A toddler may bring you a shoe, point towards the door and make a sound long before they can explain that they want to go outside. Those attempts are communication. You can respond, add a few words and leave space for another turn. Supporting speech works best as part of ordinary interaction, without making the child perform on demand.
Use milestones as a reason to observe, not compare
Speech is the production of sounds; language includes understanding and using meaning. Notice how your child understands familiar directions, shares attention, gestures and communicates across daily situations. Counting clear words in one language gives only part of the picture.
| Age checkpoint | Examples from current CDC guidance | How to use the information |
|---|---|---|
| 18 months | Tries at least three words beyond names such as mama or dada; follows a simple one-step direction without a gesture. | Observe familiar situations and discuss missing skills or concerns with the child’s clinician. |
| 2 years | Combines at least two words; points to requested pictures in a book and uses several gestures. | Look at spontaneous communication, not only something repeated after an adult. |
These checkpoints come from the CDC’s 18-month guidance and two-year examples. They are not a diagnosis or a ceiling on development. Do not wait for the next birthday if a child loses skills or you already have concerns.
Build short back-and-forth conversations
Join what the child is already doing. If they are filling a basket, use words such as “in”, “more” or “empty” at meaningful moments. Pause long enough for a look, movement, sound or word. You do not need to fill every silence.
Use a natural, warm voice and language the child can follow. Respond to meaning before correcting pronunciation. When the child says an approximate word for banana, you can answer, “Banana, yes,” without requiring a perfect version before handing it over.
The ASHA guidance on late language emergence includes responsive interaction, modelling, expansion and adequate response time among supportive approaches. No single phrase or game guarantees a particular result. Choose a relaxed moment and stop if the interaction becomes frustrating.
Make books and songs a shared activity
Let the toddler choose a familiar book and turn pages with help. You can talk about one picture instead of reading every sentence. If the child points to a dog, comment on the dog and wait. Repeating the same page is fine; shared attention matters more than finishing the book.
Try a familiar song during dressing or tidying. Pause at a predictable point and accept a movement or sound as a turn. Use songs from your family languages, including the ones grandparents enjoy. Do not keep withholding the next line until the child says it correctly.
For a simple reading session, put two books within reach, follow the child’s choice and share a few pages. Our guide to reading together offers ways to adapt the experience as children grow. A library book is as usable as an expensive talking book.
Offer meaningful choices and playful routines
Use choices you can actually honour: “Blue cup or yellow cup?” Show the options and accept pointing. Say the selected word naturally as you respond. Do not hold back food, drink, comfort or a needed object until the child speaks.
With a toy animal, you might make it sleep, wake and walk. With a small bag, take turns putting safe objects in and taking them out. Keep materials appropriate for the child’s mouthing and motor skills. Elaborate games with complicated rules are unnecessary.
In daily routines, repeat useful words: “shoe on” before going out, “wash hands” at the basin, or “all done” at the end of an activity. These are examples to adapt, not a lesson plan that must be completed. A child who is tired or upset needs support before another language activity.
Keep family languages and accessible communication
Speak the languages you use comfortably. Share observations across caregivers so an assessor can understand what the child communicates in each language and setting. Bilingual assessment should consider all the child’s languages; a difference between languages should not automatically be treated as a disorder.
Gestures, signs, pictures or an individually recommended communication aid can give a child useful ways to express themselves. Follow professional advice for the child’s needs rather than assuming that accepting a gesture will prevent speech. Our bilingual parenting guide covers sustainable language routines at home.
Tell relatives how you are supporting the child. For example: “Please respond when she points, then say the word naturally.” That small shared approach is often easier to maintain than asking every adult to conduct formal practice.
Avoid pressure and unsupported shortcuts
Reduce repeated quizzing, correcting every sound and asking the child to display new words to visitors. Questions can be part of a conversation, but they should not dominate it. A run of “What is this?” prompts may leave little room for the child to initiate.
Do not interpret a speech delay as proof that a parent has not talked enough. Avoid promises from videos, supplements or apps claiming to make a child speak quickly. An engaging screen is not equivalent to a responsive conversation with someone who notices the child’s attempts.
ASHA’s public communication tips include shared reading, everyday talk and building on a child’s words. Warm, playful speech is appropriate; occasional family baby words do not need to be banned. Model the ordinary word too, without turning it into a correction drill.
Seek assessment when you are concerned
Speak to your paediatrician if communication seems delayed, your child has difficulty understanding familiar language, does not respond consistently to sound, or has lost words or other skills. Ask about hearing assessment and an appropriately qualified speech-language professional. A newborn hearing screen does not answer every later hearing concern.
Bring examples of words, gestures and understanding from home and childcare. Note the languages used, whether skills changed and situations in which communication is easier. A short video of ordinary interaction may be useful if the clinician requests it; respect the child’s privacy when sharing.
Ask for a clear next step and review date. If monitoring is advised, clarify what should prompt an earlier return. Continue enjoyable interaction while waiting; do not let a home activity list become a reason to postpone professional advice.
Frequently asked questions
Should I make my toddler repeat each new word?
No. Model it naturally and leave room for a response. Repeated demands can make an ordinary conversation feel like a test.
Does pointing count as communication?
Yes. Respond to the child’s intention and add words. Gestures are also useful observations to share during an assessment.
Should we stop using our home language?
Do not drop a comfortable family language simply because speech is a concern. Ask for assessment that considers all languages the child uses.
Are speech apps essential?
No. Shared routines and interaction do not require an app. A professional may recommend particular tools for an individual child.
My toddler stopped using words. Should I wait?
No. Contact the child’s clinician promptly about lost skills, even if other aspects of development seem unchanged.
How long should we practise each day?
Use short, comfortable moments in ordinary routines. If the child has an individual intervention plan, follow the clinician’s advice rather than a generic time target.
