8–20 monthsSpeakingCommunication and Language: Speaking
Frequently imitates words and sounds.
Observe whether the child: frequently imitates words and sounds.
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
Sometimes imitates a sound or word immediately after an adult models it, usually as an approximation. Imitation is brief and inconsistent across routines.
What you might see
When an adult models an easy sound (e.g., 'mmm' or 'baa'), the child smiles or watches but does not vocalise a matching sound.
Uses vocalisations that do not change in response to adult speech (no echoing after a model).
During familiar songs, does not attempt to copy any repeated sound/word even briefly.
After an adult says a word (e.g., 'bye-bye'), the child makes a partial sound approximation once (e.g., 'buh').
Imitates an environmental sound once (e.g., 'vroom') but does not repeat it again in the same play.
Copies only one favourite sound repeatedly, but not a range of words/sounds.
Expected
On track
Frequently attempts to copy words and sounds in shared routines (songs, animal noises, greetings), especially with clear, slowed models. Typically repeats once or twice and may pair imitation with eye contact.
What you might see
Imitates animal sounds during a book (e.g., adult: 'moo' child: 'moo') and looks to the adult for reaction.
Repeats a new word once when the adult slows it down (e.g., adult: 'ball' child repeats).
Joins in with a repeated song sound (e.g., 'la-la' / 'bye-bye') by copying the key word or sound.
Exceeding
Going further
Regularly imitates a wide range of words and sounds across contexts (play, books, daily routines) and uses imitation to join interaction. Repeats to practice and can imitate the same word again later in the day.
What you might see
Copies a variety of words and sounds across the day (greetings, object names, sound effects) without needing repeated prompting.
Repeats a word again later in a different setting (e.g., imitates 'dog' at home and again outside).
Uses imitation to keep a back-and-forth (adult says a word; child repeats; child waits for the next).
Tries a word multiple times with small changes (e.g., adjusts sounds) until it sounds closer to the adult model.
Initiates a copying game (e.g., makes a sound and watches for the adult to copy, then copies back).
When misunderstood, repeats the word more clearly or slower to repair communication.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During song time, pause before a repeated word (e.g., 'bye-bye') and notice whether your child imitates the word or sound to fill the gap.
In a picture book with animals/vehicles, point and model a sound ('moo', 'vroom'). Notice whether your child imitates and whether they repeat it later.
At bath time, model simple action sounds ('splash', 'pop') and pause. Notice whether your child imitates to join the routine.
At mealtime, model a simple word for a preferred item ('more', 'banana') and wait. Notice whether your child imitates to request or comment.
Outdoors, play an echo game: you say a fun sound, then wait. Notice whether your child copies, and whether they try to start the echo game themselves.
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 identifies frequent imitation of words and sounds as an observable marker of early Speaking development.
Developmental research
Tomasello, M. (2003). Constructing a Language: A Usage-Based Theory of Language Acquisition. Harvard University Press.
Usage-based theory emphasises imitation and repeated practice of heard forms as a mechanism for early word learning and production.
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
Rarely attempts to copy sounds or words from adults; vocalisations are mostly self-directed babble or distress sounds. May watch an adult speak but does not respond with a similar sound pattern.
When an adult models an easy sound (e.g., 'mmm' or 'baa'), the child smiles or watches but does not vocalise a matching sound.
Uses vocalisations that do not change in response to adult speech (no echoing after a model).
During familiar songs, does not attempt to copy any repeated sound/word even briefly.
Emerging
Sometimes imitates a sound or word immediately after an adult models it, usually as an approximation. Imitation is brief and inconsistent across routines.
After an adult says a word (e.g., 'bye-bye'), the child makes a partial sound approximation once (e.g., 'buh').
Imitates an environmental sound once (e.g., 'vroom') but does not repeat it again in the same play.
Copies only one favourite sound repeatedly, but not a range of words/sounds.
Developing
Frequently attempts to copy words and sounds in shared routines (songs, animal noises, greetings), especially with clear, slowed models. Typically repeats once or twice and may pair imitation with eye contact.
Imitates animal sounds during a book (e.g., adult: 'moo' child: 'moo') and looks to the adult for reaction.
Repeats a new word once when the adult slows it down (e.g., adult: 'ball' child repeats).
Joins in with a repeated song sound (e.g., 'la-la' / 'bye-bye') by copying the key word or sound.
Secure
Regularly imitates a wide range of words and sounds across contexts (play, books, daily routines) and uses imitation to join interaction. Repeats to practice and can imitate the same word again later in the day.
Copies a variety of words and sounds across the day (greetings, object names, sound effects) without needing repeated prompting.
Repeats a word again later in a different setting (e.g., imitates 'dog' at home and again outside).
Uses imitation to keep a back-and-forth (adult says a word; child repeats; child waits for the next).
Reflexive
Imitates selectively to learn new words, experimenting with sound changes to get closer to the adult form. Uses imitation to initiate playful turn-taking (copying games) and to repair communication when misunderstood.
Tries a word multiple times with small changes (e.g., adjusts sounds) until it sounds closer to the adult model.
Initiates a copying game (e.g., makes a sound and watches for the adult to copy, then copies back).
When misunderstood, repeats the word more clearly or slower to repair communication.
