Birth–11 monthsCreating with MaterialsExpressive arts and design: Exploring and using media and materials
Imitates and improvises actions they have observed, e.g. clapping or waving.
Observe whether the child: imitates and improvises actions they have observed, e.g. clapping or waving.
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
Occasionally attempts to copy a familiar action after repeated modelling or gentle physical support. Imitations are delayed, incomplete, or happen only in one routine.
What you might see
When an adult claps slowly in front of them, the child looks but keeps hands apart and does not bring them together.
When a familiar adult waves "bye-bye," the child watches the hand but does not lift their own hand to wave.
After several repeats of clapping, the child briefly taps one hand against the other once, then stops.
With an adult gently guiding their wrist, the child makes a short waving motion, but does not repeat it independently.
Expected
On track
Copies familiar actions (e.g., clapping, waving) during face-to-face play when an adult models them. Repeats the action briefly when the adult continues the game.
What you might see
When an adult waves, the child lifts their hand and waves back while looking at the adult's face.
During a song with actions, the child claps at the same part each time when the adult starts clapping.
Exceeding
Going further
Imitates a wider range of observed actions across people and routines and sometimes adds a small variation (e.g., claps faster/slower or adds a vocalisation).
What you might see
The child copies a new action seen moments ago (e.g., patting the table) and repeats it two or three times.
After observing an adult clap, the child claps and then changes the rhythm (faster/slower) while smiling or vocalising.
The child starts a "copy me" game by clapping or waving first, then pauses and looks expectantly for the adult to copy.
The child imitates an action seen in one context and uses it later to communicate (e.g., waves at the door when they want to leave).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During a familiar action song (e.g., clapping game), pause after you do the action and notice whether your baby attempts to copy without you moving their hands.
At greetings and goodbyes, wave once and wait; notice whether your baby raises their hand to wave back or only watches.
In peekaboo or mirror play, clap or pat your chest, then stop; notice whether your baby repeats the action to keep the game going.
While sitting on the floor facing your baby, do a simple new action (tap the floor twice, then wave) and see whether they copy any part of it within the next minute.
When music plays, model a simple body action (clap, wave, sway) and notice whether your baby copies you or a sibling in the same moment.
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 EYFS (2012) — Expressive arts and design: Exploring and using media and materials (Birth–11 months).
The construct is framework-native and specified as an observable behaviour within the EYFS developmental progression for early expressive arts and embodied engagement.
Developmental research
Meltzoff, A. N., & Moore, M. K. (1977). Imitation of facial and manual gestures by human neonates. Science, 198(4312), 75–78.
Early imitation is a well-studied mechanism for social learning in infancy, supporting the developmental plausibility of observing emerging copying of simple actions.
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
Watches familiar actions like clapping or waving but does not attempt to match them. May move arms/hands generally without copying the demonstrated action.
When an adult claps slowly in front of them, the child looks but keeps hands apart and does not bring them together.
When a familiar adult waves "bye-bye," the child watches the hand but does not lift their own hand to wave.
Emerging
Occasionally attempts to copy a familiar action after repeated modelling or gentle physical support. Imitations are delayed, incomplete, or happen only in one routine.
After several repeats of clapping, the child briefly taps one hand against the other once, then stops.
With an adult gently guiding their wrist, the child makes a short waving motion, but does not repeat it independently.
Developing
Copies familiar actions (e.g., clapping, waving) during face-to-face play when an adult models them. Repeats the action briefly when the adult continues the game.
When an adult waves, the child lifts their hand and waves back while looking at the adult's face.
During a song with actions, the child claps at the same part each time when the adult starts clapping.
Secure
Imitates a wider range of observed actions across people and routines and sometimes adds a small variation (e.g., claps faster/slower or adds a vocalisation).
The child copies a new action seen moments ago (e.g., patting the table) and repeats it two or three times.
After observing an adult clap, the child claps and then changes the rhythm (faster/slower) while smiling or vocalising.
Reflexive
Initiates imitation games and chains actions together (e.g., wave then clap), using imitation flexibly to communicate, take turns, and invite others to respond.
The child starts a "copy me" game by clapping or waving first, then pauses and looks expectantly for the adult to copy.
The child imitates an action seen in one context and uses it later to communicate (e.g., waves at the door when they want to leave).
