Understanding Early Communication & Regulation
Babies (birth-18 months)
Supporting babies’ communication and emotional development from birth to 18 months
(Available now to read on the web page link above | Files available for download by: March 28th 2026)
What this document is
This document explains how early communication and emotional regulation develop in babies aged 0–18 months, and how adults can support this development through sensitive, responsive practice.
It helps practitioners understand communication as something that begins at birth and regulation as a relational process learned through repeated experiences of co-regulation with familiar adults. The focus is on interpreting babies’ behaviour as meaningful communication and responding in ways that support emotional security, inclusion and early development.
This document is not a developmental checklist or behaviour management guide. It supports adult understanding, reflection and 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 emotional wellbeing and inclusion
Settings reflecting on communication, regulation and early identification
What this document helps you do
Recognise early communication before speech develops
Understand regulation as a relational, co-regulated process
Interpret behaviour as communication rather than difficulty
Respond sensitively during routines, transitions and play
Support babies who find regulation more challenging
Strengthen inclusive practice without labelling or diagnosing
Communicate confidently with parents about babies’ needs
How this fits within our Baby (0–18 months) framework
This document forms part of our wider Baby Curriculum & Pedagogy framework, which places relationships, emotional security and adult responsiveness at the centre of early learning.
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 is currently available to read on the web page link above and will be available for download by: March 28th 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.
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👉 This section protects developmentally appropriate practice.
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👉 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)
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👉 Observation informs interaction, routines and environment.
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👉 The environment supports exploration, movement and communication.
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👉 Care routines are central to learning and wellbeing.
Transition & Sleep Routine Record Pack
Daily Transition Record
Individual Sleep Routine Profile
Review Template
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👉 Language is built through interaction, not instruction.
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👉 Planning supports adults — it never directs babies.
‘Intent - Implementation - Impact’ Reference Grids (Emotional, Communication, Physical, Sensory, Social, Problem-Solving, Independence)
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👉 Proportionate, sensitive and statutory practice.
Progress Check at Age 2 (looking ahead)
Report Template
Practitioner Guidance
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👉 Early support is relational, preventative and respectful.
SEND Identification & Next Steps Pack | Babies
What to Look For
What Evidence to Collect
Practical Next Steps
A practical Toolkit for Early Years Practitioners
Inclusion Through Environment & Interaction
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👉 Strong partnerships support consistency and trust.
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👉 Transitions are emotional, not academic.
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)
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.
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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