22–36 monthsSpeakingCommunication and Language: Speaking
Holds a conversation, jumping from topic to topic.
Observe whether the child: holds a conversation, jumping from topic to topic.
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
Engages in brief back-and-forth with familiar adults, but responses may be delayed, minimal, or loosely related. Topic shifts happen quickly and the child may move on before the other person responds.
What you might see
Answers an adult’s comment with no verbal response or changes activity immediately without attempting a conversational turn.
Uses language mainly as one-off requests (e.g., ‘more’) and does not add further talk after the request is met.
Takes two turns with an adult (adult: ‘Where’s the car?’ child: ‘car!’) then switches away to a new activity without further exchange.
Responds with an unrelated comment (adult: ‘Nice hat’ child: ‘doggy!’) showing early topic jumping.
Expected
On track
Holds short conversations in supported contexts (play, routines), taking multiple turns with a familiar partner. May jump between topics, but still shows some awareness of turn-taking and can respond to simple prompts or questions.
What you might see
Has a short back-and-forth during play (3+ turns) but introduces a new topic suddenly (e.g., from cars to snack) without a link.
Responds to simple conversational prompts (adult: ‘Tell me’ child: ‘big truck’) and adds one more comment.
Exceeding
Going further
Sustains conversation across contexts with adults and sometimes peers, taking several turns and responding to the other person’s talk. Topic changes are common at this age but occur within a recognisable conversational flow.
What you might see
Sustains a play conversation with an adult for several turns, responding each time even if topics shift (car → digger → bus).
Initiates conversation (‘I got sticker’) and then answers a follow-up question before moving to a new topic.
Returns to a previous topic later (e.g., after talking about snack, goes back to ‘bus’) and continues the conversation.
Notices listener attention and repairs (repeats or taps adult, then re-says message) to keep the conversation going.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During play, follow your child’s lead and take turns commenting. Notice how many back-and-forth turns happen before your child jumps to a new topic.
At mealtime, share a simple comment about the day and pause. Notice whether your child responds and whether they add a new topic.
During book sharing, pause after a page and wait. Notice whether your child adds a comment or question that keeps the conversation going.
On a walk, talk about one thing you see (bus). Notice whether your child stays with that topic briefly or immediately shifts to something else (dog, puddle, snack).
During bath, use turn-taking talk (you say something, then pause). Notice whether your child fills the pause with a response or a new topic.
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 indicator of emerging conversational competence, including turn-taking and rapid topic shifts typical of toddlers.
Developmental research
Bruner, J. (1983). Child's Talk: Learning to Use Language. Oxford University Press.
Interactionist research links conversational development to scaffolded routines and turn-taking formats through which children learn to sustain exchanges and manage topics.
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
Does not yet sustain a back-and-forth conversation; talk is mostly single statements/requests with limited response to another person’s turns. Topic links are minimal and exchanges often end after one turn.
Answers an adult’s comment with no verbal response or changes activity immediately without attempting a conversational turn.
Uses language mainly as one-off requests (e.g., ‘more’) and does not add further talk after the request is met.
Emerging
Engages in brief back-and-forth with familiar adults, but responses may be delayed, minimal, or loosely related. Topic shifts happen quickly and the child may move on before the other person responds.
Takes two turns with an adult (adult: ‘Where’s the car?’ child: ‘car!’) then switches away to a new activity without further exchange.
Responds with an unrelated comment (adult: ‘Nice hat’ child: ‘doggy!’) showing early topic jumping.
Developing
Holds short conversations in supported contexts (play, routines), taking multiple turns with a familiar partner. May jump between topics, but still shows some awareness of turn-taking and can respond to simple prompts or questions.
Has a short back-and-forth during play (3+ turns) but introduces a new topic suddenly (e.g., from cars to snack) without a link.
Responds to simple conversational prompts (adult: ‘Tell me’ child: ‘big truck’) and adds one more comment.
Secure
Sustains conversation across contexts with adults and sometimes peers, taking several turns and responding to the other person’s talk. Topic changes are common at this age but occur within a recognisable conversational flow.
Sustains a play conversation with an adult for several turns, responding each time even if topics shift (car → digger → bus).
Initiates conversation (‘I got sticker’) and then answers a follow-up question before moving to a new topic.
Reflexive
Uses conversation flexibly: maintains a topic for longer when motivated, signals shifts (‘and’/pointing/introducing new idea), and checks the listener’s attention. Can return to an earlier topic and uses talk to build shared play or recount experiences.
Returns to a previous topic later (e.g., after talking about snack, goes back to ‘bus’) and continues the conversation.
Notices listener attention and repairs (repeats or taps adult, then re-says message) to keep the conversation going.
