Responsive Talk, Narration & Imitation | Babies (birth-18 months)

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Responsive Talk, Narration & Imitation

Babies (birth-18 months)

Supporting early communication through everyday interaction for babies aged 0–18 months

Purpose of This Document

This document explains how responsive talk, narration and imitation support early communication for babies aged 0–18 months.

It supports practitioners to:

• understand how babies develop communication before speech

• use language in developmentally appropriate ways

• respond to babies’ cues rather than lead interaction

• embed communication naturally within daily routines

This document focuses on how adults talk with babies — not on teaching language.

Communication Before Words

Babies communicate long before they speak.

Early communication includes:

• eye contact and facial expression

• sounds, cries and vocalisations

• gestures and body movement

• shared attention

Babies learn language because adults respond to these signals.

Communication develops through:

• interaction

• repetition

• emotional connection

Not through instruction.

What Is Responsive Talk?

Responsive talk means:

• listening before speaking

• noticing babies’ cues

• responding appropriately in the moment

Practitioners:

• wait for the baby’s signal

• respond with warmth and interest

• allow space for turn-taking

This shows babies that their communication matters.

Narration: Giving Language to Experience

Narration involves:

• describing what is happening

• putting words to actions and feelings

• sharing attention through language

Narration supports babies to:

• hear language in meaningful contexts

• link words to experiences

• feel included and understood

Narration is:

• simple

• calm

• relevant to the moment

It is not a running commentary or performance.

Imitation: The Foundation of Communication

Imitation is one of the earliest ways babies learn to communicate.

When adults:

• copy sounds

• mirror facial expressions

• repeat gestures

Babies learn:

• communication is two-way

• their actions have impact

• interaction is enjoyable

Imitation builds confidence and connection.

The Role of Turn-Taking

Turn-taking begins long before speech.

It happens when:

• a baby vocalises

• an adult responds

• the baby responds again

Practitioners support turn-taking by:

• pausing

• waiting

• responding with interest

This supports later conversation skills.

Embedding Communication in Daily Routines

Responsive talk, narration and imitation happen throughout the day.

Key moments include:

• feeding

• nappy changing

• settling to sleep

• floor play

• transitions

Routines provide:

• repetition

• predictability

• shared focus

These are ideal conditions for communication development.

Matching Language to the Baby

Practitioners:

• use simple, clear language

• adjust tone and pace

• follow the baby’s lead

Language is:

• age-appropriate

• responsive

• emotionally attuned

Adults avoid:

• overloading with words

• asking questions babies cannot answer

• directing or testing language

Supporting Pre-Verbal and Emerging Speech

All communication is valued.

This includes:

• sounds

• gestures

• expressions

• early words

Practitioners:

• respond to all attempts to communicate

• repeat and extend gently

• avoid correcting or prompting

Babies are encouraged through response, not pressure.

Inclusive Communication Practice

Some babies communicate differently.

Inclusive practice means:

• valuing all forms of communication

• adapting interaction styles

• using repetition and consistency

• working closely with families

Communication support is:

• embedded

• relational

• non-diagnostic

What This Is Not

Responsive talk, narration and imitation do not mean:

• constant talking

• scripted phrases

• teaching vocabulary lists

• expecting responses

Silence, pauses and listening are just as important.

Alignment with EYFS and Development Matters

This approach aligns with:

• the EYFS focus on Communication and Language

• learning through everyday interactions

• Development Matters guidance for babies

• the role of the key person

The EYFS does not expect formal language teaching for babies.

In Summary

For babies aged 0–18 months:

• communication develops through interaction

• adult response matters most

• narration gives meaning

• imitation builds connection

By talking with babies — not at them — practitioners support strong foundations for language, relationships and learning.

Document Updated: January 2026

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

Recommended next read Selection

Additional Documents | Professional Membership Contents (Babies 0-18 months)

Navigate our Curriculum & Pedagogy guidance documents here.

Pedagogical identity:
Relationship-led, care-centred baby practice where routines, interaction and sensory experience are the curriculum.

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

  👉 This section protects developmentally appropriate practice.

  • Baby Pedagogy Position Statement – How Babies Learn (0–18 Months)

  • Care as Curriculum: What This Means in Practice

  • How Our Baby Room Practice Works

  • Curriculum Language in Baby Rooms(Intent, Implementation & Impact Explained)

• 2. Baby Development & Adult Understanding

  👉 These documents support adult understanding — not expectations for babies.

  • Baby Curriculum Maps - Developmental progression across age bands(0–3 months | 3–6 months | 6-9 months | 9-12 months | 12-18 months)

  • Adult Reference: Developmental Signals & Support

  • Understanding Early Communication & Regulation

• 3. Observation-Led Practice & Responsive Care

  👉 Observation informs interaction, routines and environment.

  • In-The-Moment Narrative Observation Template for Babies

  • Micro-Observation Template (Checklist Format)

  • Pocket-Sized Observation Card

  • Using Observation to Respond to Babies’ Needs

  • In-the-Moment Prompt Cards (x17)

• 4. Environment & Continuous Provision (Baby Room)

  👉 The environment supports exploration, movement and communication.

  • Baby Room Environment Guide & Resourcing Lists

  • Baby Room Continuous Provision Maps

    • 0–9 Months

    • 9–18 Months

  • Labelling Pack | Baby Room (0–18 Months)

• 5. Routines, Care & Emotional Wellbeing

  👉 Care routines are central to learning and wellbeing.

  • Daily Routines as Learning Opportunities

  • Transition & Sleep Routine Record Pack

    • Daily Transition Record

    • Individual Sleep Routine Profile

    • Review Template

  • Supporting Emotional Regulation in Baby Rooms

• 6. Language & Interaction in Baby Rooms

  👉 Language is built through interaction, not instruction.

  • Five Sentence Stems Every Baby Room Practitioner Should Use (Baby Room Poster)

  • Responsive Talk, Narration & Imitation

  • Supporting Early Communication (Pre-Verbal & Emerging Speech)

• 7. Planning & Documentation

  👉 Planning supports adults — it never directs babies.

  • Weekly Care & Learning Planning Templates (x2)

  • Using Baby Room Planning Templates Responsively

  • ‘Intent - Implementation - Impact’ Reference Grids(Emotional, Communication, Physical, Sensory, Social, Problem-Solving, Independence)

  • Baby Responsive Planning Sheet

  • When (and When Not) to Plan in Baby Rooms

• 8. Assessment, Safeguarding & Statutory Responsibilities

  👉 Proportionate, sensitive and statutory practice.

  • Concerns & Referrals Quick Form

  • Recording and Responding to Safeguarding Concerns

  • Progress Check at Age 2(looking ahead)

    • Report Template

    • Practitioner Guidance

• 9. SEND & Early Identification

  👉 Early support is relational, preventative and respectful.

  • SEND Identification & Next Steps Pack | Babies

    • What to Look For

    • What Evidence to Collect

    • Practical Next Steps

  • SEND & Inclusion Support Pack

    • A practical Toolkit for Early Years Practitioners

    • Inclusion Through Environment & Interaction

• 10. Parent Partnership & Communication

  👉 Strong partnerships support consistency and trust.

  • Daily Diary – Baby Room

  • Baby Room Welcome & Settling-In Pack

  • Supporting Babies at Home (Shared Routines & Communication)

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

• 11. Transition Beyond the Baby Room

  👉 Transitions are emotional, not academic.

  • Preparing for Transition to Toddler Room

  • Sharing Information with Sensitivity

  • Supporting Babies and Families Through Change

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.

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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.

Updated: January 2026