8–20 monthsSpeakingCommunication and Language: Speaking
Uses sounds in play, e.g. ‘brrrm’ for toy car.
Observe whether the child: uses sounds in play, e.g. ‘brrrm’ for toy car.
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 adds a sound during play, but the sound is inconsistent, brief, or not clearly matched to a specific toy/action.
What you might see
Pushes a toy car back and forth without making any car-related sound effects, even when an adult models “brrrm”.
Moves toys around while vocalising unrelated sounds (e.g., general squeals) that do not match the play action.
Makes one brief noise while pushing a toy car, but does not repeat it or link it reliably to the action.
After an adult makes an animal sound, the child smiles but does not attempt a sound effect back.
Expected
On track
Uses simple sound effects in familiar play sequences (e.g., vehicle noises, animal noises), especially when an adult models or joins the play.
What you might see
During play with vehicles, produces a consistent “brrrm”-type sound while moving the car, especially when playing alongside an adult.
Makes one or two familiar animal/vehicle sound effects when given the toy and an adult prompt (e.g., “What does it say?”).
Exceeding
Going further
Spontaneously uses sound effects to represent actions or objects during play across different toys and contexts, and may repeat sounds to sustain shared play.
What you might see
Uses sound effects while playing independently (e.g., car noise for car, “beep” when pressing a button) without being asked.
Repeats a sound effect to keep a game going (e.g., repeats “brrrm” each time the car goes down a ramp).
Changes the sound effect to match the action (e.g., a slower sound for a slow car, louder sound for a crash) and watches for another person’s reaction.
Uses sound effects to direct shared play (e.g., makes the sound then offers the toy to an adult/peer as if inviting them to join).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Play: Set out cars/animals and join briefly, then step back—does your child use sound effects (like “brrrm”) to match what the toy is doing?
Outdoor: When you see a real bus/dog, model a simple sound effect once—does your child later try the sound during toy play or when seeing another vehicle/animal?
Story time: In a picture book with vehicles/animals, pause on a page—does your child add a sound effect linked to the picture?
Bath time: Use a toy boat/duck—does your child add sounds (e.g., splashing noises or animal sounds) as part of the play?
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 (8–20 months).
Using sounds in play is specified as a typical observable behaviour reflecting early symbolic communication and expressive language in this age band.
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
Plays with objects without using playful sound effects linked to the play action. Vocalisations, if present, are not timed with or clearly connected to what the child is doing.
Pushes a toy car back and forth without making any car-related sound effects, even when an adult models “brrrm”.
Moves toys around while vocalising unrelated sounds (e.g., general squeals) that do not match the play action.
Emerging
Occasionally adds a sound during play, but the sound is inconsistent, brief, or not clearly matched to a specific toy/action.
Makes one brief noise while pushing a toy car, but does not repeat it or link it reliably to the action.
After an adult makes an animal sound, the child smiles but does not attempt a sound effect back.
Developing
Uses simple sound effects in familiar play sequences (e.g., vehicle noises, animal noises), especially when an adult models or joins the play.
During play with vehicles, produces a consistent “brrrm”-type sound while moving the car, especially when playing alongside an adult.
Makes one or two familiar animal/vehicle sound effects when given the toy and an adult prompt (e.g., “What does it say?”).
Secure
Spontaneously uses sound effects to represent actions or objects during play across different toys and contexts, and may repeat sounds to sustain shared play.
Uses sound effects while playing independently (e.g., car noise for car, “beep” when pressing a button) without being asked.
Repeats a sound effect to keep a game going (e.g., repeats “brrrm” each time the car goes down a ramp).
Reflexive
Uses sound effects flexibly to create and extend pretend play (varying sounds for different actions, adding sequences) and can use sounds to invite others into the play.
Changes the sound effect to match the action (e.g., a slower sound for a slow car, louder sound for a crash) and watches for another person’s reaction.
Uses sound effects to direct shared play (e.g., makes the sound then offers the toy to an adult/peer as if inviting them to join).
