From babbling and simple sounds to forming words and sentences, early language development is an individual progression. Every child develops at their own pace, but it’s important to have a general understanding of what to expect during early language development.

The following are norms based on research completed by Lanza & Flahive (2008). Norms may vary depending on the source using.

-By 12 months, children should be actively babbling with a variety of early consonants (e.g. p, b, m, n, t, d) and using between 1 and 6 “real” words.

-By 18 months, children should have a vocabulary of around 50 words.

-By 24 months, children should be beginning to combine 2 words together (e.g. more cookie, want ball), using “I,” asking questions like “what’s that?” following simple directions, pointing to objects when named, and answering basic “where” “what’s this?” and “yes/no” questions.

-By age 3, children should be using 3-word combinations, using a variety of early pronouns (e.g. me, my, you, she, he), and beginning to use early grammar (e.g. plural -s, past tense -ed, possessive ‘s).

Here are some strategies you can incorporate into your daily routines to help foster a language rich environment:

-Name objects, people and events in everyday life

-Make comments rather than ask them questions like “what’s this?”

-Talk about what your child is doing, looking at, playing with, touching, eating, etc.

-Offer choices

-Reread your child's favorite books while pointing to words and pictures

-Repeat your child’s utterances back to them, adding on a word or two

-Follow their lead by talking about and playing with the things your child is playing with or interested in

We’re here to help you understand and support your child's unique language journey. Call our office to schedule an evaluation, if you have concerns about your child’s language development. Our team is ready to offer guidance and individualized support!

What are childhood language disorders?

A language disorder means a child has difficulty understanding others (receptive language), expressing themselves (expressive language), or both. Based on your child’s needs, your speech pathologist or professional at your child’s school may use one of the following terms: Developmental Language Disorder (Bishop et al., 2017), Specific Language Impairment (McGregor et al., 2020), or Expressive and/or Receptive Language Disorder. Children with language disorders may struggle with:

• Following directions or understanding questions

• Learning new words, naming objects, or using gestures

• Putting words together into sentences

• Answering questions or telling stories

What do language disorders look like in older children?

In older children, language disorders can show up in both school and social settings. You might notice trouble following directions, struggles with reading, spelling, and vocabulary. These children may have a hard time telling stories, finding the right words, or using complex sentences. They may also struggle with grammar, understanding jokes or figurative language, and joining in conversations with peers or adults.

Is my child’s language development on track?

Every child develops at their own pace, but there are some general milestones that can help you know if your child is on track. By age 3, many children can use 3-4 word sentences, follow simple directions, and be understood by familiar adults most of the time. By age 4–5, they should be telling stories, using more complex sentences, and being understood by most people. By age 6-8 children use clear speech, follow complex directions, and begin using figurative language, academic vocabulary, and more advanced grammar in conversations. By ages 9 and older, speech and language skills are mature, with fluent expression, strong grammar, and the ability to use language for negotiation, explanation, and social interaction.

Contact The Speech Language Pathology Center if your child: 

·      Uses very few words or short sentences

·      Has trouble following directions or retelling stories

·      Is hard to understand compared to other kids their age

·      Gets frustrated when trying to communicate

·      Is not performing at the same academic level as peers or has difficulty understanding or using language in social situations

Recommended resources:

SLP Center-Speech Milestone Screener, ASHA Spoken Language Disorders , CDC's Developmental Milestones, Language in the Home

Children can process and learn language in two different ways: analytic language development and gestalt language development. Analytic language learners acquire language in a sequential way – one word, to two-word combinations, to phrases, to complete sentences. Gestalt language processors (GLP) acquire language through Natural Language Acquisition (NLA) - first using language in whole chunks, then breaking those chunks down into single words, eventually building them back up into spontaneous language. Both are completely natural and normal ways to develop language. 

Gestalts typically have a rich intonation and may appear to have grammar that is “sophisticated” for the child’s age. Scripts are often a reflection of “delayed echolalia”, or delayed repetition of scripts heard in their environment. Due to the time delay of when the scripts are repeated, it may seem unusual as they are being used out of context. Although the delayed echolalia may not seemingly make sense in the present situation, the string of language typically holds meaning for a child, as the script is attached to an emotion or meaningful event. For example, a gestalt language processor may sing a preferred song like “Old MacDonald” or “Wheels on the Bus” to communicate that they want to initiate play, as these songs may have been part of an exciting routine during a previous play time.

Natural Language Acquisition (NLA) is a detailed description of gestalt language development based on foundational research from Barry Prizant (1983) and Ann Peters (1983) with support from updated clinical research by Marge Blanc (2012). Natural language acquisition details the different stages (1-6) gestalt language processors undergo in their development of language. 

There are six stages of gestalt language learning. These stages can be categorized by the following:

Stage 1:  Gestalts

At this stage, language heard in one situation is later used in another. This language can be songs, sentences, or parts of media. These gestalts may come from lived experiences or enjoyed via media. While they carry personal meaning, they shouldn’t be interpreted literally. Examples of language at this stage might include “ABCDEF…” “If you’re happy and you know it”, “Want some more?” “Let’s get out of here!” 

Stage 2: Mitigated Gestalts

At this stage, language from stage 1 is broken down into smaller parts and are being combined in new ways. Examples of language at this stage might include “You’re happy + next time won’t you sing with me.” 

Stage 3: Isolation & Combination of Single Words

At this stage, mitigations of gestalts are further broken down into single words that are combined without grammar. This stage presents with the opportunity to increase single word vocabulary and explore two-word combinations of nouns, attributes, and locations that make more sense to the present situation. Examples of language at this stage might include “Ball + red”, or “Mom + home.”

Stage 4: Self-generated Phrases and Simple Sentences

At this stage, the child is experimenting with word combinations that are more meaningful, and grammar is beginning to emerge. Examples of language at this stage might include “Mommy, need up”, “Got milk snack?” or “I play friends now!”

Stage 5: Self-generated Sentences used in Everyday Situations

At this stage, the child is adding more advanced grammar to their basic sentences. They may be adding basic conjunctions and more advanced verb tenses. Examples of language at this stage might include “Can you help me with my homework?” or “Why doesn’t this work?”

Stage 6: Self-generated Sentences Used in More Complex Situations

At this stage, the older child is using sophisticated grammar correctly. More advanced sentence structures are used to participate in a growing number of academic and social situations. Examples of language at this stage might include “If I can’t find the answer, do you think we should Google it?” or “Before we make a decision, we should think about what the teacher was looking for.”

Your child may be a GLP if you are noticing the following:

-Rich intonation or using a “sing songy” voice when speaking

-Long scripts, often repeated from media

-Unintelligible stings of language

-Single words are not progressing to 2-3 word combinations

-Language appears to be inflexible and limited

If you are noticing any of the following signs and would like your child evaluated, please call our office!