The beginnings of understanding of People and communities lie in early attachment and other relationships. See Personal, Social and Emotional Development and Communication and Language.
Observe whether the child: the beginnings of understanding of People and communities lie in early attachment and other relationships. See Personal, Social and Emotional Development and Communication and Language.
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
Begins to show preference for familiar adults (voice, smell, face) and settles more easily with them, but responses are inconsistent or fragile under tiredness/hunger. Engagement is brief and easily disrupted.
What you might see
When distressed, does not settle more readily with a familiar caregiver than with an unfamiliar adult.
Shows little change in attention or affect when a familiar caregiver enters the room (no orienting, no increase in calm).
During calm periods, rarely makes eye contact or social smiles toward caregivers, even when the caregiver attempts engagement.
Turns toward a familiar voice or face more often than toward unfamiliar people, but may not sustain attention.
Calms briefly when held by a familiar caregiver, then becomes upset again quickly without continued co-regulation.
Shows intermittent social smiles or cooing during familiar routines (song/peekaboo) but cannot maintain the exchange.
Expected
On track
Regularly seeks and accepts comfort from familiar adults and shows warm engagement in simple back-and-forth interactions (smiles, vocalises, looks). Uses the caregiver as a secure base for short periods of exploration nearby.
What you might see
Reaches toward or leans into a familiar adult when tired or startled and settles within a short time when held/soothed.
Looks back to caregiver during play/exploration and returns to them for reassurance before re-engaging with an object.
Responds with smiles/vocalisations during familiar interaction routines (peekaboo, name games) in a back-and-forth pattern.
Exceeding
Going further
Consistently uses familiar relationships for regulation and engagement, showing clear preference for key caregivers and returning to them after novelty. Participates in predictable relational routines (peekaboo, songs) and recovers from upset more quickly with caregiver support.
What you might see
When a new person approaches, checks caregiver’s face/voice and stays calmer when caregiver is close.
After exploring a toy, returns to caregiver for a cuddle or touch and then resumes exploration nearby.
Shows clear preference signals (arms up, excitement, calming) for a key caregiver during reunion or routine times.
Initiates connection bids (reaches, vocalises, pats caregiver) to maintain interaction, not only when upset.
Engages in shared attention moments (looks at object, then caregiver, then object) to include caregiver in interest.
With caregiver support, tolerates brief care by another trusted adult and re-engages with play after reassurance.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During a calm moment, speak softly from slightly out of view. Notice whether your baby orients to your voice and seeks your face.
When your baby is mildly upset (e.g., frustrated by a pause), try soothing with a familiar routine (song, rocking). Notice whether the relationship-based routine helps them settle faster than generic distraction.
While your baby explores a toy, notice whether they look back to you or return to you for a quick touch before continuing.
When an unfamiliar person is present, observe whether your baby stays calmer when held by you versus held by the unfamiliar person.
During daily care (nappy change, feeding), notice whether your baby responds to predictable relational cues (smiles, coos, relaxes) as the routine begins.
Where this comes from
The framework source and supporting developmental research.
Framework source
Development Matters in the EYFS (2012), Understanding the world: People and communities (Birth–11 months).
The construct is framework-native and explicitly links early relationships to later understanding of people and communities.
Developmental research
Bowlby, J. (1969). Attachment and Loss: Vol. 1. Attachment. London: Hogarth Press.
Attachment theory provides an empirical and clinical basis for how early caregiver relationships support regulation, exploration, and social development.
Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. (1978). Patterns of Attachment: A Psychological Study of the Strange Situation. Hillsdale, NJ: Lawrence Erlbaum.
Ainsworth’s work operationalised observable attachment behaviours and caregiver sensitivity, supporting the construct’s grounding in measurable relationship patterns.
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
Shows limited preference or orientation toward familiar caregivers and relies mainly on general soothing rather than relationship-based comfort. Does not consistently use caregiver presence/voice as a regulator during stress.
When distressed, does not settle more readily with a familiar caregiver than with an unfamiliar adult.
Shows little change in attention or affect when a familiar caregiver enters the room (no orienting, no increase in calm).
During calm periods, rarely makes eye contact or social smiles toward caregivers, even when the caregiver attempts engagement.
Emerging
Begins to show preference for familiar adults (voice, smell, face) and settles more easily with them, but responses are inconsistent or fragile under tiredness/hunger. Engagement is brief and easily disrupted.
Turns toward a familiar voice or face more often than toward unfamiliar people, but may not sustain attention.
Calms briefly when held by a familiar caregiver, then becomes upset again quickly without continued co-regulation.
Shows intermittent social smiles or cooing during familiar routines (song/peekaboo) but cannot maintain the exchange.
Developing
Regularly seeks and accepts comfort from familiar adults and shows warm engagement in simple back-and-forth interactions (smiles, vocalises, looks). Uses the caregiver as a secure base for short periods of exploration nearby.
Reaches toward or leans into a familiar adult when tired or startled and settles within a short time when held/soothed.
Looks back to caregiver during play/exploration and returns to them for reassurance before re-engaging with an object.
Responds with smiles/vocalisations during familiar interaction routines (peekaboo, name games) in a back-and-forth pattern.
Secure
Consistently uses familiar relationships for regulation and engagement, showing clear preference for key caregivers and returning to them after novelty. Participates in predictable relational routines (peekaboo, songs) and recovers from upset more quickly with caregiver support.
When a new person approaches, checks caregiver’s face/voice and stays calmer when caregiver is close.
After exploring a toy, returns to caregiver for a cuddle or touch and then resumes exploration nearby.
Shows clear preference signals (arms up, excitement, calming) for a key caregiver during reunion or routine times.
Reflexive
Shows flexible relational competence for age: can warm to an additional trusted adult with support, initiates social bids (reach, point, vocalise) to maintain connection, and uses shared attention (looking back and forth) to include the caregiver in exploring people and events.
Initiates connection bids (reaches, vocalises, pats caregiver) to maintain interaction, not only when upset.
Engages in shared attention moments (looks at object, then caregiver, then object) to include caregiver in interest.
With caregiver support, tolerates brief care by another trusted adult and re-engages with play after reassurance.
