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8–20 monthsSpeaking

Enjoys babbling and increasingly experiments with using sounds and words to communicate for a range of purposes (e.g. teddy, more, no, bye-bye.)

Observe whether the child: enjoys babbling and increasingly experiments with using sounds and words to communicate for a range of purposes (e.g. teddy, more, no, bye-bye.)

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

Babbles and makes playful sounds, but communication is limited to a narrow purpose (often attention-seeking) and may not be directed toward an adult consistently.

What you might see

  • During face-to-face play, the child looks away or stays quiet rather than vocalising back when an adult talks.
  • When they want something, relies on crying or grabbing without adding sounds/word attempts to communicate.
  • Babbles while playing alone but does not look toward an adult or pause as if waiting for a reply.
  • Uses one sound (e.g., a squeal) mainly to get attention, but not to request or share interest.

Expected

On track

Uses babbling, sound patterns, and early words to communicate in supported or familiar situations for more than one purpose (e.g., requesting, protesting, greeting), often with familiar adults.

What you might see

  • At snack time, uses a consistent sound or word attempt when wanting more (e.g., says “more” or a repeated syllable) after an adult pauses.
  • When a familiar person leaves, makes a vocal attempt during “bye-bye” (sound/word attempt) alongside a gesture.

Exceeding

Going further

Regularly experiments with sounds and words to communicate for a range of purposes, clearly directing vocalisations toward others and expecting a response across daily routines.

What you might see

  • Uses different vocal patterns for different purposes in one session (e.g., a request sound for a toy, then a “no” sound/word attempt to refuse).
  • Looks at an adult, vocalises, and pauses, repeating or changing the sound if the adult doesn’t respond.
  • Experiments with a new sound pattern (e.g., tries a fresh syllable sequence) and repeats it to see the adult’s reaction.
  • Uses a familiar early word (e.g., “teddy”) to start an interaction, then adds another vocal attempt (e.g., “more/no/bye-bye”) in the same routine to shift purpose.

Try this at home

Small everyday moments where you can notice this behaviour without setting up anything special.

  • Mealtime: Pause before giving more food/drink—does your child use a sound/word attempt to request or protest (e.g., “more”, “no”) rather than only reaching?

  • Play: With a favourite toy hidden in sight, wait—does your child vocalise toward you to ask for it or to share excitement when they find it?

  • Transitions: When saying goodbye to someone or a toy, notice whether your child adds a sound/word attempt (e.g., “bye-bye”) and looks for a response.

  • Bath time: During splashing or bubbles, pause—does your child vocalise to keep the game going or to ask for “more”?

Connected behaviours

Behaviours that scaffold, follow, or co-emerge with this one.

Where this comes from

The framework source and supporting developmental research.

Framework source

  • Development Matters in the EYFS (2012) — Communication and Language: Speaking (8–20 months).

    The construct specifies a typical progression from babbling to early purposeful word use within the EYFS age band.

Five-level rubric (detailed)Show

The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.

Not Yet
Vocalises mainly to express distress or comfort needs and does not use babbling/sounds to engage others. Sounds are mostly self-directed or occur without seeking a response.
  • During face-to-face play, the child looks away or stays quiet rather than vocalising back when an adult talks.
  • When they want something, relies on crying or grabbing without adding sounds/word attempts to communicate.
Emerging
Babbles and makes playful sounds, but communication is limited to a narrow purpose (often attention-seeking) and may not be directed toward an adult consistently.
  • Babbles while playing alone but does not look toward an adult or pause as if waiting for a reply.
  • Uses one sound (e.g., a squeal) mainly to get attention, but not to request or share interest.
Developing
Uses babbling, sound patterns, and early words to communicate in supported or familiar situations for more than one purpose (e.g., requesting, protesting, greeting), often with familiar adults.
  • At snack time, uses a consistent sound or word attempt when wanting more (e.g., says “more” or a repeated syllable) after an adult pauses.
  • When a familiar person leaves, makes a vocal attempt during “bye-bye” (sound/word attempt) alongside a gesture.
Secure
Regularly experiments with sounds and words to communicate for a range of purposes, clearly directing vocalisations toward others and expecting a response across daily routines.
  • Uses different vocal patterns for different purposes in one session (e.g., a request sound for a toy, then a “no” sound/word attempt to refuse).
  • Looks at an adult, vocalises, and pauses, repeating or changing the sound if the adult doesn’t respond.
Reflexive
Adapts sounds/words to the situation and partner, experimenting with new sound patterns, repeating for effect, and persisting or changing strategy when not understood.
  • Experiments with a new sound pattern (e.g., tries a fresh syllable sequence) and repeats it to see the adult’s reaction.
  • Uses a familiar early word (e.g., “teddy”) to start an interaction, then adds another vocal attempt (e.g., “more/no/bye-bye”) in the same routine to shift purpose.