30–50 monthsSpeakingCommunication and Language: Speaking
Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences.
Observe whether the child: uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences.
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
The child sometimes comments on what is happening or what they want next, but links between ideas are weak and talk about past/future usually needs adult prompting.
What you might see
During play, the child labels objects/actions (“car”, “go”) but does not explain what they are doing or why.
When asked “What happened at nursery?” the child gives a single word (“play”) or changes topic quickly.
Before a routine (going out), the child does not talk about what is coming next even when shown coat/shoes.
The child describes an action in progress (“I build”) but does not yet link to the next step (“then I…”) without prompting.
When asked about a past event, the child provides one detail (“park”) but needs repeated questions to add more.
The child uses simple connectives (“and”) as a string without clear meaning (e.g., “And and and” while acting).
Expected
On track
In familiar routines and play, the child can describe what is happening and what might happen next, and can recall a recent experience with adult support.
What you might see
The child narrates a routine sequence with support (e.g., “First bath… then pyjamas” after an adult starts the sentence).
While building, the child says what they are doing and the next likely step (e.g., “I’m making a tower… it might fall”).
The child recalls a recent event when given a cue (photo/object) and can add at least one linked detail (e.g., “We went shops… got apples”).
Exceeding
Going further
The child spontaneously connects ideas in talk, explains actions/events, anticipates next steps, and recalls past experiences in ways that make sense to a listener.
What you might see
The child explains what is happening in play (e.g., “The baby is sick, I’m giving medicine”) so another person can follow.
The child anticipates the next step in a routine (e.g., “After lunch we go outside”) without being asked.
The child relives a past experience with connected details (e.g., “We saw a dog, it barked, I got scared”).
The child uses talk to plan with others (e.g., “You hold it while I tape it, then we can carry it”).
The child explains cause-and-effect in their own words (e.g., “If we put too many blocks, it will fall”) and adjusts actions accordingly.
The child retells and adapts a story of an event for a different listener (e.g., tells a grandparent what happened, including extra context).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During play (blocks, dolls, cars), pause and listen for whether your child explains what is happening (who/what/why) without you asking lots of questions.
Before a routine (leaving the house), ask “What happens next?” and notice whether your child anticipates steps (shoes, coat, car) in talk.
After an outing, ask “Tell me what happened first” and observe whether your child links events using “then/and/because” naturally.
While cooking or doing a small task together, notice whether your child predicts outcomes (e.g., “It will spill”, “It will melt”) and talks through steps.
At bedtime, invite a short recap (“What was the best part of today?”) and see whether your child relives the experience with connected details.
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 (DfE, 2012), Communication and Language: Speaking (30–50 months).
This construct is framework-native and reflects the shift toward decontextualised talk (past/future, explanations) in preschool years.
Developmental research
Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes.
Sociocultural theory frames talk as a tool for thinking, planning, and meaning-making, consistent with connecting ideas and explaining events.
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
Talk is mostly single ideas in the here-and-now; the child rarely links events, gives explanations, predicts next steps, or talks about past experiences.
During play, the child labels objects/actions (“car”, “go”) but does not explain what they are doing or why.
When asked “What happened at nursery?” the child gives a single word (“play”) or changes topic quickly.
Before a routine (going out), the child does not talk about what is coming next even when shown coat/shoes.
Emerging
The child sometimes comments on what is happening or what they want next, but links between ideas are weak and talk about past/future usually needs adult prompting.
The child describes an action in progress (“I build”) but does not yet link to the next step (“then I…”) without prompting.
When asked about a past event, the child provides one detail (“park”) but needs repeated questions to add more.
The child uses simple connectives (“and”) as a string without clear meaning (e.g., “And and and” while acting).
Developing
In familiar routines and play, the child can describe what is happening and what might happen next, and can recall a recent experience with adult support.
The child narrates a routine sequence with support (e.g., “First bath… then pyjamas” after an adult starts the sentence).
While building, the child says what they are doing and the next likely step (e.g., “I’m making a tower… it might fall”).
The child recalls a recent event when given a cue (photo/object) and can add at least one linked detail (e.g., “We went shops… got apples”).
Secure
The child spontaneously connects ideas in talk, explains actions/events, anticipates next steps, and recalls past experiences in ways that make sense to a listener.
The child explains what is happening in play (e.g., “The baby is sick, I’m giving medicine”) so another person can follow.
The child anticipates the next step in a routine (e.g., “After lunch we go outside”) without being asked.
The child relives a past experience with connected details (e.g., “We saw a dog, it barked, I got scared”).
Reflexive
The child uses talk to plan, problem-solve, and build narratives that connect past, present, and future, adapting explanations to what the listener knows.
The child uses talk to plan with others (e.g., “You hold it while I tape it, then we can carry it”).
The child explains cause-and-effect in their own words (e.g., “If we put too many blocks, it will fall”) and adjusts actions accordingly.
The child retells and adapts a story of an event for a different listener (e.g., tells a grandparent what happened, including extra context).
