8–20 monthsSpeakingCommunication and Language: Speaking
Beginning to put two words together (e.g. ‘want ball’, ‘more juice’).
Observe whether the child: beginning to put two words together (e.g. ‘want ball’, ‘more juice’).
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 produces a two-word attempt, often as an immediate echo or a fixed chunk, but combinations are inconsistent and may drop one word. Two-word talk appears mainly in highly familiar routines.
What you might see
Requests using a single word (e.g., 'more') while pointing, without adding a second word even when offered a model.
Labels an object ('ball') but does not add a second word to clarify (e.g., 'want ball') when asked 'What do you want?'
Uses vocalisation/gesture to communicate needs but does not produce two distinct words together.
Produces a two-word attempt once (e.g., 'more… ju') but does not repeat it later in the same routine.
Echoes an adult's two-word model immediately, but not independently (adult: 'more juice' child repeats once).
Combines two words only in one memorised phrase (e.g., always 'all done') rather than varied combinations.
Expected
On track
Uses simple two-word combinations for requests or comments in familiar contexts (e.g., 'more juice', 'want ball'), especially when excited or needing help. May still rely on gesture alongside speech for clarity.
What you might see
Says 'more juice' or 'want ball' when requesting, especially during snack or play routines.
Uses 'mummy/daddy' + word (e.g., 'mummy up', 'daddy car') with gesture to clarify meaning.
Combines action + object in play (e.g., 'push car', 'open box') in familiar activities.
Exceeding
Going further
Spontaneously uses a range of two-word combinations across contexts (e.g., request, comment, agent+action) without prompting. Familiar adults can usually understand the message from the two-word phrase alone.
What you might see
Uses different combinations across the day (e.g., 'more toast', 'bye-bye daddy', 'doggy go') without adult prompting.
Uses two-word phrases to comment (e.g., 'big truck', 'hot tea') not only to request.
Repeats a two-word phrase to make sure they are understood (e.g., says it again while making eye contact).
Varies a pattern to create new combinations (e.g., 'more milk', 'more apple', 'more bubbles') within one activity.
Begins adding a third word (e.g., 'want big ball') to clarify meaning.
Uses multiword talk to negotiate (e.g., 'my turn' / 'no sleep') rather than only labeling.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
At snack time, offer a choice and pause: 'More…?' Notice whether your child adds a second word (e.g., 'more juice').
During play, hold a desired toy and wait briefly. Notice whether your child combines words to request (e.g., 'want ball') rather than only pointing.
In the bath, pause a fun activity (bubbles/water pour) and wait. Notice whether your child says a two-word request (e.g., 'more bubbles').
Outdoors, point to something interesting and say one word (e.g., 'big…'). Notice whether your child adds the second word (e.g., 'big bus').
At bedtime, ask: 'What do you want?' Notice whether your child answers with a two-word phrase rather than one word.
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 early word combinations as an observable step within Speaking in the 8–20 month band.
Developmental research
Tomasello, M. (2003). Constructing a Language: A Usage-Based Theory of Language Acquisition. Harvard University Press.
Usage-based accounts describe early multiword combinations emerging from repeated, meaningful constructions and gradual generalisation.
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
Uses single words, sounds, or gestures to communicate but does not yet combine two words. Attempts stay as one-word labels or requests (e.g., 'more', 'ball') even when motivated.
Requests using a single word (e.g., 'more') while pointing, without adding a second word even when offered a model.
Labels an object ('ball') but does not add a second word to clarify (e.g., 'want ball') when asked 'What do you want?'
Uses vocalisation/gesture to communicate needs but does not produce two distinct words together.
Emerging
Occasionally produces a two-word attempt, often as an immediate echo or a fixed chunk, but combinations are inconsistent and may drop one word. Two-word talk appears mainly in highly familiar routines.
Produces a two-word attempt once (e.g., 'more… ju') but does not repeat it later in the same routine.
Echoes an adult's two-word model immediately, but not independently (adult: 'more juice' child repeats once).
Combines two words only in one memorised phrase (e.g., always 'all done') rather than varied combinations.
Developing
Uses simple two-word combinations for requests or comments in familiar contexts (e.g., 'more juice', 'want ball'), especially when excited or needing help. May still rely on gesture alongside speech for clarity.
Says 'more juice' or 'want ball' when requesting, especially during snack or play routines.
Uses 'mummy/daddy' + word (e.g., 'mummy up', 'daddy car') with gesture to clarify meaning.
Combines action + object in play (e.g., 'push car', 'open box') in familiar activities.
Secure
Spontaneously uses a range of two-word combinations across contexts (e.g., request, comment, agent+action) without prompting. Familiar adults can usually understand the message from the two-word phrase alone.
Uses different combinations across the day (e.g., 'more toast', 'bye-bye daddy', 'doggy go') without adult prompting.
Uses two-word phrases to comment (e.g., 'big truck', 'hot tea') not only to request.
Repeats a two-word phrase to make sure they are understood (e.g., says it again while making eye contact).
Reflexive
Flexibly varies combinations and begins extending beyond two words (3+ words) to add detail. Uses early multiword talk to negotiate, describe actions, and refer to things beyond immediate wants.
Varies a pattern to create new combinations (e.g., 'more milk', 'more apple', 'more bubbles') within one activity.
Begins adding a third word (e.g., 'want big ball') to clarify meaning.
Uses multiword talk to negotiate (e.g., 'my turn' / 'no sleep') rather than only labeling.
