22–36 monthsSpeakingCommunication and Language: Speaking
Beginning to use word endings (e.g. going, cats).
Observe whether the child: beginning to use word endings (e.g. going, cats).
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 adds an ending on a few familiar words (e.g., ‘going’, ‘cats’) but use is inconsistent and may include errors or partial endings. Often repeats endings only immediately after an adult model.
What you might see
Says ‘cat’ even when pointing to two cats/toys, without attempting ‘cats’ or another plural marker.
Describes an ongoing action with a base form only (e.g., ‘baby go’) rather than attempting ‘going’ when modeled.
Says ‘going’ once during play, but later says ‘go’ again for the same type of action.
After an adult says ‘two cats’, repeats ‘cats’ once, but does not use -s again later.
Expected
On track
Uses common word endings in supported talk, especially -ing for ongoing actions and -s for simple plurals, in familiar contexts. Endings appear regularly in daily routines but may still be missing in longer utterances.
What you might see
Points to a moving toy and says ‘going’ or ‘running’ during a familiar play routine.
Sees more than one of something and says ‘cars’ or ‘cats’ at least sometimes without immediate adult prompting.
Exceeding
Going further
Uses word endings across a growing range of words and contexts, including when speaking spontaneously. May overgeneralise sometimes (adding endings broadly) but generally marks actions/plurals in a way that supports listener understanding.
What you might see
Uses -ing during everyday narration (e.g., ‘baby sleeping’, ‘water coming’) in different settings.
Uses simple plural -s across different nouns (e.g., ‘two shoes’, ‘blocks’) during play and routines.
Applies an ending to a new/less-familiar word (e.g., ‘digging’ after learning ‘dig’) during real play.
Self-corrects or repairs for meaning (e.g., says ‘cat…cats’ when noticing there are two).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During outdoor play, comment on ongoing actions (‘The dog is running’) and pause. Notice whether your child uses -ing when they describe actions (‘running/going’).
At tidy-up, group items (‘two cars’, ‘three blocks’) and wait. Notice whether your child adds an -s ending or otherwise marks ‘more than one’.
During bath, use action talk (‘splashing, pouring, washing’). Notice whether your child copies or later uses those endings while playing.
While reading a picture book, point to repeated items (two cats, lots of stars). Notice whether your child attempts plurals when labeling.
When your child uses a base form (‘cat’ for two), respond naturally with the ending (‘Yes, two cats’) and notice whether they begin to adopt it over time.
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) (DM2012), Communication and Language: Speaking, 22-36 months.
The construct is a framework-native observable describing emerging morphology (word endings) within toddler expressive language.
Developmental research
Brown, R. (1973). A First Language: The Early Stages. Harvard University Press.
Classic longitudinal work documents the emergence and increasing consistency of grammatical morphemes such as present progressive -ing and plural -s in early speech.
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
Mostly uses single words or base word forms without endings (e.g., ‘go’, ‘cat’) and does not yet mark actions or plurals with endings like -ing or -s. Endings may be absent even when adults model them.
Says ‘cat’ even when pointing to two cats/toys, without attempting ‘cats’ or another plural marker.
Describes an ongoing action with a base form only (e.g., ‘baby go’) rather than attempting ‘going’ when modeled.
Emerging
Occasionally adds an ending on a few familiar words (e.g., ‘going’, ‘cats’) but use is inconsistent and may include errors or partial endings. Often repeats endings only immediately after an adult model.
Says ‘going’ once during play, but later says ‘go’ again for the same type of action.
After an adult says ‘two cats’, repeats ‘cats’ once, but does not use -s again later.
Developing
Uses common word endings in supported talk, especially -ing for ongoing actions and -s for simple plurals, in familiar contexts. Endings appear regularly in daily routines but may still be missing in longer utterances.
Points to a moving toy and says ‘going’ or ‘running’ during a familiar play routine.
Sees more than one of something and says ‘cars’ or ‘cats’ at least sometimes without immediate adult prompting.
Secure
Uses word endings across a growing range of words and contexts, including when speaking spontaneously. May overgeneralise sometimes (adding endings broadly) but generally marks actions/plurals in a way that supports listener understanding.
Uses -ing during everyday narration (e.g., ‘baby sleeping’, ‘water coming’) in different settings.
Uses simple plural -s across different nouns (e.g., ‘two shoes’, ‘blocks’) during play and routines.
Reflexive
Uses endings flexibly within richer speech: applies them to new words, self-corrects occasionally, and uses endings to make meaning clear when recounting play or events. Shows awareness of changing word forms to match what is happening (one vs many, doing vs done).
Applies an ending to a new/less-familiar word (e.g., ‘digging’ after learning ‘dig’) during real play.
Self-corrects or repairs for meaning (e.g., says ‘cat…cats’ when noticing there are two).
