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40–60 monthsCreating with Materials

Begins to build a repertoire of songs and dances.

Observe whether the child: begins to build a repertoire of songs and dances.

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

Joins in with small parts of a familiar song/dance when an adult leads (e.g., chorus or one action), but participation is inconsistent.

What you might see

  • Stays still or walks away when a familiar song starts, even with encouragement.
  • Does not attempt the actions for action songs (e.g., clapping, waving) when others do.
  • Looks away or talks over group singing without orienting to the song.
  • Joins the chorus (or one repeated action) only after an adult prompts and models directly beside them.
  • Copies a single dance move for a few seconds, then stops and watches.
  • Attempts the final word/sound of a familiar rhyme once or twice, then becomes silent.

Expected

On track

Can participate in several familiar songs/rhymes/dances in supported contexts and begins to recall repeated words or action sequences.

What you might see

  • Starts doing the actions for a familiar action song after a short prompt ('Shall we do the claps?').
  • Sings fragments of a familiar song while playing (e.g., a repeated line) and repeats it.
  • Remembers the order of 2-3 dance actions (e.g., clap, stomp, turn) when following an adult leader.

Exceeding

Going further

Independently selects from a growing set of songs and dances, remembers key sequences, and sustains participation across contexts.

What you might see

  • Requests a specific song by name or by singing the opening line, then continues through several repeated parts.
  • Joins in a circle dance or routine and stays engaged through the full song.
  • Performs a familiar dance sequence with appropriate timing (starting and stopping with the music) without adult prompting.
  • Leads a small group in a familiar song by starting it and signalling the actions.
  • Changes tempo (faster/slower) deliberately and keeps the sequence of actions aligned with the change.
  • Adds a new verse/action to a known song and invites others to copy it.

Try this at home

Small everyday moments where you can notice this behaviour without setting up anything special.

  • In the car or at home, play a familiar song and pause it—notice whether your child fills in the next word/action or asks for it to continue.

  • At bedtime, try rotating 2-3 favourite songs across the week—see if your child recognises and requests specific ones.

  • During tidy-up, use a short 'tidy-up song' and watch whether your child joins in reliably and repeats it across days.

  • Put on music for 2 minutes and ask: 'Show me your favourite dance'—notice whether your child repeats a known routine or invents and repeats a sequence.

  • At a family gathering or playdate, observe whether your child joins group singing/dancing and whether they can prompt others with a known song.

Connected behaviours

Behaviours that scaffold, follow, or co-emerge with this one.

Where this comes from

The framework source and supporting developmental research.

Framework source

  • Development Matters in the EYFS (2012), Department for Education (DfE).

    This construct is a verbatim DM2012 observable behaviour statement within Expressive arts and design: Exploring and using media and materials (40-60m).

Developmental research

  • Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

    Progression from adult-led participation to child-led recall and leadership aligns with scaffolded learning within a ZPD.

Five-level rubric (detailed)Show

The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.

Not Yet
Rarely joins in with songs or dances and does not show recognition of familiar tunes or actions.
  • Stays still or walks away when a familiar song starts, even with encouragement.
  • Does not attempt the actions for action songs (e.g., clapping, waving) when others do.
  • Looks away or talks over group singing without orienting to the song.
Emerging
Joins in with small parts of a familiar song/dance when an adult leads (e.g., chorus or one action), but participation is inconsistent.
  • Joins the chorus (or one repeated action) only after an adult prompts and models directly beside them.
  • Copies a single dance move for a few seconds, then stops and watches.
  • Attempts the final word/sound of a familiar rhyme once or twice, then becomes silent.
Developing
Can participate in several familiar songs/rhymes/dances in supported contexts and begins to recall repeated words or action sequences.
  • Starts doing the actions for a familiar action song after a short prompt ('Shall we do the claps?').
  • Sings fragments of a familiar song while playing (e.g., a repeated line) and repeats it.
  • Remembers the order of 2-3 dance actions (e.g., clap, stomp, turn) when following an adult leader.
Secure
Independently selects from a growing set of songs and dances, remembers key sequences, and sustains participation across contexts.
  • Requests a specific song by name or by singing the opening line, then continues through several repeated parts.
  • Joins in a circle dance or routine and stays engaged through the full song.
  • Performs a familiar dance sequence with appropriate timing (starting and stopping with the music) without adult prompting.
Reflexive
Combines, varies, or invents song/dance elements (tempo, actions, order), and can lead or teach familiar songs/dances to peers.
  • Leads a small group in a familiar song by starting it and signalling the actions.
  • Changes tempo (faster/slower) deliberately and keeps the sequence of actions aligned with the change.
  • Adds a new verse/action to a known song and invites others to copy it.