Language and Communication in the Early Years: What’s Expected and How to Support It

Language and communication skills are foundational in early years practice, and yet, for many practitioners, this is also one of the most pressured and uncertain areas of their role.

In recent years, concerns around children’s speech, language and communication have increased. Practitioners are being asked to notice more, support more, document more, often with very little additional time, training or clarity about what is actually expected.

If that sounds familiar, you’re not alone.

This article aims to gently clarify:

• what we mean by language and communication in the early years

• what’s typically expected (without rigid tick boxes)

• how to support children in practical, realistic ways

What do we mean by “language and communication” in the early years?

In early years settings, language and communication refers to much more than children talking.

It includes:

• Understanding language (receptive language): following instructions, understanding questions, making sense of what’s said

• Using language (expressive language): words, phrases, sentences, and later storytelling

• Attention, listening and interaction: shared attention, turn-taking, responding to others, using communication for different purposes

These areas are closely linked and develop together. A child may appear verbal (speaking) but still struggle with understanding language, attention, or interaction, which is why communication needs are not always obvious.

What’s typically expected in the early years?

The EYFS outlines expectations for communication and language development, but it’s important to remember that development happens within a range, not along a straight line.

Children:

• develop at different rates

• may show strengths in one area and needs in another

• are influenced by environment, experience, interaction, and opportunity

Rather than looking for exact milestones, it’s often more helpful to ask:

• Is the child making progress over time?

• Are they able to understand and use language to meet their needs?

• Do they have ways to communicate, even if speech is limited?

Many settings find that using simple milestone checklists helps to support observation and shared understanding across staff, not as a test, but as a conversation tool.

Why language gaps can be easy to miss in busy settings

Not all language needs look obvious.

Some children:

• appear settled but say very little

• copy peers or rely on routines

• use behaviour instead of language

• struggle quietly while seeming “fine” in groups

In busy early years environments, these children can easily be overlooked , especially when attention is drawn to more externalised behaviour.

Language difficulties don’t always show up as “speech problems”. Often, they show up as:

• frustration

• withdrawal

• difficulty with peer interaction

• increased emotional responses

Early signs a child may need extra language support

Without jumping to diagnosis, some signs that a child may benefit from additional language support include:

• limited vocabulary growth

• difficulty following instructions

• reliance on gesture or copying rather than words

• frustration or behaviour when communication breaks down

• difficulty joining in play or conversation

Noticing these patterns early allows practitioners to adjust support before difficulties escalate.

What actually helps language and communication in EYFS

Supporting language does not require constant new activities or specialist resources.

Some of the most effective strategies include:

• modelling clear, simple language

• slowing down interactions

• reducing the number of instructions given at once

• creating predictable routines

• building language into everyday play and care moments

Small, consistent changes often have a much greater impact than doing “more”.

Supporting language doesn’t have to mean doing more

Many practitioners worry that supporting language means adding extra work to an already full day.

In reality, it often means:

• noticing more

• saying less

• creating space and opportunities for communication

• responding thoughtfully rather than reactively

• Noticing different types of communication

Supporting language is about quality of interaction, not quantity of activities.

Using structured reflection to build staff confidence

Having shared tools and language can make a huge difference for teams.

Structured checklists and reflection tools can help staff:

• notice patterns over time

• discuss concerns calmly

• feel more confident in their observations

• support conversations with parents

Inside the SHED tier of The Speech & Language Garden, practitioners can access printable language and communication milestone checklists designed specifically for early years settings, practical, realistic, and grounded in everyday practice.

Click to find out more about The Garden and Shed tier

Final thoughts

You don’t need to catch everything.

You don’t need to diagnose.

And you don’t need to 'fix' children.

Early years practitioners play a powerful role simply by creating environments where communication is noticed, valued, and gently supported.

Clarity leads to confidence, for children and adults alike.