Language-First Approaches in Toddler Rooms | Toddlers (18–36 Months)

Home › EYFS Curriculum & Pedagogy › Toddler Room Curriculum & Pedagogy › Language-First Approaches in Toddler Rooms | Toddlers (18–36 Months)

Scroll down to read this document or download files here: DOCX 📝 | PDF 📄

(This pathway component is currently available to read on the page below and will be available for download by: March 31st 2026)

Language-First Approaches in Toddler Rooms

Toddlers (18–36 Months)

A professional guidance document supporting confident EYFS practice in toddler rooms

Purpose of This Document

This document explains what we mean by a language-first approach in toddler rooms for children aged 18–36 months.

It is designed to:

• support practitioners to prioritise communication in everyday practice

• clarify how language is developed through play, routines and relationships

• ensure consistency across teams

• provide clear language for leadership and inspection conversations

A language-first approach does not mean formal teaching. It means recognising that communication underpins all learning in toddlerhood.

Our Core Belief About Language in Toddlerhood

Toddlers develop language through:

• secure relationships

• shared attention

• repetition and routine

• meaningful, real-life experiences

Language development is closely linked to:

• emotional security

• physical exploration

• social interaction

• self-regulation

Toddlers learn language best when it is lived, not taught.

What We Mean by “Language-First”

A language-first approach means that adults:

• are intentional about how and when they use language

• prioritise interaction over instruction

• value all forms of communication

• embed language across the day

Language is not confined to planned activities or group times.

Valuing All Forms of Communication

Toddlers communicate through:

• gestures and pointing

• facial expression

• body movement

• sounds and early words

• behaviour

In our toddler rooms:

• all communication is acknowledged

• responses are immediate and meaningful

• words are paired with actions

Speech is not the only valid form of communication at this stage.

Shared Attention as the Foundation

Language grows when adults and toddlers attend to the same thing.

Adults:

• follow the child’s focus

• comment on what the child is doing

• wait and allow space for response

Shared attention is prioritised over questioning.

How Adults Use Language in Practice

1. Narrating Play and Routines

Adults describe what is happening:

• “You are pushing the car.”

• “The water is pouring.”

• “Shoes on, then outside.”

Narration provides rich language without pressure.

2. Modelling and Repeating Vocabulary

Adults:

• repeat key words often

• use clear, simple phrases

• emphasise important vocabulary

Repetition supports understanding long before spoken use.

3. Expanding, Not Correcting

When toddlers use early language, adults:

• model slightly extended phrases

• avoid correction or testing

For example:

• Child: “Car.”

• Adult: “Yes, big car driving.”

4. Using Songs, Rhymes and Stories

Songs and rhymes:

• support rhythm and memory

• encourage participation

• reinforce vocabulary

Group experiences are brief, flexible and optional.

Language Through the Environment

The environment supports language by:

• offering real, meaningful resources

• providing visual supports where helpful

• reducing background noise

• allowing space for interaction

The environment invites conversation without overwhelming children.

Language, Play and Schemas

Schema-led play offers rich opportunities for language.

Adults:

• name actions (“rolling”, “filling”, “carrying”)

• describe patterns and changes

• link words to repeated experiences

Language follows play, not the other way around.

Supporting Children with Emerging or Delayed Speech

A language-first approach supports inclusion by:

• reducing pressure to speak

• valuing non-verbal communication

• using consistent, meaningful language

• working closely with families

Early support is relational, preventative and embedded.

Language and Emotional Development

Language supports emotional development by:

• helping children make sense of feelings

• supporting co-regulation

• reducing frustration and anxiety

Language is used to comfort, explain and connect — not to manage behaviour.

What We Avoid in Language-First Practice

To protect language development, adults avoid:

• excessive questioning

• testing or quizzing

• correcting pronunciation

• expecting immediate verbal responses

Silence and waiting are valued parts of communication.

What Progress Looks Like Over Time

Progress in language may be seen through:

• increased eye contact and shared attention

• use of gestures or sounds

• growing vocabulary (spoken or understood)

• longer periods of interaction

Progress is individual and non-linear.

Summary

In our toddler rooms:

• language underpins all learning

• adults model, narrate and repeat

• play and routines are language-rich

• all communication is valued

A language-first approach ensures toddlers are supported to communicate confidently, at their own pace, within warm, responsive relationships.

