30–50 monthsSpeakingCommunication and Language: Speaking
Uses talk in pretending that objects stand for something else in play, e,g, ‘This box is my castle.’
Observe whether the child: uses talk in pretending that objects stand for something else in play, e,g, ‘This box is my castle.’
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
With adult modelling, the child sometimes labels an object as something else (e.g., a block as a phone) but the idea is brief or quickly dropped.
What you might see
Given a box and figures, the child only puts items in/out or carries the box without saying what it could be.
When offered a spoon as a “microphone,” the child uses it only to eat or stir and does not join the pretend idea.
During role play, the child uses realistic props only (toy phone to phone) and does not rename everyday objects as pretend items.
After an adult says, “This block is a phone,” the child briefly copies “phone” while holding it to their ear, then stops.
The child repeats a pretend label once (e.g., “boat” for a box) but does not sustain the pretend story beyond a few seconds.
The child uses a pretend label inconsistently (e.g., calls the same object “phone” and then “car” without explanation).
Expected
On track
The child sometimes initiates simple object-substitution pretend play and uses short phrases to name what an object is “standing for” in familiar play themes.
What you might see
The child picks up a box and says it is something else (e.g., “My bus”) while using it in a matching action (pushing, steering).
The child uses talk to assign a pretend role to an object (e.g., “This is my sword”) and then acts it out.
The child uses a couple of linked substitutions (e.g., “This lid is my plate”; “This stick is my candle”) during a pretend meal or birthday.
Exceeding
Going further
The child regularly uses talk to establish and maintain pretend meanings for objects during play, keeping the symbolic identity consistent and sharing it with others.
What you might see
The child states a pretend identity and keeps it consistent (e.g., “This box is my castle” and later refers to it as “the castle”).
The child invites another person into the shared pretend meaning (e.g., “Come in the castle”; “You be the dragon”).
The child uses talk to organise pretend play with objects-as-symbols (e.g., “This chair is the train”; “Tickets here”).
The child explains the symbol to keep the play coherent (e.g., “No, that’s the bridge, the box is the castle”).
The child switches symbols deliberately to extend the play (e.g., “Now this box is a spaceship”) and tells others the new rule.
The child creates a multi-step pretend scenario using symbolic objects and talk (e.g., “We’re going to the airport”; “This scarf is the belt”; “Now we fly”).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Offer an everyday object (box, cushion, spoon) in play and wait to see whether your child names it as something else (e.g., “This is my boat”) without you suggesting it.
During bath time, provide a cup and a sponge and notice whether your child uses talk to transform items (e.g., “This sponge is a cake”) as they play.
While building with blocks, pause and ask, “What could this be in our game?” and notice whether your child uses talk to assign roles to objects.
On a walk, collect a stick/leaf/stone and see whether your child uses talk to make it into a pretend tool (wand, key, phone) while playing.
During small-world play (cars/animals), watch whether your child uses talk to make a non-toy object become part of the story (e.g., “This book is a mountain”).
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 (DfE, 2012), Communication and Language: Speaking (30–50 months).
This construct is framework-native and targets symbolic communication through talk within pretend play.
Developmental research
Piaget, J. (1962). Play, Dreams and Imitation in Childhood.
Classic developmental theory describes symbolic play (using one thing to stand for another) as a key representational shift in early childhood.
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
Pretend play is mostly literal; the child uses objects only for their real function and does not use talk to assign a different identity to objects.
Given a box and figures, the child only puts items in/out or carries the box without saying what it could be.
When offered a spoon as a “microphone,” the child uses it only to eat or stir and does not join the pretend idea.
During role play, the child uses realistic props only (toy phone to phone) and does not rename everyday objects as pretend items.
Emerging
With adult modelling, the child sometimes labels an object as something else (e.g., a block as a phone) but the idea is brief or quickly dropped.
After an adult says, “This block is a phone,” the child briefly copies “phone” while holding it to their ear, then stops.
The child repeats a pretend label once (e.g., “boat” for a box) but does not sustain the pretend story beyond a few seconds.
The child uses a pretend label inconsistently (e.g., calls the same object “phone” and then “car” without explanation).
Developing
The child sometimes initiates simple object-substitution pretend play and uses short phrases to name what an object is “standing for” in familiar play themes.
The child picks up a box and says it is something else (e.g., “My bus”) while using it in a matching action (pushing, steering).
The child uses talk to assign a pretend role to an object (e.g., “This is my sword”) and then acts it out.
The child uses a couple of linked substitutions (e.g., “This lid is my plate”; “This stick is my candle”) during a pretend meal or birthday.
Secure
The child regularly uses talk to establish and maintain pretend meanings for objects during play, keeping the symbolic identity consistent and sharing it with others.
The child states a pretend identity and keeps it consistent (e.g., “This box is my castle” and later refers to it as “the castle”).
The child invites another person into the shared pretend meaning (e.g., “Come in the castle”; “You be the dragon”).
The child uses talk to organise pretend play with objects-as-symbols (e.g., “This chair is the train”; “Tickets here”).
Reflexive
The child flexibly uses and explains symbols in play, combining multiple substitutions into an organised pretend scenario and sometimes coaching peers into the shared meaning.
The child explains the symbol to keep the play coherent (e.g., “No, that’s the bridge, the box is the castle”).
The child switches symbols deliberately to extend the play (e.g., “Now this box is a spaceship”) and tells others the new rule.
The child creates a multi-step pretend scenario using symbolic objects and talk (e.g., “We’re going to the airport”; “This scarf is the belt”; “Now we fly”).
