40–60 monthsSpeakingCommunication and Language: Speaking
Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words.
Observe whether the child: extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words.
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
Repeats some new words after adults and occasionally groups or names items when prompted. Sound-play (rhymes, silly repeats) appears briefly and inconsistently.
What you might see
Points or says 'that one' instead of naming an object they know in context (e.g., asks for 'that' rather than 'spoon/ball').
When introduced to a new word, does not attempt it and continues using the old/general word (e.g., keeps saying 'big' for everything).
Does not sort or group items by name even when offered a simple choice (e.g., mixes animals and vehicles without comment).
Echoes a new word immediately after an adult says it, but does not use it again later in the activity.
With a prompt, groups items and labels them once (e.g., after adult asks, 'Which are the animals?').
Laughs at or repeats a funny-sounding word once (e.g., repeats a rhyme word) but does not continue the sound-play.
Expected
On track
Groups familiar items and uses simple category names (e.g., 'animals', 'food') and asks what a new word means in familiar routines. Tries out new words and may notice or enjoy repeated sounds in words.
What you might see
Sorts or groups toys and names the group (e.g., 'These are cars' / 'All the animals go here').
Asks about a word in the moment (e.g., 'What is 'gigantic'?' or 'What's that called?').
Plays with sounds by repeating a word slowly or changing a sound (e.g., tries to make a rhyme with a familiar word).
Exceeding
Going further
Spontaneously uses category labels, learns and uses new words across contexts, and asks about meanings (e.g., 'What does that mean?'). Enjoys exploring sounds in words (rhymes, alliteration) and can attempt accurate pronunciation with self-correction.
What you might see
Uses category words spontaneously during play (e.g., 'We need a vehicle' / 'These are insects').
Tries out a new word later the same day in a different context (e.g., uses 'enormous' again at home/school play).
Notices sound features (e.g., says two words 'sound the same' or repeats initial sounds: 's-s-s snake').
Explains a new word simply to a sibling/peer (e.g., 'It means really, really big').
Classifies with flexibility (e.g., 'A penguin is a bird but it can't fly').
Initiates word-sound games (e.g., makes a chain of rhyming words or alliterative 'silly sentences').
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
In the supermarket, ask: 'Can you find three fruits?' Notice whether your child groups and names items (fruit/vegetables/drinks).
While sorting laundry or toys, invite: 'Let's make groups—what should we call this pile?' Notice whether your child suggests category names.
During story time, pause on an unfamiliar word and ask: 'What do you think that word means?' Notice whether your child explores meaning or asks for clarification.
In the bath, play a sound game: 'Can you think of a word that sounds like 'boat'?' Notice whether your child enjoys rhyme/sound play.
On a walk, point out a new word (e.g., 'towering', 'shiny') and later ask: 'Can you use that word to tell me what you see?'
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, 40–60+ months.
DM2012 foregrounds vocabulary expansion through grouping, naming, and attention to word meaning/sound in the Speaking progression.
Developmental research
Tomasello, M. (2003). Constructing a Language: A Usage-Based Theory of Language Acquisition. Harvard University Press.
Usage-based accounts emphasise vocabulary growth through repeated use in meaningful interaction and pattern-finding across word forms and contexts.
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 mostly familiar everyday words and often relies on general labels (e.g., 'thing', 'that') rather than naming precisely. Does not yet show interest in grouping words or exploring what new words mean or how they sound.
Points or says 'that one' instead of naming an object they know in context (e.g., asks for 'that' rather than 'spoon/ball').
When introduced to a new word, does not attempt it and continues using the old/general word (e.g., keeps saying 'big' for everything).
Does not sort or group items by name even when offered a simple choice (e.g., mixes animals and vehicles without comment).
Emerging
Repeats some new words after adults and occasionally groups or names items when prompted. Sound-play (rhymes, silly repeats) appears briefly and inconsistently.
Echoes a new word immediately after an adult says it, but does not use it again later in the activity.
With a prompt, groups items and labels them once (e.g., after adult asks, 'Which are the animals?').
Laughs at or repeats a funny-sounding word once (e.g., repeats a rhyme word) but does not continue the sound-play.
Developing
Groups familiar items and uses simple category names (e.g., 'animals', 'food') and asks what a new word means in familiar routines. Tries out new words and may notice or enjoy repeated sounds in words.
Sorts or groups toys and names the group (e.g., 'These are cars' / 'All the animals go here').
Asks about a word in the moment (e.g., 'What is 'gigantic'?' or 'What's that called?').
Plays with sounds by repeating a word slowly or changing a sound (e.g., tries to make a rhyme with a familiar word).
Secure
Spontaneously uses category labels, learns and uses new words across contexts, and asks about meanings (e.g., 'What does that mean?'). Enjoys exploring sounds in words (rhymes, alliteration) and can attempt accurate pronunciation with self-correction.
Uses category words spontaneously during play (e.g., 'We need a vehicle' / 'These are insects').
Tries out a new word later the same day in a different context (e.g., uses 'enormous' again at home/school play).
Notices sound features (e.g., says two words 'sound the same' or repeats initial sounds: 's-s-s snake').
Reflexive
Classifies and names flexibly (including exceptions) and explains meanings of new words to others. Plays creatively with word sounds (rhymes, alliteration, syllable clapping) and applies new vocabulary appropriately in conversation and play.
Explains a new word simply to a sibling/peer (e.g., 'It means really, really big').
Classifies with flexibility (e.g., 'A penguin is a bird but it can't fly').
Initiates word-sound games (e.g., makes a chain of rhyming words or alliterative 'silly sentences').
