Children’s later writing is based on skills and understandings which they develop as babies and toddlers. Before they can write, they need to learn to use spoken language to communicate. Later they learn to write down the words they can say. (See the roots of Writing in Communication and language).
Observe whether the child: children’s later writing is based on skills and understandings which they develop as babies and toddlers. Before they can write, they need to learn to use spoken language to communicate. Later they learn to write down the words they can say. (See the roots of Writing in Communication and 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 early communication behaviours (cooing, babbling, facial expression, gaze) to engage an adult and responds to familiar voices/sounds in simple turn-taking moments.
What you might see
Rarely turns toward a caregiver’s voice or does not change expression/attention when spoken to.
Limited vocal play; mostly quiet or cries without other communicative sounds even during calm interaction.
Coos or babbles when an adult leans in and talks, and pauses as if waiting for the adult to respond.
Smiles or becomes more alert when hearing a familiar voice and makes a sound back.
Expected
On track
Communicates needs and interests through repeated vocalisations/gestures and participates in longer back-and-forth vocal play with an adult (proto-conversations).
What you might see
Uses different sounds for different moments (e.g., excited squeal for a game; fussing sound for wanting something) and looks at the adult for a response.
Engages in several back-and-forth turns of babble with an adult (adult speaks → baby vocalises → adult responds).
Exceeding
Going further
Uses a range of vocalisations with clear communicative intent (attention, request, delight), pairs voice with gaze/gesture, and sustains interactive turns, showing a strong spoken-language foundation for later symbol use.
What you might see
Combines vocalisation with reaching/pointing-like gesture or body lean to request attention to something (toy, person).
In a familiar routine (peekaboo/song), vocalises at the expected pause and waits for the adult’s response.
When not understood, repeats a sound/gesture or changes it (louder/different) while looking at the adult, until the adult responds.
Anticipates a routine sequence and vocalises before the adult cue (e.g., makes an excited sound before the "boo" moment).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During nappy changes, pause after you speak and notice whether your baby vocalises back as if taking a turn.
At feeding time, watch whether your baby uses different sounds/expressions to signal "more", "finished", or "I want that" (and looks to you for a response).
In play, try a simple sound game (you say "ba"; pause). Notice whether your baby imitates or responds with their own sound.
During a familiar song, pause before a predictable part and see whether your baby vocalises or moves as if anticipating the next bit.
When your baby wants a toy out of reach, notice whether they use voice + gaze/gesture together to get your attention.
Where this comes from
The framework source and supporting developmental research.
Framework source
Development Matters in the Early Years Foundation Stage (EYFS) (2012), Literacy: Writing (Birth–11 months).
States that later writing builds on early spoken-language communication foundations developed in infancy.
Developmental research
Bruner, J. (1983). Child’s Talk: Learning to Use Language.
Describes how early social interaction and communicative routines support the emergence of language, which underpins later symbolic systems such as writing.
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
Shows limited social communication signals; rarely vocalises toward others or engages in brief back-and-forth exchanges.
Rarely turns toward a caregiver’s voice or does not change expression/attention when spoken to.
Limited vocal play; mostly quiet or cries without other communicative sounds even during calm interaction.
Emerging
Uses early communication behaviours (cooing, babbling, facial expression, gaze) to engage an adult and responds to familiar voices/sounds in simple turn-taking moments.
Coos or babbles when an adult leans in and talks, and pauses as if waiting for the adult to respond.
Smiles or becomes more alert when hearing a familiar voice and makes a sound back.
Developing
Communicates needs and interests through repeated vocalisations/gestures and participates in longer back-and-forth vocal play with an adult (proto-conversations).
Uses different sounds for different moments (e.g., excited squeal for a game; fussing sound for wanting something) and looks at the adult for a response.
Engages in several back-and-forth turns of babble with an adult (adult speaks → baby vocalises → adult responds).
Secure
Uses a range of vocalisations with clear communicative intent (attention, request, delight), pairs voice with gaze/gesture, and sustains interactive turns, showing a strong spoken-language foundation for later symbol use.
Combines vocalisation with reaching/pointing-like gesture or body lean to request attention to something (toy, person).
In a familiar routine (peekaboo/song), vocalises at the expected pause and waits for the adult’s response.
Reflexive
Initiates and varies communication strategies to repair breakdowns (tries again, changes sound/gesture), shows anticipation in familiar routines, and uses increasingly purposeful sounds that adults can interpret consistently.
When not understood, repeats a sound/gesture or changes it (louder/different) while looking at the adult, until the adult responds.
Anticipates a routine sequence and vocalises before the adult cue (e.g., makes an excited sound before the "boo" moment).
