22–36 monthsSpeakingCommunication and Language: Speaking
Uses language as a powerful means of widening contacts, sharing feelings, experiences and thoughts.
Observe whether the child: uses language as a powerful means of widening contacts, sharing feelings, experiences and thoughts.
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
Begins to use words to connect with familiar people (greetings, calling for an adult) and occasionally labels feelings or experiences, but sharing is brief and inconsistent. Often needs adult prompts to use language socially.
What you might see
Uses words mainly to request (e.g., ‘mine’, ‘more’) and does not attempt to tell/show others about play or feelings.
When a peer approaches, turns away or takes toys without using words to greet, invite, or respond.
Calls for a familiar adult by name, but does not yet use language to share what they are doing or feeling.
Says a simple feeling word (e.g., ‘sad’) only after an adult labels it first.
Expected
On track
Uses language in supported play to widen contact and share: calls others, shows/tells about what they are doing, and uses simple feeling words (happy/sad) with familiar adults. Shares brief experiences or thoughts when prompted and can join short back-and-forth exchanges.
What you might see
Says ‘look!’ and names an object/action to share attention (e.g., ‘look car!’) with an adult.
Uses language to join contact in play (e.g., ‘my turn’, ‘come’) with adult support.
Exceeding
Going further
Regularly uses language to initiate and sustain social contact with adults and peers: invites, shares feelings, comments on experiences, and responds to others. Uses talk to maintain connection during play and daily routines across contexts.
What you might see
Initiates interaction with a peer using words (e.g., ‘play cars?’, ‘come here’) and stays engaged for multiple turns.
Shares an experience verbally (e.g., ‘went park’, ‘big dog’) during routine conversation without needing a direct prompt.
Explains a simple thought/plan in play (e.g., ‘car go home now’, ‘baby tired’) to coordinate with another person.
Checks another person’s state with language (e.g., ‘you ok?’, ‘you happy?’) or uses words to repair misunderstanding.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During free play, watch whether your child uses words to ‘bring you in’ (‘look’, ‘come’, telling you what they built) rather than playing silently beside you.
At the end of the day, prompt with ‘Tell Daddy/Mummy one thing you did today’ and see if your child shares an experience using language.
During a small conflict (wanting the same toy), pause and observe whether your child uses words (turn, mine, help) to manage contact instead of grabbing/crying.
While reading a familiar story, pause at an emotional moment. Notice whether your child uses feeling words or comments to share their reaction.
On a walk, stop and notice something interesting. Observe whether your child uses language to invite attention (‘look!’) and share thoughts (big/loud/scared).
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 toddlers’ expanding pragmatic use of language for social connection and sharing meaning.
Developmental research
Halliday, M. A. K. (1975). Learning How to Mean: Explorations in the Development of Language. Edward Arnold.
Functional accounts of early language development ground children’s use of language to relate, express feelings, and share experiences as core developmental motives and outcomes.
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 limited spoken language for social connection; communication is mostly instrumental (getting needs met) or relies on gesture/crying. Rarely uses words to share feelings or experiences with others.
Uses words mainly to request (e.g., ‘mine’, ‘more’) and does not attempt to tell/show others about play or feelings.
When a peer approaches, turns away or takes toys without using words to greet, invite, or respond.
Emerging
Begins to use words to connect with familiar people (greetings, calling for an adult) and occasionally labels feelings or experiences, but sharing is brief and inconsistent. Often needs adult prompts to use language socially.
Calls for a familiar adult by name, but does not yet use language to share what they are doing or feeling.
Says a simple feeling word (e.g., ‘sad’) only after an adult labels it first.
Developing
Uses language in supported play to widen contact and share: calls others, shows/tells about what they are doing, and uses simple feeling words (happy/sad) with familiar adults. Shares brief experiences or thoughts when prompted and can join short back-and-forth exchanges.
Says ‘look!’ and names an object/action to share attention (e.g., ‘look car!’) with an adult.
Uses language to join contact in play (e.g., ‘my turn’, ‘come’) with adult support.
Secure
Regularly uses language to initiate and sustain social contact with adults and peers: invites, shares feelings, comments on experiences, and responds to others. Uses talk to maintain connection during play and daily routines across contexts.
Initiates interaction with a peer using words (e.g., ‘play cars?’, ‘come here’) and stays engaged for multiple turns.
Shares an experience verbally (e.g., ‘went park’, ‘big dog’) during routine conversation without needing a direct prompt.
Reflexive
Uses language flexibly to include others, negotiate, and build shared meaning: explains simple ideas, asks about others’ feelings, and recounts experiences to different listeners. Adjusts language (repeats, clarifies, uses names) to keep contact and mutual understanding.
Explains a simple thought/plan in play (e.g., ‘car go home now’, ‘baby tired’) to coordinate with another person.
Checks another person’s state with language (e.g., ‘you ok?’, ‘you happy?’) or uses words to repair misunderstanding.
