22–36 monthsSpeakingCommunication and Language: Speaking
Learns new words very rapidly and is able to use them in communicating.
Observe whether the child: learns new words very rapidly and is able to use them in communicating.
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
The child sometimes echoes a new word when an adult models it, but does not reliably use it later or uses it for the wrong thing.
What you might see
When an adult labels a new item (e.g., "colander"), the child continues to say "that" and points rather than attempting the word.
Across a week, the child repeats the same few labels for many objects (e.g., "ball" for multiple toys) without adding new specific words.
After a new word is used repeatedly during an activity, the child does not use it later the same day even when the item reappears.
When prompted "Can you say 'thermometer'?” the child attempts the sound pattern once, but does not use it again without prompting.
The child uses a new word once but mislabels (e.g., calls multiple vehicles "tractor" after learning the word).
The child repeats a new word immediately after an adult, then returns to a familiar word (e.g., "drink") instead of the new label (e.g., "smoothie").
Expected
On track
After hearing a new word several times in a familiar routine or play, the child begins to use it appropriately to label or request, especially with adult support.
What you might see
After hearing a new word during play (e.g., "tunnel"), the child later says "tunnel" while crawling through a blanket tunnel.
At mealtime, after adults say "spoon" and introduce "ladle", the child later requests "ladle" while serving pretend soup.
The child learns a new word in a repeated book and uses it later during play (e.g., says "stomp" after hearing it in a story).
Exceeding
Going further
The child picks up new words from everyday talk, stories, or outings and then uses them spontaneously to share, ask, or explain in different moments.
What you might see
After an outing, the child uses new words from the experience unprompted (e.g., says "ticket" or "platform" while playing at home).
The child uses a newly heard describing word appropriately (e.g., "slippery") while commenting on a wet floor or slide.
The child teaches their meaning through use (e.g., uses "gigantic" after hearing it, pointing to a big truck and saying "gigantic!").
The child asks for labels (e.g., "What's that called?") and then uses the new word later in the day without prompting.
The child applies a new word to a new example (e.g., learns "stripe" from a zebra picture and later says "stripes" on a shirt).
The child intentionally uses a new word to communicate to a new listener (e.g., tells a relative "I found a caterpillar").
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During a normal routine (snack, getting dressed), introduce one new label (e.g., "colander", "zipper") and notice whether your child uses it later without prompting.
On a walk, point out one new describing word (e.g., "steep", "muddy") and later ask, "What was the path like?" to see if the word reappears.
At story time, pause on an unfamiliar word and explain it briefly; notice whether your child uses that word in play later the same day.
During pretend play, model one new role word (e.g., "customer", "builder") and watch whether your child adopts it in their own talk.
In the bath, introduce one new object word (e.g., "sponge" vs "loofah" if you use one) and see whether your child uses the specific term when requesting 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 (DfE, 2012), Communication and Language: Speaking (22–36 months).
This construct is framework-native and reflects typical accelerated vocabulary growth in the later toddler period.
Developmental research
Carey & Bartlett (1978) fast mapping ("chromium" study).
Empirical work on rapid initial word–meaning mapping supports the idea that toddlers can learn and reuse new words after limited exposure.
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
New words rarely stick; the child mainly repeats a small set of familiar words and relies on pointing, sounds, or adult interpretation to get needs met.
When an adult labels a new item (e.g., "colander"), the child continues to say "that" and points rather than attempting the word.
Across a week, the child repeats the same few labels for many objects (e.g., "ball" for multiple toys) without adding new specific words.
After a new word is used repeatedly during an activity, the child does not use it later the same day even when the item reappears.
Emerging
The child sometimes echoes a new word when an adult models it, but does not reliably use it later or uses it for the wrong thing.
When prompted "Can you say 'thermometer'?” the child attempts the sound pattern once, but does not use it again without prompting.
The child uses a new word once but mislabels (e.g., calls multiple vehicles "tractor" after learning the word).
The child repeats a new word immediately after an adult, then returns to a familiar word (e.g., "drink") instead of the new label (e.g., "smoothie").
Developing
After hearing a new word several times in a familiar routine or play, the child begins to use it appropriately to label or request, especially with adult support.
After hearing a new word during play (e.g., "tunnel"), the child later says "tunnel" while crawling through a blanket tunnel.
At mealtime, after adults say "spoon" and introduce "ladle", the child later requests "ladle" while serving pretend soup.
The child learns a new word in a repeated book and uses it later during play (e.g., says "stomp" after hearing it in a story).
Secure
The child picks up new words from everyday talk, stories, or outings and then uses them spontaneously to share, ask, or explain in different moments.
After an outing, the child uses new words from the experience unprompted (e.g., says "ticket" or "platform" while playing at home).
The child uses a newly heard describing word appropriately (e.g., "slippery") while commenting on a wet floor or slide.
The child teaches their meaning through use (e.g., uses "gigantic" after hearing it, pointing to a big truck and saying "gigantic!").
Reflexive
The child actively seeks and plays with new words (e.g., asking what something is called), generalises them to new situations, and may show others the new word.
The child asks for labels (e.g., "What's that called?") and then uses the new word later in the day without prompting.
The child applies a new word to a new example (e.g., learns "stripe" from a zebra picture and later says "stripes" on a shirt).
The child intentionally uses a new word to communicate to a new listener (e.g., tells a relative "I found a caterpillar").
