Communication & Language Activity Pack
Toddlers (18–36 Months)
Progression map + adult-focused activity bank to strengthen toddler language through high-quality interactions
A professional, print-ready pack of developmentally sequenced Communication & Language activities for toddlers aged 18–36 months, designed to build consistent, communication-rich practice across your setting.
(This pathway component will be available for download by: March 31st 2026)
What this document is
This Communication & Language Activity Pack (18–36 months) is an adult-facing resource that combines:
a Communication & Language progression map (18–24m, 24–30m, 30–36m), and
a bank of 30 short adult-focused activity plans that follow that progression.
It is designed to help practitioners strengthen language outcomes through high-quality interactions, not formal lessons. Activities are short, repeatable, easy to embed into routines, and structured to improve the quality of adult talk (modelling, expansion, vocabulary, turn-taking) while supporting observation-led next steps.
The pack also includes guidance for inclusive practice, including SEND adaptations and differentiation—supporting both typical development and early identification of potential speech, language and communication needs.
It is intended to support professional judgement and reflective practice and does not replace statutory EYFS guidance or Development Matters.
Who this is for
This pack is ideal for:
Toddler room practitioners working with children aged 18–36 months
Room leaders building a consistent, progression-led communication approach
Childminders wanting structured, flexible language support ideas
SENCOs supporting speech and language development and early identification
Apprentices/new practitioners developing interaction skills and confidence
Settings aiming to strengthen curriculum coherence without over-formalising toddler practice
What this document helps you do
This resource supports you to:
Plan adult-focused communication support that is development-led, not theme-led
Improve the quality and consistency of adult language modelling across the team
Embed communication support into everyday routines (snack, outdoors, tidy-up, story time, care routines)
Use repeatable 5–15 minute interactions for depth, not one-off “activities”
Observe progress using clear “assessment to notice” cues (without turning this into a checklist)
Differentiate quickly for mixed developmental stages and include SEND adaptations as standard practice
Identify early indicators of language delay and know what to look out for, sensitively and proportionately
What’s included in this pack
This is a printable, setting-ready pack containing:
Cover + Introduction pages explaining the purpose and the principles behind the approach
How to Use This Pack guidance, including:
choosing activities by developmental stage (not age)
using 1–2 adult-focused activities per week
embedding into routines and continuous provision
using adult prompts as a team “script”
noticing progress through observation
using SEND adaptations to ensure every child can participate
Communication & Language Progression Map (18–36 months) with:
development organised into 18–24m, 24–30m, 30–36m
sub-strands such as attention & listening, understanding, expressive language, social communication
cross-cutting concepts (e.g., vocabulary growth, early conversational rules, speech sound development)
a “red flags” guide to support early SEND/SALT consideration (used sensitively and never in isolation)
30 adult-focused activity plans, arranged in 3 sections:
Section 1: 18–24 months (early attention, naming, imitation, first words/phrases)
Section 2: 24–30 months (vocabulary growth, early questions, 2–3 word phrases)
Section 3: 30–36 months (sentences, conversation, early storytelling, 2-step instructions)
Each activity follows a consistent structure, including:
learning intention + short description
resources and simple set-up
adult interaction prompts (modelling, expansions, questions)
vocabulary focus
differentiation (easier/harder)
assessment to notice
SEND adaptations
How this fits within the wider Toddler framework
This pack sits within our Adult-Focused Invitations & Activity Resources strand for toddlers (18–36 months). It is designed to work alongside:
Toddler Pedagogy Position Statement (interaction-first, relational practice)
Observation-led practice and in-the-moment planning (use assessment cues to inform next interactions)
Continuous provision guidance (activities embed into provision rather than replacing it)
Project and mini-project planners (optional contexts, while language progression remains the driver)
Used well, this pack helps settings build a shared, consistent approach where everyday interactions become the curriculum for toddler language development.
This document is part of our EYFS Curriculum & Pedagogy Membership (Professional), which provides full access to age-specific curriculum frameworks, planning guidance, assessment tools and leadership support.
(This pathway component will be available for download by: March 31st 2026)
Recommended next read Selection
Or read our ‘Little Owls Resources’ Curriculum Intent Statement’
Additional Documents | Professional Membership Contents (Toddler 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.
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👉 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]
Curriculum Intent in Toddler Rooms (What It Means — and What It Doesn’t)
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👉 Adult understanding, not child targets.
Progression across 6-month bands (18–24 | 24–30 | 30–36 months)
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👉 Observation is the driver of planning.
Communication & Language
PSED
Physical Development
Maths Seeds
Characteristics of Effective Learning
Behaviour & Emotional Regulation
Schema Observation & Analysis
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👉 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
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👉 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
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👉 Projects are optional contexts, not directives.
How Projects Work in Toddler Rooms (Guidance)
Project/Theme Planners:
12 × Main Project Planners (3–4 Weeks)
8 × Mini-Project Planners (1 Week)
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👉 Invitations, provocations and shared experiences.
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
Understanding the World – Experience Progression Pack
Expressive Arts & Design – Creative Media & Expression Toolkit
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👉 Proportionate, meaningful assessment.
Report Template
Practitioner Guidance
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👉 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
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👉 Strong partnerships, realistic expectations.
Transition
Home–Setting Communication
Parent Information Pages
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.
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Early Years Schemas - Practitioner Toolkit | EYFS Birth-5
↪ Schema Cards (definition, behaviours, age-related examples, enabling resources)
↪ Schema Observation & Responsive Provision Planning Template
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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
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↪ 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.)
What is Professional Membership?
Find our more about our Professional guidance for confident, reflective EYFS practice (Birth–5)
Alternatively, learn more about and explore our printable provision resources.
Thousands of ready-to-use printables to support provision, organisation, routines and learning across EYFS.
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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. 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.
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