Document Updated: January 2026

Download Document Here:

(This pathway component is currently available to read on the page above and will be available for download by: March 31st 2026)

Recommended next read Selection

Additional Documents | Professional Membership Contents (Toddlers 18-36 months)

Navigate our Curriculum & Pedagogy guidance documents here.

Pedagogical identity:
Relationship-led, sensory-rich toddler practice grounded in schemas, play, and responsive adult interaction.

• 1. Welcome to the Toddler Room (Start Here)

  👉 This section prevents over-planning and aligns practice.

  • Toddler Pedagogy Position Statement – How Toddlers Learn (18–36 Months) [Free Orienting Sample]

  • Toddler Curriculum Overview & Rationale[Free Orienting Sample]

  • How Our Toddler Curriculum Works

  • The Role of Schemas in Toddler Practice

  • Curriculum Intent in Toddler Rooms (What It Means — and What It Doesn’t)

  • FAQs: Toddler Planning & Pedagogy

• 2. Toddler Curriculum & Developmental Progression

  👉 Adult understanding, not child targets.

  • Toddler Curriculum Maps

    • Progression across 6-month bands (18–24 | 24–30 | 30–36 months)

  • Intent → Progression Grids (Practitioner Reference)

  • Area of Learning Progression Maps

• 3. Observation-Led Practice & In-the-Moment Planning

  👉 Observation is the driver of planning.

  • In-the-Moment Planning Prompt Sheets (Toddlers)

  • Weekly Planning Template

  • Toddler Narrative Observation & Analysis Template

  • Focused Observation Templates

    • Communication & Language

    • PSED

    • Physical Development

    • Maths Seeds

    • Characteristics of Effective Learning

    • Behaviour & Emotional Regulation

    • Schema Observation & Analysis

• 4. Continuous Provision in the Toddler Room

  👉 The environment does the teaching.

  Universal Continuous Provision

  • Continuous Provision Setup Guides | Toddler Room

    • Small World

    • Messy / Wet Play

    • Dry Sensory & Loose Parts

    • Construction

    • Role Play / Home Corner

    • Mark Making

    • Book Area / Reading Nook

    • Music & Sound

    • Outdoor

  • Continuous Provision Maps (18–36 Months)

    • C&L

    • PSED

    • PD

    • Maths Seeds

    • Literacy Seeds

    • UW

    • EAD

  • Continuous Provision Audit & Resourcing List

  • Continuous Provision Rotation Planner Toolkit

  • Toddler Visual Support Labelling Pack | 18–36 Months

• 5. Outdoor Learning

  👉 Movement, regulation and sensory experience.

  • Outdoor Continuous Provision Pack

    • Outdoor Zone-by-Zone Setup Guide (Gross Motor, Sensory/Nature, Creative/Mark Making, Small World Outside, Water/Mud)

    • Seasonal Adjustments Planner

    • Outdoor Risk–Benefit Assessment Template + examples

    • Nature-Based Learning & Schema Guide

    • Outdoor Mark Making & Literacy Opportunities Sheet

    • Outdoor Maths Seeds Sheet

  • Why We Learn Outdoors in All Weathers (Parent Handout)

• 6. Projects, Themes & Schema-Responsive Contexts

  👉 Projects are optional contexts, not directives.

  • Year-Long Project / Theme Curriculum Map (52 Weeks)

  • How Projects Work in Toddler Rooms (Guidance)

  • Schema Coverage & Support Map

  Project/Theme Planners:

  • 12 × Main Project Planners (3–4 Weeks)

    • All About Me & My World

    • People Who Help Us

    • Autumn - Senses, Colours & Change

    • Light, Dark & Celebrations

    • Winter-Weather, Warmth & Cosy Spaces

    • Transport & Journeys

    • Growing & Changing

    • Animals & Their Homes

    • Food & Nutrition

    • Minibeasts & Nature Explorers

    • Summer - Sand, Sea & Sun

    • Playful Patterns & Construction

  • 8 × Mini-Project Planners (1 Week)

    • Big Machines & Building

    • Cooking & Food Play

    • Teddy Bears’ Picnic

    • Colours Everywhere

    • Water Play Week

    • My Favourite Things

    • Rhyme Time Week

    • Weather Wonders

• 7. Adult-Focused Invitations & Activity Resources

  👉 Invitations, provocations and shared experiences.

