Birth–11 monthsSpeakingCommunication and Language: Speaking
Communicates needs and feelings in a variety of ways including crying, gurgling, babbling and squealing.
Observe whether the child: communicates needs and feelings in a variety of ways including crying, gurgling, babbling and squealing.
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
Begins to use more than one vocalisation type (e.g., crying plus occasional gurgles/coos), but signals are inconsistent or not clearly linked to specific needs or feelings.
What you might see
Uses one main crying pattern for most situations, with little change in intensity or sound quality between hunger, tiredness, or discomfort.
When excited by a familiar person, does not show any distinct happy vocalisation (no coos/squeals), only general fussing or silence.
Sometimes coos/gurgles when calm, but still relies on the same cry sound for most needs.
Produces happy squeals occasionally, but they are not reliably tied to enjoyable play or social interaction.
Expected
On track
Uses a variety of vocalisations (crying, gurgling, babbling, squealing) with clearer patterns that often match different states (hunger, tiredness, excitement), especially with familiar adults who know the baby well.
What you might see
Uses a different-sounding cry when hungry compared with when tired, and settles when the matching need is met (feed/sleep).
Squeals or babbles during an enjoyable play moment, and quiets or shifts sound when the play stops.
Exceeding
Going further
Regularly uses varied vocalisations and expression to communicate different needs and feelings across daily routines, and will vocalise to seek comfort, attention, or engagement.
What you might see
Babbles or gurgles to gain a familiar adult’s attention, then escalates (louder or repeated sounds) if the adult doesn’t respond.
Shows a clear “happy” vocalisation (squeal/laugh-like sound) when a favourite game starts and a distinct protest sound when it stops.
If a caregiver misreads the signal, the baby changes the communication (e.g., adds reaching/arm lift, changes vocal intensity) to clarify.
Uses vocalisations to initiate a routine (e.g., makes excited sounds when seeing the bottle, then looks to the adult and vocalises again to prompt action).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Daily routines: Over a day, notice whether your baby uses different sounds for hunger, tiredness, excitement, and protest—are there recognisable patterns?
Play: Start a favourite game (peekaboo/tickles) then pause—does your baby vocalise (gurgle/babble/squeal) to keep it going?
Comfort: When upset, offer comfort—does your baby’s sound change as they calm (e.g., from cry to quieter coos/gurgles)?
Transitions: Before feeding or sleep, pause briefly—does your baby use a specific vocal cue to communicate what they want next?
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 (birth–11 months).
The construct is specified as an observable behaviour describing early multimodal communication of needs and affect in infancy.
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 needs mostly through undifferentiated crying or fussing, with limited variation in sounds for different feelings. Caregivers find it hard to distinguish what the baby needs from vocal cues.
Uses one main crying pattern for most situations, with little change in intensity or sound quality between hunger, tiredness, or discomfort.
When excited by a familiar person, does not show any distinct happy vocalisation (no coos/squeals), only general fussing or silence.
Emerging
Begins to use more than one vocalisation type (e.g., crying plus occasional gurgles/coos), but signals are inconsistent or not clearly linked to specific needs or feelings.
Sometimes coos/gurgles when calm, but still relies on the same cry sound for most needs.
Produces happy squeals occasionally, but they are not reliably tied to enjoyable play or social interaction.
Developing
Uses a variety of vocalisations (crying, gurgling, babbling, squealing) with clearer patterns that often match different states (hunger, tiredness, excitement), especially with familiar adults who know the baby well.
Uses a different-sounding cry when hungry compared with when tired, and settles when the matching need is met (feed/sleep).
Squeals or babbles during an enjoyable play moment, and quiets or shifts sound when the play stops.
Secure
Regularly uses varied vocalisations and expression to communicate different needs and feelings across daily routines, and will vocalise to seek comfort, attention, or engagement.
Babbles or gurgles to gain a familiar adult’s attention, then escalates (louder or repeated sounds) if the adult doesn’t respond.
Shows a clear “happy” vocalisation (squeal/laugh-like sound) when a favourite game starts and a distinct protest sound when it stops.
Reflexive
Combines and adapts multiple communication strategies (vocalisations, gaze, gesture) to be understood, changing approach if the first signal isn’t effective and using signals to initiate or sustain interaction.
If a caregiver misreads the signal, the baby changes the communication (e.g., adds reaching/arm lift, changes vocal intensity) to clarify.
Uses vocalisations to initiate a routine (e.g., makes excited sounds when seeing the bottle, then looks to the adult and vocalises again to prompt action).
