40–60 monthsSpeakingCommunication and Language: Speaking
Uses language to imagine and recreate roles and experiences in play situations.
Observe whether the child: uses language to imagine and recreate roles and experiences in play situations.
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
With adult suggestion, labels a role and uses a few scripted phrases (e.g., 'I'm the doctor') but changes roles quickly or stops the pretend talk. Role language appears in short bursts.
What you might see
Moves toys/figures through actions (drives car, feeds doll) without adding role speech or dialogue.
Responds to 'Who are you pretending to be?' with a label only (or shrugs) and does not continue in role.
Uses mostly sound effects (e.g., 'vroom') rather than role-based talk to represent experiences.
Says a role label once (e.g., 'I'm the teacher') but quickly switches topic or stops pretend talk.
Repeats a familiar phrase from adults/media (e.g., 'Next please') without extending the scene.
Needs frequent adult questions ('What happens next?') to keep role talk going.
Expected
On track
Chooses familiar roles and uses talk to direct simple pretend actions and dialogue (e.g., shop, family, doctor) especially with a supportive adult or familiar peers. Can recreate a recent experience in a simple sequence with prompts.
What you might see
Uses role talk in a familiar scenario (e.g., 'You sit here, I'll check your arm') with props.
Recreates a routine with some sequence (e.g., 'Buy ticket, then go on train') when prompted.
Negotiates a simple role swap with support (e.g., 'Now you be the baby') and continues play.
Exceeding
Going further
Sustains role play with peers and uses language to negotiate roles, explain what is happening, and recreate experiences (e.g., going to the dentist) with recognizable scenes and role-appropriate vocabulary. Maintains the imaginary situation over time.
What you might see
Keeps a role across several minutes and speaks as that character (e.g., doctor/shopkeeper/parent).
Uses experience-specific language (e.g., 'appointment', 'receipt', 'medicine') in pretend play.
Uses talk to coordinate with peers (e.g., 'First you order, then I cook, then we eat').
Plans an imaginary scenario aloud (e.g., 'Let's pretend it's a storm and we have to rescue the animals').
Helps a peer join by assigning a role and explaining what to say/do (e.g., 'You're the customer—ask for a cake').
Adjusts the pretend talk to keep coherence (e.g., reminds others, 'No, in our game the dragon is friendly').
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During dress-up, ask: 'Who are you today, and what do you say in that job?' Notice whether your child stays in role and uses role-appropriate talk.
Set up a pretend shop/café at snack time. Notice whether your child uses language like 'Can I have…', 'That costs…', 'Next please'.
After a real-life outing (e.g., doctor, bus ride), offer small toys and ask: 'Can you play what happened?' Notice whether your child recreates roles and scenes with talk.
In small-world play (animals/figures), ask: 'What's the problem in the story?' Notice whether your child uses language to imagine roles and resolve scenarios.
In bath time with dolls/boats, notice whether your child narrates roles (e.g., 'I'm the lifeguard', 'Baby is cold') rather than only moving props.
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 describes the use of language in imaginative and role-based play as an observable marker within Speaking for 40–60+ months.
Developmental research
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Vygotskian theory positions pretend play and role enactment as key contexts for language-mediated development and self-regulation in the preschool years.
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
Play is mostly functional or action-based with little role talk (e.g., moves figures/props without speaking in role). Does not yet use language to assign roles, recreate experiences, or use pretend dialogue.
Moves toys/figures through actions (drives car, feeds doll) without adding role speech or dialogue.
Responds to 'Who are you pretending to be?' with a label only (or shrugs) and does not continue in role.
Uses mostly sound effects (e.g., 'vroom') rather than role-based talk to represent experiences.
Emerging
With adult suggestion, labels a role and uses a few scripted phrases (e.g., 'I'm the doctor') but changes roles quickly or stops the pretend talk. Role language appears in short bursts.
Says a role label once (e.g., 'I'm the teacher') but quickly switches topic or stops pretend talk.
Repeats a familiar phrase from adults/media (e.g., 'Next please') without extending the scene.
Needs frequent adult questions ('What happens next?') to keep role talk going.
Developing
Chooses familiar roles and uses talk to direct simple pretend actions and dialogue (e.g., shop, family, doctor) especially with a supportive adult or familiar peers. Can recreate a recent experience in a simple sequence with prompts.
Uses role talk in a familiar scenario (e.g., 'You sit here, I'll check your arm') with props.
Recreates a routine with some sequence (e.g., 'Buy ticket, then go on train') when prompted.
Negotiates a simple role swap with support (e.g., 'Now you be the baby') and continues play.
Secure
Sustains role play with peers and uses language to negotiate roles, explain what is happening, and recreate experiences (e.g., going to the dentist) with recognizable scenes and role-appropriate vocabulary. Maintains the imaginary situation over time.
Keeps a role across several minutes and speaks as that character (e.g., doctor/shopkeeper/parent).
Uses experience-specific language (e.g., 'appointment', 'receipt', 'medicine') in pretend play.
Uses talk to coordinate with peers (e.g., 'First you order, then I cook, then we eat').
Reflexive
Invents roles flexibly, integrates others' ideas, and uses language to plan scenes, set rules of the pretend world, and support peers (e.g., offering lines or clarifying a role's 'job'). Can adapt the pretend talk to keep the play coherent and inclusive.
Plans an imaginary scenario aloud (e.g., 'Let's pretend it's a storm and we have to rescue the animals').
Helps a peer join by assigning a role and explaining what to say/do (e.g., 'You're the customer—ask for a cake').
Adjusts the pretend talk to keep coherence (e.g., reminds others, 'No, in our game the dragon is friendly').
