8–20 monthsSpeakingCommunication and Language: Speaking
Uses single words.
Observe whether the child: uses single words.
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 one or two consistent single-word attempts, usually in one routine (e.g., a person’s name or a favourite item), but the word use is infrequent or inconsistent.
What you might see
When they want a drink, reaches or cries but does not attempt a word such as “drink”, “more”, or a name for the cup.
When a familiar person enters, looks or smiles but does not vocalise a consistent name or greeting word attempt.
Says one consistent word attempt (e.g., for a parent or a favourite toy) but only in one setting (e.g., at home).
Repeats a word immediately after an adult models it, but does not use it later to communicate.
Expected
On track
Uses several single words to label, request, or protest in familiar situations, especially with familiar adults and predictable routines.
What you might see
At snack time, uses one word (e.g., “more” or a food label) to request without being asked.
Points to a dog and uses one word attempt (e.g., “dog”) while looking at the adult.
Exceeding
Going further
Uses a growing range of single words spontaneously across daily contexts (home, nursery, outdoors) for different purposes (requesting, commenting, greeting, refusing).
What you might see
Across a morning routine, uses multiple different single words (e.g., a person, an object, and a routine word like “bye-bye”).
When a toy is out of reach, uses a single word attempt (e.g., the toy name) to request help instead of only reaching.
If an adult doesn’t respond, repeats the word attempt or tries a different single word (e.g., switches from a general “more” to naming the specific item).
Uses a single word to start an interaction (e.g., says “book” and brings it over) without adult prompting.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Mealtime: Place a favourite snack slightly out of reach and pause—does your child use a single word attempt to request (e.g., the food name or “more”)?
Transitions: At the door, pause before going out—does your child use a single word (e.g., “shoes”, “bye-bye”, “go”) to communicate intent?
Play: With a box of familiar toys, wait as your child picks one—do they label it with a single word attempt without copying you first?
Story time: Point to one picture and wait—does your child attempt a single word to name it or comment?
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).
Single-word use is a framework-native observable behaviour representing early expressive language within this age band.
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
Does not use recognisable single words to communicate; relies on crying, sounds, reaching, or pointing. Vocalisations are not consistently understood as specific words by familiar adults.
When they want a drink, reaches or cries but does not attempt a word such as “drink”, “more”, or a name for the cup.
When a familiar person enters, looks or smiles but does not vocalise a consistent name or greeting word attempt.
Emerging
Uses one or two consistent single-word attempts, usually in one routine (e.g., a person’s name or a favourite item), but the word use is infrequent or inconsistent.
Says one consistent word attempt (e.g., for a parent or a favourite toy) but only in one setting (e.g., at home).
Repeats a word immediately after an adult models it, but does not use it later to communicate.
Developing
Uses several single words to label, request, or protest in familiar situations, especially with familiar adults and predictable routines.
At snack time, uses one word (e.g., “more” or a food label) to request without being asked.
Points to a dog and uses one word attempt (e.g., “dog”) while looking at the adult.
Secure
Uses a growing range of single words spontaneously across daily contexts (home, nursery, outdoors) for different purposes (requesting, commenting, greeting, refusing).
Across a morning routine, uses multiple different single words (e.g., a person, an object, and a routine word like “bye-bye”).
When a toy is out of reach, uses a single word attempt (e.g., the toy name) to request help instead of only reaching.
Reflexive
Uses single words strategically and flexibly, choosing words to initiate interaction, repair misunderstandings (trying again), or shift between contexts and partners.
If an adult doesn’t respond, repeats the word attempt or tries a different single word (e.g., switches from a general “more” to naming the specific item).
Uses a single word to start an interaction (e.g., says “book” and brings it over) without adult prompting.
