Early Communication and Language
Stage
Listening and Attention
Understanding
(Receptive Language)
Talking
(Expressive Language)
Social Communication
0-11
months
Turns toward a familiar sound then locates
range of sounds with accuracy.
Listens to, distinguishes and responds to
intonations and sounds of voices.
Quietens or alerts to the sound of speech.
Fleeting Attention – not under child’s control,
new stimuli takes whole attention.
Stops and looks when hears own
name. (by 12 months
)
Gradually develops speech sounds (babbling) to
communicate with adults; says sounds like ‘baba,
nono, gogo’. (by 11 months
)
Gazes at faces and copies facial movements, eg.
sticking out tongue.
Concentrates intently on faces and enjoys
interaction.
Uses voice, gesture, eye contact and facial
expression to make contact with people and keep
their attention. (by 12 months
)
8-20
months
Concentrates intently on an object or activity of
own choosing for short periods.
Pays attention to dominant stimulus – easily
distracted by noises or other people talking.
Moves whole bodies to sounds they enjoy,
such as music or a regular beat.
Has a strong exploratory impulse.
Responds to the different things
said when in a familiar context with
a special person (e.g. ‘Where’s
Mummy?’, ‘Where’s your nose?’).
Understanding of single words in
context is developing, e.g. ‘cup’,
‘milk’, ‘daddy’
Uses single words. (by 16 months
)
Frequently imitates words and sounds.
Enjoys babbling and increasingly experiments
with using sounds and words to communicate for
a range of purposes (e.g. teddy, more, no, bye-
bye)
Likes being with familiar adult and watching them.
Developing the ability to follow an adult’s body
language, including pointing and gesture.
Learns that their voice and actions have effects
on others.
Uses pointing with eye gaze to make requests,
and to share an interest. (by 18 months
)
16-26
months
Listens to and enjoys rhythmic patterns in
rhymes and stories.
Enjoys rhymes and demonstrates listening by
trying to join in with actions or vocalisations.
Rigid attention – may appear not to hear.
Selects familiar objects by name
and will go and find objects when
asked, or identify objects from a
group.
Beginning to put two words together (e.g. ‘want
ball’, ‘more juice’) (by 24 months
)
Uses different types of everyday words (nouns,
verbs and adjectives, e.g. banana, go, sleep, hot)
Beginning to ask simple questions.
Gradually able to engage in ‘pretend’ play with
toys (supports child to imagine another’s point of
view).
Looks to others for responses which confirm,
contribute to, or challenge their understanding.
22-36
months
Single channelled attention. Can shift to a
different task if attention fully obtained – using
child’s name helps focus. (by 36 months
)
Listens with interest to the noises adults make
when they read stories.
Recognises and responds to many familiar
sounds e.g. turning to a knock on the door,
looking at or going to the door.
Identifies action words by pointing
to the right picture, e.g., "Who's
jumping?" (by 30 months
)
Understands 'who', 'what', 'where'
in simple questions (e.g. Who’s
that/can? What’s that? Where is.?).
Developing understanding of
simple concepts (e.g. big/little)
Learns new words very rapidly and is able to use
them in communicating.
Uses action, sometimes with limited talk, that is
largely concerned with the ‘here and now’ (e.g.
reaches toward toy, saying ‘I have it).
Uses a variety of questions (e.g. what, where,
who).
Uses simple sentences (e.g.’ Mummy gonna
work.’)
Beginning to use word endings (e.g. going, cats)
Uses language as a powerful means of widening
contacts, sharing feelings, experiences and
thoughts.
Holds a conversation, jumping from topic to topic.
Enjoys being with and talking to adults and other
children.
Interested in others’ play and will join in.
Responds to the feelings of others.
30-50
months
Listens to others in one to one or small groups,
when conversation interests them.
Listens to stories with increasing attention and
recall.
Joins in with repeated refrains and anticipates
key events and phrases in rhymes and stories.
Focusing attention – still listen or do, but can
shift own attention.
Is able to follow directions (if not intently
focused on own choice of activity).
Understands use of objects (e.g.
"What do we use to cut things?’)
Shows understanding of
prepositions such as 'under', 'on
top', 'behind' by carrying out an
action or selecting correct picture.
Beginning to understand ‘why’ and
‘how’ questions.
Beginning to use more complex sentences to link
thoughts (e.g. using and, because).
Can retell a simple past event in correct order
(e.g. went down slide, hurt finger).
Uses talk to connect ideas, explain what is
happening and anticipate what might happen
next, recall and relive past experiences.
Questions why things happen and gives
explanations. Asks e.g. who, what, when, how.
Uses a range of tenses (e.g. play, playing, will
play, played)
Beginning to accept the needs of others, with
support.
Can initiate conversations.
Shows confidence in linking up with others for
support and guidance.
Talks freely about their home and community.
Forms friendships with other children.
40-60+
months
Sustains attentive listening, responding to what
they have heard with relevant comments,
questions or actions.
Maintains attention, concentrates and sits
quietly when appropriate.
Two-channelled attention – can listen and do
for short span.
Integrated attention – can listen and do in
range of situations with range of people; varies
according to the demands of the task.
Understands humour, e.g.
nonsense rhymes, jokes.
Demonstrates understanding of
“how?” and “why?” questions by
giving explanations.
Able to follow a story without
pictures or props.
Understands instructions
containing sequencing words;
first…after…last, and more
abstract concepts – long, short,
tall, hard soft, rough.
Extends vocabulary, especially by grouping and
naming, exploring the meaning and sounds of
new words.
Links statements and sticks to a main theme or
intention.
Uses language to imagine and recreate roles and
experiences in play situations.
Uses talk to organise, sequence and clarify
thinking, ideas, feelings and events.
Introduces a storyline or narrative into their play.
Has confidence to speak to others about their
own wants, interests and opinions.
Initiates conversation, attends to and takes
account of what others say.
Explains own knowledge and understanding, and
asks appropriate questions of others.
Shows awareness of the listener when speaking.
Expresses needs / feelings in appropriate ways.
Forms good relationships with adults and peers.
Works as part of a group or class, taking turns
