8–20 monthsSpeakingCommunication and Language: Speaking
Creates personal words as they begin to develop language.
Observe whether the child: creates personal words as they begin to develop language.
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
Uses one idiosyncratic or simplified word-like sound for a familiar object/person, but it is inconsistent or unclear. The child often relies on pointing/looking to make the meaning understood.
What you might see
Uses general babble for many different situations, without a repeatable sound tied to one object/person.
Shows desire for something by reaching/crying but does not vocalise a consistent word-like form when requesting.
When an adult asks 'What do you want?', the child does not repeat a stable sound that indicates the same thing.
Uses one repeated sound for a favourite item (e.g., a blanket) but sometimes uses it for other items too.
Says a personal word only when excited and does not use it again when calm or in a different context.
Pairs an unclear word-like sound with pointing/eye gaze so adults infer the meaning.
Expected
On track
Has several personal words that are used consistently for familiar people, objects, or routines (e.g., a particular sound for a favourite toy). The child uses them purposefully and may repeat them when an adult responds.
What you might see
Uses the same personal word for the same person/object across the day (e.g., a consistent label for a cup/comforter).
Repeats the personal word when an adult responds (e.g., adult: 'Milk?' child repeats their personal word and reaches).
Uses a personal word to initiate attention (e.g., says it while bringing the item to an adult).
Exceeding
Going further
Personal words are stable and used across contexts (home, outing, different rooms) to communicate needs or share attention. The child can repeat the personal word when asked and may accept an adult model alongside it.
What you might see
Uses multiple personal words for different familiar items (e.g., one for a toy, one for food, one for a person).
Says the personal word in different settings (kitchen, car, outdoors) when the same object/person is present.
When an adult models the conventional word, the child attempts to copy or use both forms (personal + adult model).
Adjusts the personal word to be clearer (e.g., adds a new sound) after an adult misunderstands.
Creates a new personal label for a new/interesting item and uses it consistently within the activity.
Uses gesture + personal word intentionally to teach the adult what they mean (e.g., points, looks, repeats the word).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During play, notice whether your child has a special word for a favourite toy/blanket and whether they use it the same way each time.
At mealtime, offer two familiar options and ask: 'What do you want?' Notice whether your child uses a personal word consistently for one option.
While looking at a picture book, point to a favourite item and wait. Notice whether your child uses a personal word to label it repeatedly.
On an outing (park/shop), watch for repeated personal words your child uses for familiar objects outside the home (e.g., 'car', 'dog').
At bath time, present a familiar bath toy and notice whether your child uses a stable personal word to request or name it.
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 personal words as an observable early Speaking behaviour as children move from babble toward meaningful words.
Developmental research
Tomasello, M. (2003). Constructing a Language: A Usage-Based Theory of Language Acquisition. Harvard University Press.
Usage-based theory supports gradual stabilisation of word forms through repeated use in meaningful contexts, consistent with personal words becoming conventional.
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 use stable word-like forms; vocalisations are mostly babble or cries without consistent link to a specific object/person. Adults cannot predict what a sound means from repeated use.
Uses general babble for many different situations, without a repeatable sound tied to one object/person.
Shows desire for something by reaching/crying but does not vocalise a consistent word-like form when requesting.
When an adult asks 'What do you want?', the child does not repeat a stable sound that indicates the same thing.
Emerging
Uses one idiosyncratic or simplified word-like sound for a familiar object/person, but it is inconsistent or unclear. The child often relies on pointing/looking to make the meaning understood.
Uses one repeated sound for a favourite item (e.g., a blanket) but sometimes uses it for other items too.
Says a personal word only when excited and does not use it again when calm or in a different context.
Pairs an unclear word-like sound with pointing/eye gaze so adults infer the meaning.
Developing
Has several personal words that are used consistently for familiar people, objects, or routines (e.g., a particular sound for a favourite toy). The child uses them purposefully and may repeat them when an adult responds.
Uses the same personal word for the same person/object across the day (e.g., a consistent label for a cup/comforter).
Repeats the personal word when an adult responds (e.g., adult: 'Milk?' child repeats their personal word and reaches).
Uses a personal word to initiate attention (e.g., says it while bringing the item to an adult).
Secure
Personal words are stable and used across contexts (home, outing, different rooms) to communicate needs or share attention. The child can repeat the personal word when asked and may accept an adult model alongside it.
Uses multiple personal words for different familiar items (e.g., one for a toy, one for food, one for a person).
Says the personal word in different settings (kitchen, car, outdoors) when the same object/person is present.
When an adult models the conventional word, the child attempts to copy or use both forms (personal + adult model).
Reflexive
Begins refining personal words toward conventional forms while still using them creatively (e.g., adjusting sounds to be clearer). May generate new personal labels for novel items and use context/gesture to show meaning.
Adjusts the personal word to be clearer (e.g., adds a new sound) after an adult misunderstands.
Creates a new personal label for a new/interesting item and uses it consistently within the activity.
Uses gesture + personal word intentionally to teach the adult what they mean (e.g., points, looks, repeats the word).
