8–20 monthsSpeakingCommunication and Language: Speaking
Uses different types of everyday words (nouns, verbs and adjectives, e.g. banana, go, sleep, hot).
Observe whether the child: uses different types of everyday words (nouns, verbs and adjectives, e.g. banana, go, sleep, hot).
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 a small number of consistent word attempts (often labels) but word types are narrow (mostly nouns or routine social words). Uses action words or describing words only rarely or only when heavily modelled.
What you might see
When offered a choice (e.g., banana or cracker), reaches or whines but does not attempt a word for either item.
During play, moves toys around but does not use any recognisable word attempts linked to the activity.
Uses one consistent label (e.g., says a word attempt for “mummy” or “ball”) but does not use action or describing words yet.
Repeats a familiar word after an adult once, but does not use it again later in the same routine.
Expected
On track
Uses a mix of everyday word types in familiar routines, such as at least some labels plus simple action words and occasional describing words, especially when supported by an adult’s prompts or shared context.
What you might see
At snack time, uses a label and an action word in separate moments (e.g., names a food, then says “go” or “up” during a routine).
When something is too warm/cold, uses a describing word attempt (e.g., “hot”) only when the adult models it first.
Exceeding
Going further
Spontaneously uses different types of everyday words (nouns, verbs, adjectives) across play and daily routines to request, comment, and share meaning, and is understood by familiar adults most of the time.
What you might see
In one play session, uses a label (toy name), an action word (e.g., “go”), and a describing word (e.g., “hot”/“big”) without being prompted each time.
Points to a puddle and uses a describing word attempt (e.g., “wet”) or action word attempt (e.g., “splash”) to comment.
When asked which drink they want, adds a describing word attempt to clarify (e.g., indicates a preference like “cold”/“hot” in context).
In a new place (shop/park), labels unfamiliar things using known categories (e.g., uses a known noun for a similar object) and then changes the word after adult feedback.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Mealtime: Offer two foods and pause—does your child attempt different word types (a label like the food name, an action like “go/more”, or a describing word like “hot/cold”)?
Play: With cars/animals, notice whether your child uses labels plus action words (e.g., “go”, “up”) and any describing words (e.g., “big”, “hot”) during the same play.
Outdoor: When something interesting happens (dog passing, bubbles, wind), pause—does your child use a word to label, a word to describe, or a word to indicate action?
Story time: Point to pictures and wait—does your child use a mix of object words and any action/describing words as you turn pages?
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) — Communication and Language: Speaking (8–20 months).
The construct is specified as an age-banded observable behaviour indicating typical early expressive language development within the EYFS framework.
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
Communicates mainly through crying, sounds, reaching, or pointing without using recognisable everyday words. Any vocalisations are not consistently linked to people, objects, actions, or qualities.
When offered a choice (e.g., banana or cracker), reaches or whines but does not attempt a word for either item.
During play, moves toys around but does not use any recognisable word attempts linked to the activity.
Emerging
Uses a small number of consistent word attempts (often labels) but word types are narrow (mostly nouns or routine social words). Uses action words or describing words only rarely or only when heavily modelled.
Uses one consistent label (e.g., says a word attempt for “mummy” or “ball”) but does not use action or describing words yet.
Repeats a familiar word after an adult once, but does not use it again later in the same routine.
Developing
Uses a mix of everyday word types in familiar routines, such as at least some labels plus simple action words and occasional describing words, especially when supported by an adult’s prompts or shared context.
At snack time, uses a label and an action word in separate moments (e.g., names a food, then says “go” or “up” during a routine).
When something is too warm/cold, uses a describing word attempt (e.g., “hot”) only when the adult models it first.
Secure
Spontaneously uses different types of everyday words (nouns, verbs, adjectives) across play and daily routines to request, comment, and share meaning, and is understood by familiar adults most of the time.
In one play session, uses a label (toy name), an action word (e.g., “go”), and a describing word (e.g., “hot”/“big”) without being prompted each time.
Points to a puddle and uses a describing word attempt (e.g., “wet”) or action word attempt (e.g., “splash”) to comment.
Reflexive
Uses everyday word types flexibly and purposefully, generalising to new objects and situations and adjusting word choice to clarify meaning (e.g., adding a describing word to be more specific).
When asked which drink they want, adds a describing word attempt to clarify (e.g., indicates a preference like “cold”/“hot” in context).
In a new place (shop/park), labels unfamiliar things using known categories (e.g., uses a known noun for a similar object) and then changes the word after adult feedback.
