8–20 monthsSpeakingCommunication and Language: Speaking
Copies familiar expressions, e.g. ‘Oh dear’, ‘All gone’.
Observe whether the child: copies familiar expressions, e.g. ‘Oh dear’, ‘All gone’.
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 echoes the sound pattern of a familiar expression immediately after an adult says it, often as an approximation. The copied phrase may not yet match the situation reliably.
What you might see
In a predictable routine (e.g., finishing food), does not attempt 'all gone' and instead communicates by pushing away, fussing, or gesturing.
After an adult says a familiar phrase, the child smiles or watches but does not vocalise a similar sound back.
Uses babble/vocalisations that do not resemble repeated phrase patterns across situations.
Immediately after an adult says 'Oh dear', the child produces a partial sound approximation (e.g., 'oh… deh').
Repeats a familiar phrase once but at an unrelated time (e.g., says 'all gone' while playing with a toy, not when something ends).
Copies the rhythm/intonation of the phrase more than the clear words (e.g., same 'sing-song' pattern).
Expected
On track
Repeats one or two familiar expressions in the right moment when cued (e.g., adult says it first or sets up the routine). Uses the phrase with some matching intonation and may pair it with pointing or looking to an adult.
What you might see
When an adult drops something and says 'Oh dear', the child repeats it once while looking at the adult.
At the end of a snack, after an adult models 'All gone', the child repeats the phrase while showing the empty bowl/plate.
Uses the same familiar expression consistently in one routine (e.g., always says 'all gone' at the end of bubbles).
Exceeding
Going further
Spontaneously uses several familiar expressions appropriately across everyday routines to comment or share attention (not only as immediate echo). Intonation and timing usually fit the situation.
What you might see
Says 'Oh dear' (or a close approximation) spontaneously after something falls, without an adult saying it first.
Uses 'All gone' to comment on an empty plate/cup and looks to an adult to share the moment.
Repeats familiar expressions across different contexts (mealtime, play, tidy-up) with appropriate timing.
Uses a familiar expression to start a playful interaction (e.g., says 'Oh dear!' then repeats the action to make adults laugh).
Varies tone (excited/soft) to communicate a different feeling while using the same familiar phrase.
Combines the phrase with a gesture or extra word (e.g., 'all gone' + points to empty cup) to make meaning clearer.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
At mealtime, when the plate is empty, pause and say: 'All gone!' then wait. Notice whether your child copies the expression and looks to you to share meaning.
During play, gently drop a soft toy and say: 'Oh dear!' Notice whether your child attempts to copy the phrase in the moment.
In story time, choose a book with a repeated catchphrase and pause before the phrase. Notice whether your child fills in by copying the familiar expression.
In the bath, blow bubbles and then stop suddenly. Say: 'All gone!' and wait. Notice whether your child copies the expression to comment on the change.
On an outdoor walk, use a simple repeated routine phrase (e.g., 'Bye-bye!' to a bus). Notice whether your child copies the expression in the social moment.
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
DfE (2012). Development Matters in the EYFS (2012), Communication and Language: Speaking, 8–20 months.
DM2012 includes copying familiar expressions as an observable Speaking behaviour in the 8–20 month age band.
Developmental research
Tomasello, M. (2003). Constructing a Language: A Usage-Based Theory of Language Acquisition. Harvard University Press.
Usage-based theory highlights early language learning through imitation and repeated chunks in everyday interaction, consistent with copying familiar phrases.
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
Does not yet copy familiar phrases; communication is mainly through cries, babble, facial expression, or gesture. May listen and watch but does not attempt to reproduce the expression.
In a predictable routine (e.g., finishing food), does not attempt 'all gone' and instead communicates by pushing away, fussing, or gesturing.
After an adult says a familiar phrase, the child smiles or watches but does not vocalise a similar sound back.
Uses babble/vocalisations that do not resemble repeated phrase patterns across situations.
Emerging
Occasionally echoes the sound pattern of a familiar expression immediately after an adult says it, often as an approximation. The copied phrase may not yet match the situation reliably.
Immediately after an adult says 'Oh dear', the child produces a partial sound approximation (e.g., 'oh… deh').
Repeats a familiar phrase once but at an unrelated time (e.g., says 'all gone' while playing with a toy, not when something ends).
Copies the rhythm/intonation of the phrase more than the clear words (e.g., same 'sing-song' pattern).
Developing
Repeats one or two familiar expressions in the right moment when cued (e.g., adult says it first or sets up the routine). Uses the phrase with some matching intonation and may pair it with pointing or looking to an adult.
When an adult drops something and says 'Oh dear', the child repeats it once while looking at the adult.
At the end of a snack, after an adult models 'All gone', the child repeats the phrase while showing the empty bowl/plate.
Uses the same familiar expression consistently in one routine (e.g., always says 'all gone' at the end of bubbles).
Secure
Spontaneously uses several familiar expressions appropriately across everyday routines to comment or share attention (not only as immediate echo). Intonation and timing usually fit the situation.
Says 'Oh dear' (or a close approximation) spontaneously after something falls, without an adult saying it first.
Uses 'All gone' to comment on an empty plate/cup and looks to an adult to share the moment.
Repeats familiar expressions across different contexts (mealtime, play, tidy-up) with appropriate timing.
Reflexive
Uses familiar expressions flexibly to initiate or extend interaction (e.g., says the phrase to get an adult's attention, varies tone for effect) and may combine the phrase with a gesture or a single word to clarify meaning.
Uses a familiar expression to start a playful interaction (e.g., says 'Oh dear!' then repeats the action to make adults laugh).
Varies tone (excited/soft) to communicate a different feeling while using the same familiar phrase.
Combines the phrase with a gesture or extra word (e.g., 'all gone' + points to empty cup) to make meaning clearer.
