22–36 monthsSpeakingCommunication and Language: Speaking
Uses gestures, sometimes with limited talk, e.g. reaches toward toy, saying ‘I have it’.
Observe whether the child: uses gestures, sometimes with limited talk, e.g. reaches toward toy, saying ‘I have it’.
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 basic gestures (reaching, giving, pointing) inconsistently and often needs adult support to interpret meaning. Sometimes adds a single word or short phrase with a gesture, but talk may be limited or unclear.
What you might see
Takes a toy by grabbing without pointing/reaching or attempting to communicate intention to an adult or peer.
Leads an adult by the hand to an object without pointing or trying to name/indicate it.
Reaches for a toy while vocalising, but does not look at the adult/peer to ensure the message is received.
Points to something briefly, but cannot sustain the gesture or add any word to clarify what they mean.
Expected
On track
Regularly uses gesture with limited talk to communicate clearly in familiar situations (reaches + ‘mine’, points + ‘that’). Gestures and words work together to show what the child wants, has, or is thinking about.
What you might see
Reaches toward a toy and says ‘mine’ or ‘I have it’ (or similar) to communicate possession clearly.
Points to an object and uses a short label (e.g., ‘ball’) to direct an adult’s attention.
Exceeding
Going further
Uses gesture-speech combinations across contexts to communicate a wide range of meanings (requesting, refusing, showing, commenting). Uses gestures to support listener understanding when speech is short or still developing.
What you might see
Uses a show gesture (holds up object) while saying a short comment (e.g., ‘big car’) to share experience with an adult.
Uses a stop/refusal gesture (pushes away, shakes head) with a word (e.g., ‘no’) to clearly refuse.
If misunderstood, repeats the gesture more clearly (points again, brings object closer) and tries a different word to repair the message.
Uses gesture to coordinate peer play (points where the car should go, gestures ‘come’) while adding brief talk to direct roles.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During play, place a desired toy slightly out of reach and pause. Notice whether your child points/reaches and adds a word to make the request clear.
In the kitchen, offer two choices at a distance and wait. Notice whether your child points while naming or approximating the word, rather than only fussing or grabbing.
During story time, point to a picture and pause. Notice whether your child points back and adds a label or short comment.
During a peer play moment (playground), observe whether your child uses gesture (pointing, showing) plus a word to join in or negotiate a turn.
At tidy-up, hold a box and wait. Notice whether your child gestures (giving, placing, pointing) with words to coordinate the routine.
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) (DM2012), Communication and Language: Speaking, 22-36 months.
The construct is a framework-native observable describing multimodal communication, where gesture supports meaning as spoken language develops.
Developmental research
Iverson, J. M., & Goldin-Meadow, S. (2005). Gesture paves the way for language development. Psychological Science, 16(5), 367–371.
Longitudinal evidence links early gesture+speech combinations to later advances in vocabulary and multiword speech, grounding gesture-supported communication as a developmentally meaningful indicator.
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
Uses limited communicative gesture and may not consistently pair gesture with words to make meaning clear. May rely on grabbing, crying, or pulling an adult rather than using pointing/reaching to communicate intention.
Takes a toy by grabbing without pointing/reaching or attempting to communicate intention to an adult or peer.
Leads an adult by the hand to an object without pointing or trying to name/indicate it.
Emerging
Uses basic gestures (reaching, giving, pointing) inconsistently and often needs adult support to interpret meaning. Sometimes adds a single word or short phrase with a gesture, but talk may be limited or unclear.
Reaches for a toy while vocalising, but does not look at the adult/peer to ensure the message is received.
Points to something briefly, but cannot sustain the gesture or add any word to clarify what they mean.
Developing
Regularly uses gesture with limited talk to communicate clearly in familiar situations (reaches + ‘mine’, points + ‘that’). Gestures and words work together to show what the child wants, has, or is thinking about.
Reaches toward a toy and says ‘mine’ or ‘I have it’ (or similar) to communicate possession clearly.
Points to an object and uses a short label (e.g., ‘ball’) to direct an adult’s attention.
Secure
Uses gesture-speech combinations across contexts to communicate a wide range of meanings (requesting, refusing, showing, commenting). Uses gestures to support listener understanding when speech is short or still developing.
Uses a show gesture (holds up object) while saying a short comment (e.g., ‘big car’) to share experience with an adult.
Uses a stop/refusal gesture (pushes away, shakes head) with a word (e.g., ‘no’) to clearly refuse.
Reflexive
Uses gesture strategically to organise interaction: adds gesture to clarify, emphasise, or repair misunderstandings, and may use gesture to help peers follow play plans. Gradually shifts more meanings from gesture+word into fuller spoken phrases while still using gestures for emphasis.
If misunderstood, repeats the gesture more clearly (points again, brings object closer) and tries a different word to repair the message.
Uses gesture to coordinate peer play (points where the car should go, gestures ‘come’) while adding brief talk to direct roles.
