16–26 monthsSpeakingCommunication and Language: Speaking
Beginning to ask simple questions.
Observe whether the child: beginning to ask simple questions.
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
Shows early question forms inconsistently: uses rising intonation or a single question word (e.g., ‘what?’) occasionally, often only when prompted or in a familiar routine.
What you might see
Points to an item and grunts/cries until it is given, without attempting a question-like vocalisation (e.g., ‘what?’, ‘where?’).
When something is missing (shoe/toy), becomes upset or searches silently rather than asking an adult.
Uses rising intonation with a single word (e.g., ‘milk?’) once or twice, but does not consistently do this to seek information.
Echoes an adult question (‘Where teddy?’) without independently forming their own question later.
Expected
On track
Asks simple questions in supported contexts (with an adult nearby), typically about immediate needs or objects (e.g., where/what). Questions may be short or unclear but are recognisably used to seek an answer.
What you might see
Looks around and asks ‘where ball?’ or ‘where it?’ when a familiar toy is not visible.
Points to a new object and asks ‘what dat?’ in a familiar setting (home/nursery).
Exceeding
Going further
Spontaneously asks simple questions across everyday contexts (home/play/outdoors) and waits for a response. Uses a small range of question words or formats (what/where/more?) to get information or help.
What you might see
Asks ‘what that?’ or ‘where go?’ during play without adult prompting and waits for an answer.
Asks for help with a simple question (e.g., ‘help?’ with questioning intonation) rather than immediately protesting.
If not understood, repeats the question more clearly (e.g., points again and re-asks ‘where daddy?’) until answered.
Asks a peer a simple question (e.g., ‘where car?’) during shared play to coordinate activity.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
At snack time, pause before serving and see if your child asks a simple question to get what they want (e.g., ‘more?’, ‘where juice?’) rather than only pointing or fussing.
During story time, point to a picture and wait. Notice whether your child asks ‘what?’ or ‘where?’ about characters/objects.
When a familiar item is missing (shoes/teddy), observe whether your child asks ‘where?’ or seeks an adult to find out.
Outside, stop by something interesting (bus, dog, digger) and wait quietly. Notice whether your child asks a simple question about it.
During tidy-up, put one toy in an unusual place and observe whether your child uses a question to locate it.
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, 16-26 months.
The construct is a framework-native indicator of early expressive language pragmatics through emerging question-asking.
Developmental research
Tomasello, M. (2003). Constructing a Language: A Usage-Based Theory of Language Acquisition. Harvard University Press.
Usage-based accounts ground early question forms in communicative intention, joint attention, and pattern-finding in caregiver-child interaction.
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 yet use questions to seek information; communication is mostly gestures, single words, or demands/requests. May protest or point rather than asking.
Points to an item and grunts/cries until it is given, without attempting a question-like vocalisation (e.g., ‘what?’, ‘where?’).
When something is missing (shoe/toy), becomes upset or searches silently rather than asking an adult.
Emerging
Shows early question forms inconsistently: uses rising intonation or a single question word (e.g., ‘what?’) occasionally, often only when prompted or in a familiar routine.
Uses rising intonation with a single word (e.g., ‘milk?’) once or twice, but does not consistently do this to seek information.
Echoes an adult question (‘Where teddy?’) without independently forming their own question later.
Developing
Asks simple questions in supported contexts (with an adult nearby), typically about immediate needs or objects (e.g., where/what). Questions may be short or unclear but are recognisably used to seek an answer.
Looks around and asks ‘where ball?’ or ‘where it?’ when a familiar toy is not visible.
Points to a new object and asks ‘what dat?’ in a familiar setting (home/nursery).
Secure
Spontaneously asks simple questions across everyday contexts (home/play/outdoors) and waits for a response. Uses a small range of question words or formats (what/where/more?) to get information or help.
Asks ‘what that?’ or ‘where go?’ during play without adult prompting and waits for an answer.
Asks for help with a simple question (e.g., ‘help?’ with questioning intonation) rather than immediately protesting.
Reflexive
Uses questions flexibly to extend interaction (asks follow-up, repeats/rephrases if not understood) and may direct simple questions to peers as well as adults. Uses questioning as a tool for planning play and understanding routines.
If not understood, repeats the question more clearly (e.g., points again and re-asks ‘where daddy?’) until answered.
Asks a peer a simple question (e.g., ‘where car?’) during shared play to coordinate activity.
