In pretend play, imitates everyday actions and events from own family and cultural background, e.g. making and drinking tea.
Observe whether the child: in pretend play, imitates everyday actions and events from own family and cultural background, e.g. making and drinking tea.
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 imitates single everyday actions in play (e.g., stirring, pretending to drink) when an adult models them. Actions are brief and may not be combined into a sequence.
What you might see
Uses cups/plates only to bang, throw, or mouth, without any pretend drinking/feeding actions.
Does not copy an adult pretending to pour or drink, even after repeated modelling.
Shows no recognition of familiar routine props in play (e.g., spoon) as part of pretend sequences.
Copies an adult stirring with a spoon for a few seconds, then moves on.
Pretends to drink from an empty cup after an adult demonstrates it.
Puts a toy phone to ear or a spoon to mouth only when prompted by an adult.
Expected
On track
The child independently imitates familiar family/cultural actions in pretend play and can combine two steps (e.g., pour then drink). The child may involve a toy/doll in the routine with adult encouragement.
What you might see
Pretends to pour into a cup and then pretends to drink without adult prompting.
Feeds a doll/soft toy with a spoon after watching an adult do it once.
Imitates a familiar action from home (e.g., wiping a table) during play.
Exceeding
Going further
The child sustains pretend routines based on family life (e.g., cooking, caring for a baby) and may use simple language/gestures to assign roles. The child repeats and varies pretend sequences across days and settings.
What you might see
Creates a short routine (e.g., makes 'tea', offers it, drinks, then washes up) and repeats it.
Uses simple role language/gestures (e.g., hands cup to adult and waits for 'thank you').
Brings pretend actions into daily life play (e.g., 'cooks' with toy food while talking about mealtime).
Adapts when the usual prop is missing (uses a block as a cup or a stick as a spoon) and continues play.
Invites a peer into the pretend routine (offers cup, points to seat, imitates serving).
Uses pretend to respond to emotion (gives a doll/peer 'drink' or 'blanket' when someone is upset).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During play, offer a cup/spoon and see whether your child spontaneously imitates familiar actions like stirring, pouring, sipping, or wiping.
After a real routine (making tea, cooking, washing up), watch whether your child recreates any part of it in pretend play later that day.
At bath time, provide a doll/animal and notice whether your child imitates caring routines (washing, drying, cuddling).
During story time, pause on a picture of an everyday routine (eating, sleeping) and then see whether your child acts it out with toys.
On outdoor play, see whether your child uses pretend roles linked to community/family life (shop, café, doctor) in simple ways.
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) (DfE, 2012).
The construct is a framework-native indicator of how toddlers represent everyday family and cultural experiences through pretend play.
Developmental research
Piaget, J. (1962). Play, Dreams and Imitation in Childhood.
Imitation and symbolic play are central mechanisms through which young children represent and practise everyday actions and roles.
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 plays mainly with objects in a sensory or functional way and rarely imitates everyday family actions in pretend play. Any imitation is fleeting and not recognisably linked to familiar routines.
Uses cups/plates only to bang, throw, or mouth, without any pretend drinking/feeding actions.
Does not copy an adult pretending to pour or drink, even after repeated modelling.
Shows no recognition of familiar routine props in play (e.g., spoon) as part of pretend sequences.
Emerging
The child imitates single everyday actions in play (e.g., stirring, pretending to drink) when an adult models them. Actions are brief and may not be combined into a sequence.
Copies an adult stirring with a spoon for a few seconds, then moves on.
Pretends to drink from an empty cup after an adult demonstrates it.
Puts a toy phone to ear or a spoon to mouth only when prompted by an adult.
Developing
The child independently imitates familiar family/cultural actions in pretend play and can combine two steps (e.g., pour then drink). The child may involve a toy/doll in the routine with adult encouragement.
Pretends to pour into a cup and then pretends to drink without adult prompting.
Feeds a doll/soft toy with a spoon after watching an adult do it once.
Imitates a familiar action from home (e.g., wiping a table) during play.
Secure
The child sustains pretend routines based on family life (e.g., cooking, caring for a baby) and may use simple language/gestures to assign roles. The child repeats and varies pretend sequences across days and settings.
Creates a short routine (e.g., makes 'tea', offers it, drinks, then washes up) and repeats it.
Uses simple role language/gestures (e.g., hands cup to adult and waits for 'thank you').
Brings pretend actions into daily life play (e.g., 'cooks' with toy food while talking about mealtime).
Reflexive
The child flexibly adapts pretend play to new props/partners, extends routines into longer sequences, and sometimes invites peers to join. The child can use pretend scenarios to explore feelings or solve simple social problems (e.g., giving a 'cup of tea' to comfort).
Adapts when the usual prop is missing (uses a block as a cup or a stick as a spoon) and continues play.
Invites a peer into the pretend routine (offers cup, points to seat, imitates serving).
Uses pretend to respond to emotion (gives a doll/peer 'drink' or 'blanket' when someone is upset).
