30–50 monthsSpeakingCommunication and Language: Speaking
Beginning to use more complex sentences to link thoughts (e.g. using and, because).
Observe whether the child: beginning to use more complex sentences to link thoughts (e.g. using and, because).
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
Occasionally joins two ideas with 'and' (often as a list or run-on) and may echo adults' 'because' without a clear reason. Links are inconsistent and usually appear in very familiar phrases.
What you might see
Produces separate short statements without connectives (e.g., 'I got it. I fell.') when describing a sequence.
When asked 'Why did you do that?', replies 'I don't know' or repeats the question rather than giving a reason.
Uses 'and' as a filler ('...and...') but does not complete the next idea.
Sometimes says 'and' to join two actions ('I got it and I ran'), but the second part is often dropped or unrelated.
Echoes 'because' immediately after an adult models it, but the 'reason' does not match what happened.
Gives a reason only with heavy prompting (adult starts: 'Because…') and the child supplies a single word (e.g., 'raining').
Expected
On track
Uses 'and' to join two related clauses and can use 'because' to give a simple reason when prompted or in familiar routines. Most linked sentences happen when talking about immediate events or shared play.
What you might see
Uses two-clause sentences in familiar contexts (e.g., 'I want milk and I want toast').
Answers simple 'why' questions with a basic 'because' reason when prompted (e.g., 'Because it's broken').
Links steps while talking through play (e.g., 'Put the baby in bed and then read a book').
Exceeding
Going further
Spontaneously links thoughts in speech using 'and' and 'because' to explain, justify, or connect events across different contexts. Sentences stay coherent enough for others to follow the intended meaning.
What you might see
Explains cause and effect spontaneously (e.g., 'I wore boots because it's muddy').
Links events in a recount so others can follow (e.g., 'We went to the park and we saw a dog').
Uses connectives to negotiate (e.g., 'Can I have a turn because I waited?').
Uses different linkers to plan (e.g., 'If we tidy up, then we can go outside').
Repairs meaning by adding a reason (e.g., 'I mean, I don't want that because it's too spicy').
Explains a multi-step choice (e.g., 'First we need the big block and then we can build it because it will be stronger').
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
At snack time, ask: 'Tell me what you chose and why.' Notice whether your child links ideas with 'and' or 'because'.
During dressing/transition, say: 'We need shoes because…' and pause. Notice whether your child completes the thought with a reason.
In block/LEGO play, ask: 'What are you building, and how will it work?' Notice whether your child links steps with connective words.
While reading a story, ask: 'Why did the character do that?' Notice whether your child attempts a 'because' explanation.
At bedtime, invite a recap: 'Tell me two things you did today and why you liked one of them.'
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, 30–50 months.
DM2012 defines this observable behaviour within the EYFS Speaking progression for 30–50 months.
Developmental research
Vygotsky, L. S. (1986). Thought and Language. MIT Press.
Positions language as a psychological tool for organising and explaining thought, supporting rubrics that emphasise causal/connecting talk.
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
Speaks mainly in single-clause sentences or short phrases and does not yet link ideas using words like 'and' or 'because'. When asked to explain, they tend to repeat the last words or give unrelated fragments.
Produces separate short statements without connectives (e.g., 'I got it. I fell.') when describing a sequence.
When asked 'Why did you do that?', replies 'I don't know' or repeats the question rather than giving a reason.
Uses 'and' as a filler ('...and...') but does not complete the next idea.
Emerging
Occasionally joins two ideas with 'and' (often as a list or run-on) and may echo adults' 'because' without a clear reason. Links are inconsistent and usually appear in very familiar phrases.
Sometimes says 'and' to join two actions ('I got it and I ran'), but the second part is often dropped or unrelated.
Echoes 'because' immediately after an adult models it, but the 'reason' does not match what happened.
Gives a reason only with heavy prompting (adult starts: 'Because…') and the child supplies a single word (e.g., 'raining').
Developing
Uses 'and' to join two related clauses and can use 'because' to give a simple reason when prompted or in familiar routines. Most linked sentences happen when talking about immediate events or shared play.
Uses two-clause sentences in familiar contexts (e.g., 'I want milk and I want toast').
Answers simple 'why' questions with a basic 'because' reason when prompted (e.g., 'Because it's broken').
Links steps while talking through play (e.g., 'Put the baby in bed and then read a book').
Secure
Spontaneously links thoughts in speech using 'and' and 'because' to explain, justify, or connect events across different contexts. Sentences stay coherent enough for others to follow the intended meaning.
Explains cause and effect spontaneously (e.g., 'I wore boots because it's muddy').
Links events in a recount so others can follow (e.g., 'We went to the park and we saw a dog').
Uses connectives to negotiate (e.g., 'Can I have a turn because I waited?').
Reflexive
Uses connective language flexibly (e.g., and, because, so, then, if) to build explanations, negotiate plans, and repair misunderstandings. Can clarify their reasoning for others and adapt wording to the listener.
Uses different linkers to plan (e.g., 'If we tidy up, then we can go outside').
Repairs meaning by adding a reason (e.g., 'I mean, I don't want that because it's too spicy').
Explains a multi-step choice (e.g., 'First we need the big block and then we can build it because it will be stronger').
