Naming Pictures

merged.language.picture_naming

Languagemeasurable18mo–3y

Measured by 2 instruments· Cross-instrument confidence:

What this is

Child can name at least one picture when asked 'What is this?'

Instrument	Approach	Age range	Mapping confidence	Ref
ASQ-3 24mo Ages & Stages Questionnaires, Third Edition — 24 Month Questionnaire	Parent screening report Subscale: Communication	22mo–2.2y		communication_q1
Bayley-4 Bayley Scales of Infant and Toddler Development, Fourth Edition	Clinician observation (developmental) Subscale: Expressive Communication	1mo–3.5y		expressive.picture_naming

“Approach” describes how the instrument assesses this construct, not the specific items. We never reproduce proprietary test items.

Consensus window: 22mo–2.2y (all 2 instruments overlap).

Baseline: developmental_24mo_en_gbAge: 2yLocale: en-GBTone: mixed

“When you share a picture book and ask 'what's that?', does {child_name} name familiar things — dog, ball, cup?”

Follow-up: “Roughly how many pictures can {he_she} name — a handful, or lots?”

Not yet

Doesn't name pictures — may point or make sounds

Emerging

Names one or two very familiar pictures

Developing

Names several familiar pictures

Secure

Names many pictures; vocabulary growing visibly

Picture books are one of the best tools we have for vocabulary growth — ten minutes a day adds up fast.

The same canonical item shows up on the curriculum page with prerequisites, activities, and full developmental context.

ASQ-3 24mo
Squires, J., Bricker, D. (2009). The development of the Ages and Stages Questionnaires
doi:10.1111/j.1365-2214.2009.00996.x
Bayley-4
Aylward, G.P. (2020). New Bayley-4 Normative Data: Implications for Clinical Practice
doi:10.1097/DBP.0000000000000739