then?”
The child notices a peer watching and says “Do you want a turn? Here—take this car.”
Reflexive
The child strategically invites others by tailoring cues to different peers (e.g., offering a preferred role, simplifying entry steps) and helps create inclusive group play. They may notice who is left out and actively draw them in.
The child invites two peers and assigns simple entry steps: “You hold the sign, you be the driver—then we swap.”
The child adjusts their invitation for a shy peer by offering a small role first (“You can just feed the baby”).
The child notices a peer alone and brings materials over, saying “Come and join our game—we need another builder.”
