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

EYFS Curriculum & Pedagogy Membership (Professional)

(Available now to read on the web page link above | Files available for download by: March 31st 2026)

What this document is

This document explains how responsive talk, narration and imitation support early communication development for babies aged 0–18 months. It sets out how communication develops before speech and how adult responsiveness, rather than instruction, shapes babies’ early language experiences.

The guidance supports practitioners to recognise babies’ cues, respond in the moment, and embed communication naturally within care routines and everyday interaction. The focus is on how adults talk with babies, not on teaching language, prompting responses or delivering planned activities.

This document supports professional judgement and does not replace statutory EYFS guidance.

Who this is for

• Baby room practitioners working with babies aged 0–18 months

• EYFS leaders, managers and room leaders

• Childminders caring for babies

• Practitioners supporting early communication and inclusion

• Settings reviewing interaction and language practice

What this document helps you do

• Understand communication development before speech

• Use responsive talk that follows babies’ cues

• Narrate experiences meaningfully during routines and play

• Use imitation to build connection and turn-taking

• Embed communication naturally throughout the day

• Avoid directive, test-like or over-verbal interaction

• Support inclusive communication without labelling or pressure

How this fits within our Baby (0–18 months) framework

This document forms part of our Language & Interaction in Baby Rooms strand within the wider Baby Curriculum & Pedagogy framework.

Related documents include:

• Five Sentence Stems Every Baby Room Practitioner Should Use

• In-the-Moment Prompt Cards

• Understanding Early Communication & Regulation

• Adult Reference: Developmental Signals & Support

• Observation-Led Practice & Responsive Care documents

Together, these documents support a coherent approach to early communication where language develops through responsive, emotionally attuned interaction rather than instruction or formal teaching.

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.

(Available now to read on the web page link above | Files available for download by: March 31st 2026)

Related documents include:

Or read our ‘Little Owls Resources’ Curriculum Intent Statement’

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.

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)

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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