Is curious about people and shows interest in stories about themselves and their family.
Observe whether the child: is curious about people and shows interest in stories about themselves and their family.
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 shows brief interest in people (watching faces, pointing) and engages with short personal/family stories when strongly supported by an adult. Curiosity is mainly in-the-moment and easily distracted.
What you might see
Does not look toward an adult when a familiar person's name is mentioned; continues unrelated activity.
Shows no interest in a simple story about themselves (e.g., 'You went to the park') and does not react.
Avoids looking at faces in photos/books and does not point to people.
Watches people briefly (e.g., stares at a visitor) but does not approach or seek interaction.
Shows interest in a family photo only when an adult repeatedly prompts, then loses attention quickly.
Smiles or vocalises when hearing their own name in a story, but does not add anything.
Expected
On track
The child demonstrates curiosity about familiar people and responds to simple stories about themselves and family (points, labels, requests repetition). The child may ask or gesture simple questions (who/where) with support.
What you might see
Points to a familiar person in a photo when asked and attempts a name/label.
Brings a personal item (bag/coat) to an adult and uses it to reference a person (e.g., 'Daddy').
Responds to a short story about themselves with an action or label (e.g., says 'park' and points outside).
Exceeding
Going further
The child regularly seeks information about people (names, roles, who is coming) and shows sustained interest in family/personal stories. The child contributes with simple details from their own experience and listens for longer.
What you might see
Asks/gestures for a person by name (e.g., looks for 'Nana' or says the name when expecting them).
Adds a simple detail during a family story (e.g., 'me ball' or 'baby cry') without being directly prompted.
Requests repetition of a favourite family/personal story ('again') and attends through it.
Brings up a person/event later in the day (e.g., says 'Grandad' when seeing a car similar to his).
Asks a follow-up question using words/gestures (e.g., 'where?' 'who?') and waits for an answer.
Shares curiosity with others (pulls an adult/peer to a photo and points, expecting them to look too).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During a calm routine (bedtime or after bath), tell a short story about something your child did and notice whether they add a detail or request 'again'.
When you see a familiar person on a video call or photo, pause and ask: 'Who is that?' and watch whether your child points, names, or smiles.
On outings, notice whether your child watches people and tries to follow what they are doing (deliveries, cleaners, bus drivers) and whether they reference it later.
At transitions (leaving home, nursery pick-up), ask: 'Who will we see?' and observe whether your child anticipates or names people.
During play, introduce a simple 'family' pretend scenario (doll/animal) and see whether your child brings in familiar people or routines.
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 framework-native guidance describing early curiosity about people and personal/family narratives.
Developmental research
Bruner, J. (1983). Child's Talk: Learning to Use Language.
Children learn about people and experiences through shared conversational formats and narrative-like talk in everyday interactions.
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 shows limited curiosity about people and rarely attends when family or personal stories are shared. The child does not seek information about who people are or what happened.
Does not look toward an adult when a familiar person's name is mentioned; continues unrelated activity.
Shows no interest in a simple story about themselves (e.g., 'You went to the park') and does not react.
Avoids looking at faces in photos/books and does not point to people.
Emerging
The child shows brief interest in people (watching faces, pointing) and engages with short personal/family stories when strongly supported by an adult. Curiosity is mainly in-the-moment and easily distracted.
Watches people briefly (e.g., stares at a visitor) but does not approach or seek interaction.
Shows interest in a family photo only when an adult repeatedly prompts, then loses attention quickly.
Smiles or vocalises when hearing their own name in a story, but does not add anything.
Developing
The child demonstrates curiosity about familiar people and responds to simple stories about themselves and family (points, labels, requests repetition). The child may ask or gesture simple questions (who/where) with support.
Points to a familiar person in a photo when asked and attempts a name/label.
Brings a personal item (bag/coat) to an adult and uses it to reference a person (e.g., 'Daddy').
Responds to a short story about themselves with an action or label (e.g., says 'park' and points outside).
Secure
The child regularly seeks information about people (names, roles, who is coming) and shows sustained interest in family/personal stories. The child contributes with simple details from their own experience and listens for longer.
Asks/gestures for a person by name (e.g., looks for 'Nana' or says the name when expecting them).
Adds a simple detail during a family story (e.g., 'me ball' or 'baby cry') without being directly prompted.
Requests repetition of a favourite family/personal story ('again') and attends through it.
Reflexive
The child generalises curiosity beyond immediate contexts, bringing up people and stories later and asking follow-up questions. The child uses story talk to connect socially (sharing, inviting others to look/listen) and to make sense of feelings and events.
Brings up a person/event later in the day (e.g., says 'Grandad' when seeing a car similar to his).
Asks a follow-up question using words/gestures (e.g., 'where?' 'who?') and waits for an answer.
Shares curiosity with others (pulls an adult/peer to a photo and points, expecting them to look too).
