Introduces a storyline or narrative into their play.
Observe whether the child: introduces a storyline or narrative into their play.
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 adds a simple storyline element (a single event or 'and then') with adult prompting, but the narrative is short and easily breaks down. The child may struggle to keep the play aligned with the story.
What you might see
Repeats pretend actions (for example driving, stirring) with no clear 'what happens next' and changes theme repeatedly within minutes.
When asked about the play, cannot describe a simple sequence of events beyond the current action.
After an adult prompt ('what happens now?'), adds one event (for example 'then we go') but immediately returns to unrelated action.
Uses 'and then' once but does not connect actions into a sustained sequence without repeated prompts.
Expected
On track
The child introduces a simple narrative with a beginning event and an outcome in familiar play, linking actions with basic sequencing language. They may need light support to maintain coherence or to extend beyond a single episode.
What you might see
Starts a simple plot (for example 'the baby is sick so we go to the doctor') and follows it through a couple of steps with light adult support.
Uses sequencing talk during play (for example 'first', 'then', 'after') to keep actions aligned to the storyline.
Exceeding
Going further
The child independently creates and sustains a storyline during play, maintaining a sequence of events and roles and incorporating others' contributions while keeping the narrative coherent.
What you might see
Creates a storyline with several linked events (for example rescue, travel, problem, fix) and stays with it for an extended play period.
Incorporates a peer's idea into the story while maintaining coherence (for example adapting the plan when a new character appears).
Explains the storyline to include a new player ('we are going to the airport because...') and assigns a role that fits the plot.
Adjusts the narrative when obstacles occur (for example missing prop) by inventing a new plot solution and continuing the story.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
After reading a familiar story, put out a few toys and notice whether your child introduces a storyline ('first this happens, then...') rather than only repeating isolated actions.
During pretend play, ask 'What is the problem in our story?' and watch whether your child invents a problem and a next event without you providing the plot.
At bedtime, invite a short 'make up a story with your toys' moment and notice whether your child keeps a narrative thread for more than one or two events.
During a playdate, observe whether your child can explain the storyline to another child and keep the play aligned to the shared narrative.
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), Expressive Arts and Design: Being imaginative (40–60+ months).
The construct is framework-native and defined as an observable behaviour within Development Matters for this age band.
Developmental research
Bruner, J.S. (1983). Child's Talk: Learning to Use Language. New York: W.W. Norton.
Developmental theory on narrative and language use supports the emergence of story structure in children's meaning-making during 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's play consists of disconnected actions without a storyline, with frequent topic switching and no clear sequence of events. Any narrative is minimal or only added after adult questioning.
Repeats pretend actions (for example driving, stirring) with no clear 'what happens next' and changes theme repeatedly within minutes.
When asked about the play, cannot describe a simple sequence of events beyond the current action.
Emerging
The child adds a simple storyline element (a single event or 'and then') with adult prompting, but the narrative is short and easily breaks down. The child may struggle to keep the play aligned with the story.
After an adult prompt ('what happens now?'), adds one event (for example 'then we go') but immediately returns to unrelated action.
Uses 'and then' once but does not connect actions into a sustained sequence without repeated prompts.
Developing
The child introduces a simple narrative with a beginning event and an outcome in familiar play, linking actions with basic sequencing language. They may need light support to maintain coherence or to extend beyond a single episode.
Starts a simple plot (for example 'the baby is sick so we go to the doctor') and follows it through a couple of steps with light adult support.
Uses sequencing talk during play (for example 'first', 'then', 'after') to keep actions aligned to the storyline.
Secure
The child independently creates and sustains a storyline during play, maintaining a sequence of events and roles and incorporating others' contributions while keeping the narrative coherent.
Creates a storyline with several linked events (for example rescue, travel, problem, fix) and stays with it for an extended play period.
Incorporates a peer's idea into the story while maintaining coherence (for example adapting the plan when a new character appears).
Reflexive
The child builds richer narrative arcs (problem, plan, resolution), revisits or continues storylines across time, and can guide peers by narrating, negotiating plot changes, and adapting the story as new ideas emerge.
Explains the storyline to include a new player ('we are going to the airport because...') and assigns a role that fits the plot.
Adjusts the narrative when obstacles occur (for example missing prop) by inventing a new plot solution and continuing the story.
