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8–20 monthsListening, Attention and Understanding

Understands simple sentences (e.g. ‘Throw the ball.’)

Observe whether the child: understands simple sentences (e.g. ‘Throw the ball.’)

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 responds to simple sentences in highly familiar routines, especially when supported by gesture, repetition, or a very clear context.

What you might see

  • When an adult says “Give me the ball,” the child does not change what they are doing and only responds if the adult reaches out or points.
  • When an adult says “Sit down,” the child does not attempt to sit and may continue moving unless physically guided.
  • When an adult says “Put it in,” the child looks at the adult but does not act on the instruction.
  • When an adult says “Wave bye-bye” while waving, the child waves; without the gesture, the child often does not respond.
  • When an adult says “Throw the ball” while holding out hands or demonstrating, the child attempts a throw or drops the ball forward.
  • When an adult says “Come here” with arms open, the child moves toward the adult, but may not do so without the cue.

Expected

On track

The child understands and acts on simple sentences with familiar words (verb + object/person) after one clear prompt in everyday contexts.

What you might see

  • On “Throw the ball,” the child throws or rolls it toward the adult after one spoken prompt.
  • On “Put the spoon in the bowl,” the child places the spoon into the bowl during a meal routine.
  • On “Bring your book,” the child picks up a nearby book and carries it to the adult.

Exceeding

Going further

The child understands a variety of simple sentences across contexts (including different verbs) and responds even without pointing/gestures.

What you might see

  • On “Put the teddy on the chair,” the child places the teddy on the chair without the adult pointing.
  • On “Give the cup to Daddy,” the child delivers the cup to the named person in the room.
  • On “Close the door,” the child walks to the door and pushes it closed after a single instruction.
  • In a new place, on “Put your shoes in the bag,” the child follows the instruction without needing the routine demonstrated.
  • When asked “Bring me your hat,” the child searches briefly and retrieves it from where it usually is, not only from what is visible.
  • When an adult says “Put it back,” the child returns the object to the previous spot (e.g., shelf/box) without being shown.

Try this at home

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

  • Play (ball): say, “Throw the ball,” then “Bring the ball,” and notice whether your child responds to the words without you demonstrating each time.

  • Mealtime: try, “Put the spoon in the bowl,” or “Give me your cup.” Watch whether your child acts on the sentence after one prompt.

  • Tidy-up: say, “Put the car in the box.” Notice whether your child carries out the action without pointing.

  • Bath time: say, “Put the duck in the water,” then later, “Put the duck on the towel.” Observe whether your child follows both simple sentences.

  • Getting dressed: say, “Bring your socks,” or “Put your shoes here.” Notice whether your child understands across different verbs and objects.

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).

    The construct is framework-native and targets early receptive language: understanding simple spoken sentences in everyday interaction.

Developmental research

  • Kuhl, P. K. (2004). Early language acquisition: cracking the speech code. Nature Reviews Neuroscience, 5(11), 831–843. https://doi.org/10.1038/nrn1533

    Infants learn language by detecting patterns in speech input; growing speech perception and word learning support comprehension of simple sentences.

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
The child does not consistently act on simple spoken sentences; they may rely on tone/gesture and do not show clear understanding of the words.
  • When an adult says “Give me the ball,” the child does not change what they are doing and only responds if the adult reaches out or points.
  • When an adult says “Sit down,” the child does not attempt to sit and may continue moving unless physically guided.
  • When an adult says “Put it in,” the child looks at the adult but does not act on the instruction.
Emerging
The child responds to simple sentences in highly familiar routines, especially when supported by gesture, repetition, or a very clear context.
  • When an adult says “Wave bye-bye” while waving, the child waves; without the gesture, the child often does not respond.
  • When an adult says “Throw the ball” while holding out hands or demonstrating, the child attempts a throw or drops the ball forward.
  • When an adult says “Come here” with arms open, the child moves toward the adult, but may not do so without the cue.
Developing
The child understands and acts on simple sentences with familiar words (verb + object/person) after one clear prompt in everyday contexts.
  • On “Throw the ball,” the child throws or rolls it toward the adult after one spoken prompt.
  • On “Put the spoon in the bowl,” the child places the spoon into the bowl during a meal routine.
  • On “Bring your book,” the child picks up a nearby book and carries it to the adult.
Secure
The child understands a variety of simple sentences across contexts (including different verbs) and responds even without pointing/gestures.
  • On “Put the teddy on the chair,” the child places the teddy on the chair without the adult pointing.
  • On “Give the cup to Daddy,” the child delivers the cup to the named person in the room.
  • On “Close the door,” the child walks to the door and pushes it closed after a single instruction.
Reflexive
The child generalises simple sentence understanding to new people/places and shows quick, purposeful responses, sometimes anticipating the next step of the routine.
  • In a new place, on “Put your shoes in the bag,” the child follows the instruction without needing the routine demonstrated.
  • When asked “Bring me your hat,” the child searches briefly and retrieves it from where it usually is, not only from what is visible.
  • When an adult says “Put it back,” the child returns the object to the previous spot (e.g., shelf/box) without being shown.