  • Activity Cards Pack

    Supports Child-led learning and responsive provision

  • Area of Learning Progression Maps & Adult Focus Sessions

    (Organised by Age Band: 18–24 months | 24–30 months | 30–36 months)

    Supports intentional teaching, vocabulary development and staff confidence

    • Communication & Language

    • PSED

    • Physical Development

    • Maths Seeds

    • Literacy Seeds

    • Understanding the World – Experience Progression Pack

    • Expressive Arts & Design – Creative Media & Expression Toolkit

• 8. Language, Interaction & Emotional Development

  👉 Interaction is the curriculum.

  • Toddler Room Poster – Five Sentence Stems For Toddler Practitioners

  • Supporting Emotional Regulation Through Language

  • Language-First Approaches in Toddler Rooms

  • Toddler Behaviour & Regulation: A Quick Guide

• 9. Assessment, Statutory Requirements & Leadership

  👉 Proportionate, meaningful assessment.

  • Progress Check at Age 2

    • Report Template

    • Practitioner Guidance

  • OFSTED Questions We’re Ready For

• 10. SEND & Inclusion

  👉 Early identification, gentle support.

  • SEND Inclusion Strategy Pack (18–36 Months)

    • Practical SEND & inclusion strategies for toddlers aged 18–36 months

    • Six quick-reference strategy sheets covering communication, sensory needs, anxiety and behaviour

    • Aligned with the EYFS Framework and the Assess–Plan–Do–Review approach

    • Inclusive, diagnosis-free guidance ready to use in everyday practice

    • Ideal for observations, provision planning, team use and Ofsted evidence

• 11. Transition & Parent Partnership

  👉 Strong partnerships, realistic expectations.

  Transition

  • Toddler → Preschool Transition Pack

  Home–Setting Communication

  • Toddler Room Parent Update & Home Learning Sheet

  • Letter Templates Pack

  Parent Information Pages

  • Why Mark Making Matters (Before Writing)

  • Supporting Speech & Language at Home (0–3 Years)

  • How To Build Language Through Play

  • Why We Learn Outdoors in All Weathers

Additional Whole-Setting Guidance | for Professional Members

Explore our whole-setting guidance below, including overarching curriculum and pedagogy documents, early years schemas and EYFS setting policies.

• Curriculum & Pedagogy

  • Little Owls Resources’ Curriculum Intent Statement

  • EYFS from Birth to 5: Curriculum Coherence & Pedagogical Throughline

  • Whole-Setting Curriculum Map (Birth-5): Curriculum Intent & Progression

  • Pedagogy Guidance Document

  • Speech & Language Development - Setting Statement

  • EYFS Inspection-Facing Summaries

• Early Years Schemas

  Early Years Schemas - Practitioner Toolkit | EYFS Birth-5

  ↪ Schema Cards (definition, behaviours, age-related examples, enabling resources)

  ↪ Schema Observation & Responsive Provision Planning Template

• EYFS Setting Policies

  • EYFS Group Setting Policies Pack

    ↪ x 22 Policy Documents

    ↪ Policy Sign-Off and Confirmation Document

    ↪ EYFS Setting Policy Folder Contents List

  • Childminder Setting Policies Pack

    ↪ x 22 Policy Documents

    ↪ Childminder Assistant or Volunteer Policy Sign-Off and Confirmation Document

    ↪ Childminder Policy Folder Contents List

• EYFS Glossary

  EYFS Glossary

  ↪ Clear, practitioner-friendly explanations of key curriculum and pedagogy terms used throughout our guidance.

Looking for a different age-group pathway?

Select the pathway that best reflects your role or the age group you work with. You do not need to use everything. (Some practitioners may use more than one pathway.)

Latest EYFS Articles & Practical Guides | From Our Blog

Stay informed, get expert advice, and find inspiration from our collection of articles and useful external resources, tailored specifically for EYFS practitioners. We regularly publish in-depth articles to support you with current best practices, regulatory changes, and fresh ideas.

Are you looking for a specific resource or document for your provision?

Use our 🔍 Search Bar located at the top of every page.

___________________________

Content within the EYFS Curriculum & Pedagogy Membership is provided as professional guidance and support. It reflects current understanding of the EYFS statutory framework, Development Matters and inspection expectations at the time of writing. Practitioners are responsible for applying professional judgement and ensuring practice aligns with current statutory requirements and their specific context. All resources, experiences and environment arrangements must be risk assessed by the setting and used in accordance with individual children’s developmental stages, needs and supervision requirements.

Safeguarding content does not replace a setting’s safeguarding and child protection policy or the statutory role of the Designated Safeguarding Lead (DSL). All concerns must be managed in line with current statutory guidance and local safeguarding procedures.

_____________________________