22–36 monthsSpeakingCommunication and Language: Speaking
Uses a variety of questions (e.g. what, where, who).
Observe whether the child: uses a variety of questions (e.g. what, where, who).
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 uses one simple question form (often "what" or a rising intonation) but it is inconsistent, repetitive, or not clearly directed to an adult/peer.
What you might see
When an item is missing, the child searches silently or cries rather than asking "where".
The child points at something new and says "that" without attempting a "what" question.
During play with others, the child does not ask "who" is doing something and instead grabs/acts without seeking information.
The child sometimes says "what dat?" or uses a rising tone on a single word (e.g., "teddy?") to request information.
The child repeats an adult's question word (e.g., echoes "where? where?") but does not wait for an answer or connect it to the situation.
The child uses one question word in many situations (e.g., "what?" for location, people, and objects).
Expected
On track
The child uses at least two different question words (e.g., what/where/who) in familiar situations, often with adult modelling or shared attention.
What you might see
The child asks "where" when a familiar object is not visible (e.g., "Where ball?").
The child asks "who" about a person in a photo or at the door (e.g., "Who that?").
The child asks "what" to label an unfamiliar object (e.g., points and asks "What this?") and looks to the adult for the response.
Exceeding
Going further
The child uses a variety of questions to find out, check, and clarify (what/where/who) and directs questions to different people across daily routines.
What you might see
The child uses different question types appropriately in one day (e.g., "What that?" then "Where it go?" then "Who coming?").
The child asks a peer or adult directly for information (e.g., "Where you put it?") and waits for an answer before acting.
The child asks clarifying questions during a shared activity (e.g., "What we doing?" when a new game starts).
The child asks a sequence to solve a real problem (e.g., "Where my shoes?" then "Who moved them?" then "What we do now?").
The child adjusts a question after misunderstanding (e.g., repeats with clearer wording or points and asks again).
The child uses questions to help others coordinate play (e.g., "Who be doctor?" "Where hospital?").
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During tidy-up, put one familiar toy somewhere different and notice whether your child asks "where" rather than only searching.
At story time, pause and ask, "Who is that?" then watch whether your child later asks their own "who" questions about pictures or people.
During outdoor play, hide a small object under a cup and wait to see if your child asks "where" or "what" to get information.
At mealtime, introduce a new item (utensil/food) and notice whether your child asks "what" to label it before trying it.
During a transition (leaving the house), notice whether your child asks "where" or "who" (e.g., "Where we going?" "Who coming?") to make sense of the plan.
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 growth in communicative intent and information-seeking language in toddlers.
Developmental research
Tomasello, M. (2003). Constructing a Language: A Usage-Based Theory of Language Acquisition.
A usage-based account emphasises that children learn question forms through social interaction and repeated communicative use in everyday contexts.
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
The child rarely asks for information with question words and mainly uses pointing, single words, or statements to communicate needs.
When an item is missing, the child searches silently or cries rather than asking "where".
The child points at something new and says "that" without attempting a "what" question.
During play with others, the child does not ask "who" is doing something and instead grabs/acts without seeking information.
Emerging
The child uses one simple question form (often "what" or a rising intonation) but it is inconsistent, repetitive, or not clearly directed to an adult/peer.
The child sometimes says "what dat?" or uses a rising tone on a single word (e.g., "teddy?") to request information.
The child repeats an adult's question word (e.g., echoes "where? where?") but does not wait for an answer or connect it to the situation.
The child uses one question word in many situations (e.g., "what?" for location, people, and objects).
Developing
The child uses at least two different question words (e.g., what/where/who) in familiar situations, often with adult modelling or shared attention.
The child asks "where" when a familiar object is not visible (e.g., "Where ball?").
The child asks "who" about a person in a photo or at the door (e.g., "Who that?").
The child asks "what" to label an unfamiliar object (e.g., points and asks "What this?") and looks to the adult for the response.
Secure
The child uses a variety of questions to find out, check, and clarify (what/where/who) and directs questions to different people across daily routines.
The child uses different question types appropriately in one day (e.g., "What that?" then "Where it go?" then "Who coming?").
The child asks a peer or adult directly for information (e.g., "Where you put it?") and waits for an answer before acting.
The child asks clarifying questions during a shared activity (e.g., "What we doing?" when a new game starts).
Reflexive
The child asks follow-up questions and adapts question forms to keep a conversation going (e.g., asking who/where/what in sequence to solve a problem).
The child asks a sequence to solve a real problem (e.g., "Where my shoes?" then "Who moved them?" then "What we do now?").
The child adjusts a question after misunderstanding (e.g., repeats with clearer wording or points and asks again).
The child uses questions to help others coordinate play (e.g., "Who be doctor?" "Where hospital?").
