40–60 monthsSpeakingCommunication and Language: Speaking
Uses talk to organise, sequence and clarify thinking, ideas, feelings and events.
Observe whether the child: uses talk to organise, sequence and clarify thinking, ideas, feelings and events.
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
With adult prompting, begins to talk through simple steps or give a brief clarification, but sequencing words are inconsistent. May clarify only after repeated questions or may change the story mid-way.
What you might see
When asked 'What happened?', gives a single fragment (e.g., 'fell') without explaining when/why/next.
Starts an explanation but stops quickly (e.g., 'I was… um…') and does not add sequencing even with a gentle prompt.
Expresses a feeling without adding any clarifying context (e.g., 'I'm angry') and cannot say what the problem was.
With adult cues, adds one sequencing word (e.g., 'then') but the order is muddled or changes mid-sentence.
Clarifies only after a direct question (e.g., adult: 'Which one do you mean?' child points and says a single word).
Talks through a step only when prompted (e.g., adult: 'What do we do first?' child: 'get glue').
Expected
On track
Uses talk to plan and sequence familiar tasks (e.g., routines, simple making) and can clarify basic feelings/events with support. Can answer follow-up questions to keep the explanation understandable.
What you might see
Explains a familiar routine with some order (e.g., 'First wash hands, then eat') when asked.
Uses talk to label and explain a feeling with help (e.g., 'Sad because… he took it').
Rephrases after an adult signals confusion (e.g., repeats more slowly or adds missing detail).
Exceeding
Going further
Spontaneously uses talk to plan, reflect, and clarify across contexts (play, routines, problem-solving). Uses simple sequencing language (first/next/then/after) and checks or repairs meaning so listeners can follow.
What you might see
Plans aloud during play (e.g., 'First we build the road, then the cars go here') without being asked.
Gives a clear recount with a simple sequence (e.g., 'We went outside, then it rained, so we came in').
Clarifies meaning by repairing speech (e.g., 'No, I mean the big one, not the small one').
Explains a strategy (e.g., 'I will do the corners first because it helps it stay up').
Negotiates a solution using organised talk (e.g., 'You can have it after me; I'll count to ten, then you go').
Helps a peer by talking through steps (e.g., 'Put this here, then press, then it sticks') and checks understanding.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
While cooking or making something, ask: 'Tell me what we do first, next, and last.' Notice whether your child uses sequencing talk to organise steps.
During free play, listen for planning language: 'I'm going to… then…' Notice whether your child talks themselves through a plan.
After a small problem (spill, broken tower), ask: 'What happened and what should we do now?' Notice whether your child clarifies events and proposes steps.
At bedtime, invite a recap: 'Tell me one thing you felt today and why.' Notice whether your child links feelings with events.
When your child is explaining something, gently say: 'I didn't understand—can you tell me again?' Notice whether they repair or clarify their talk.
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
DfE (2012). Development Matters in the EYFS (2012), Communication and Language: Speaking, 40–60+ months.
DM2012 explicitly frames talk as a tool to organise, sequence, and clarify thinking and events in the Speaking progression.
Developmental research
Vygotsky, L. S. (1986). Thought and Language. MIT Press.
Supports the idea that language increasingly functions to structure planning, explanation, and self-guidance, aligning with higher rubric levels.
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
Talk mostly expresses immediate wants or single feelings (e.g., 'I want…', 'I'm sad') without organising ideas into a clear sequence. Finds it hard to explain what happened or what they plan to do next.
When asked 'What happened?', gives a single fragment (e.g., 'fell') without explaining when/why/next.
Starts an explanation but stops quickly (e.g., 'I was… um…') and does not add sequencing even with a gentle prompt.
Expresses a feeling without adding any clarifying context (e.g., 'I'm angry') and cannot say what the problem was.
Emerging
With adult prompting, begins to talk through simple steps or give a brief clarification, but sequencing words are inconsistent. May clarify only after repeated questions or may change the story mid-way.
With adult cues, adds one sequencing word (e.g., 'then') but the order is muddled or changes mid-sentence.
Clarifies only after a direct question (e.g., adult: 'Which one do you mean?' child points and says a single word).
Talks through a step only when prompted (e.g., adult: 'What do we do first?' child: 'get glue').
Developing
Uses talk to plan and sequence familiar tasks (e.g., routines, simple making) and can clarify basic feelings/events with support. Can answer follow-up questions to keep the explanation understandable.
Explains a familiar routine with some order (e.g., 'First wash hands, then eat') when asked.
Uses talk to label and explain a feeling with help (e.g., 'Sad because… he took it').
Rephrases after an adult signals confusion (e.g., repeats more slowly or adds missing detail).
Secure
Spontaneously uses talk to plan, reflect, and clarify across contexts (play, routines, problem-solving). Uses simple sequencing language (first/next/then/after) and checks or repairs meaning so listeners can follow.
Plans aloud during play (e.g., 'First we build the road, then the cars go here') without being asked.
Gives a clear recount with a simple sequence (e.g., 'We went outside, then it rained, so we came in').
Clarifies meaning by repairing speech (e.g., 'No, I mean the big one, not the small one').
Reflexive
Uses talk metacognitively to compare options, explain strategies, negotiate solutions, and help peers by verbalising steps and reasons. Can revisit, revise, and summarise a plan or recount to improve clarity.
Explains a strategy (e.g., 'I will do the corners first because it helps it stay up').
Negotiates a solution using organised talk (e.g., 'You can have it after me; I'll count to ten, then you go').
Helps a peer by talking through steps (e.g., 'Put this here, then press, then it sticks') and checks understanding.
