Recognises and responds to many familiar sounds, e.g. turning to a knock on the door, looking at or going to the door.
Observe whether the child: recognises and responds to many familiar sounds, e.g. turning to a knock on the door, looking at or going to the door.
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 orients to a familiar sound (e.g., turns head) but the response is inconsistent or slow. They may need an adult’s cue (“listen!”) to locate the sound source.
What you might see
When the doorbell/knock happens, the child keeps playing and does not look up until the adult says “someone’s at the door.”
When a familiar timer/microwave beep sounds, the child shows no change in gaze or body and does not look toward the kitchen.
When the phone rings, the child turns their head once, then immediately returns to play without searching for where the sound came from.
When a knock occurs, the child looks briefly toward the door only after the adult says their name.
Expected
On track
The child recognises several familiar sounds and responds appropriately in predictable contexts (e.g., looks to the door when someone knocks, looks to the kitchen when the microwave beeps). Responses may drop off when very absorbed in play.
What you might see
When the doorbell rings, the child looks to the door and walks partway toward it but may stop if called back.
When the bath tap starts running, the child looks toward the bathroom and begins moving that way as if recognising the routine.
Exceeding
Going further
The child consistently recognises and responds to many familiar sounds across settings, quickly orienting and often moving toward the sound source. They can interrupt their play to check the sound and then return.
What you might see
When a knock happens, the child quickly turns, points toward the door, and walks to the door area without adult prompting.
When the washing machine finishes (end beep), the child looks toward the utility area and calls for an adult or goes to check.
After hearing the doorbell, the child says/signals “door!” and fetches a caregiver, then waits by the door.
When a familiar sound is heard in a new place (e.g., a similar doorbell elsewhere), the child still orients and searches for the source.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Home routine: when you hear a knock/doorbell, pause and watch whether your child turns and looks/goes to the door without you pointing it out.
Mealtime: notice whether your child reacts when a familiar kitchen sound happens (kettle click, microwave beep) by looking toward it or coming over.
Bath/bedtime: start running the bath water or turning on a white-noise machine and observe whether your child recognises the sound as part of the routine and moves toward the usual place.
Outdoor: listen for a familiar sound (ice cream van, siren, dog bark) and notice whether your child points, looks, or comments consistently.
Play: while your child is absorbed, make a familiar nonverbal sound cue (e.g., a tidy-up bell) and see whether they orient and respond appropriately.
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
DfE (2012). Development Matters in the Early Years Foundation Stage (EYFS).
Includes orienting and responding to familiar environmental sounds as a listening-and-attention indicator.
Developmental research
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Frames attention as developing through socially mediated routines where meaning is attached to cues like familiar sounds.
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 does not consistently notice familiar everyday sounds and may not change what they are doing when the sound occurs. They may respond only to very loud sounds or only when the adult points out the noise.
When the doorbell/knock happens, the child keeps playing and does not look up until the adult says “someone’s at the door.”
When a familiar timer/microwave beep sounds, the child shows no change in gaze or body and does not look toward the kitchen.
Emerging
The child sometimes orients to a familiar sound (e.g., turns head) but the response is inconsistent or slow. They may need an adult’s cue (“listen!”) to locate the sound source.
When the phone rings, the child turns their head once, then immediately returns to play without searching for where the sound came from.
When a knock occurs, the child looks briefly toward the door only after the adult says their name.
Developing
The child recognises several familiar sounds and responds appropriately in predictable contexts (e.g., looks to the door when someone knocks, looks to the kitchen when the microwave beeps). Responses may drop off when very absorbed in play.
When the doorbell rings, the child looks to the door and walks partway toward it but may stop if called back.
When the bath tap starts running, the child looks toward the bathroom and begins moving that way as if recognising the routine.
Secure
The child consistently recognises and responds to many familiar sounds across settings, quickly orienting and often moving toward the sound source. They can interrupt their play to check the sound and then return.
When a knock happens, the child quickly turns, points toward the door, and walks to the door area without adult prompting.
When the washing machine finishes (end beep), the child looks toward the utility area and calls for an adult or goes to check.
Reflexive
The child anticipates what familiar sounds mean (e.g., hears the doorbell and gets ready to greet) and can comment or signal to others about the sound. They generalise to new but similar sounds and adjust their response.
After hearing the doorbell, the child says/signals “door!” and fetches a caregiver, then waits by the door.
When a familiar sound is heard in a new place (e.g., a similar doorbell elsewhere), the child still orients and searches for the source.
