Understanding Your Child's Speech Development

 

Sometimes all we need to do is learn to listen to the stories that each child's voice has to tell.  

As educators and parents, we celebrate early babbling, eagerly await and cherish those priceless first words, and are astounded by how rapidly children seem to pick up language from their environment. However, for some families, this path brings unforeseen difficulties that can be bewildering and overwhelming. The first step in giving your child the appropriate support at the appropriate time is to comprehend their communication profile. 

Learning to speak is only one aspect of speech and language development. It includes everything from comprehending the social norms of conversation to arranging ideas into cohesive sentences to the physical coordination needed to make sounds. When children struggle with communication, it's rarely a simple matter of being "lazy" or "shy" - there are usually underlying reasons that, once understood, can guide us toward effective support strategies.  
This comprehensive guide will help you recognise different patterns of speech developmental delays, understand when professional intervention might be beneficial, and, most importantly, learn practical ways to support your child's communication growth in your daily interactions at home and in the classroom. 

 

The Non-Vocal Profile: When Words Won't Come 

Parents are particularly concerned about children with a non-vocal profile because they seem to understand what is going on around them, but produce little to no sound. These kids frequently possess the mental capacity to communicate, but they are unable to do so because of severe neurological or physical impairments. 

 You may observe that your child makes very few sounds or words, but tries to communicate by pointing, pulling you towards what they want, or making facial expressions and gestures. 

The root causes may be numerous and intricate. Some children may physically be unable to produce sounds normally due to structural issues like tongue-tie or cleft palate. Others might have neurological conditions like cerebral palsy that affect the motor control needed for speech. Childhood apraxia of speech is another condition where the brain has difficulty coordinating the precise muscle movements needed for speaking, even though the child understands language perfectly well. 

 

Symptoms parents typically observe include:  

• Your child might only make sporadic vowel sounds like "ah" or "uh," or they might be completely silent.  
• They may appear to have trouble synchronising their breathing with their attempts to make sounds, or they may breathe erratically. You may notice that they become frustrated when trying to communicate, leading to behavioural outbursts or withdrawal.  
 
Despite these difficulties, a large number of these kids have excellent nonverbal communication abilities and can be highly expressive with their facial expressions and gestures. 

 

The Auditory Profile: When Hearing Impacts Speaking 

The main cause of speech and language difficulties in children with an auditory profile is hearing impairment. Hearing and speech development are closely related; children pick up speech by listening to others talk and observing how they produce their sounds. The entire basis of language acquisition is impacted when hearing is impaired from birth. 

These kids could be profoundly deaf or have mild hearing loss that only affects specific sound frequencies. Chronic ear infections can cause fluctuating hearing loss in certain children, which can be especially difficult because of the unpredictable changes in their hearing capacity. It's important to consider when hearing loss begins because children who lose their hearing after gaining some language skills will require different care than those who are born with hearing impairments. 

Symptoms parents typically observe include:  

When their name is called, especially from behind or from a different room, your child might not always react. They may turn the TV or other electronics up much louder than the rest of the family. They use visual cues to interpret communication, so you might notice that they pay close attention to your face when you speak. Their speech might sound different—it might be too soft, too loud, or have an odd tone. They might appear to ignore sounds that usually draw children's attention, or they might not startle at loud noises.  
Limited vocabulary and trouble with grammar structures are common signs of delayed language development. Along with withdrawing from social situations where communication is difficult, these kids may also exhibit frustration during conversations, particularly in noisy settings. 

  

The Phonological Profile: When Sounds Get Mixed Up 

Children with a phonological profile can produce speech sounds but struggle with organising and using these sounds correctly in words and sentences. These kids are aware of language rules and usually have good vocabulary and grammar, but because of their frequent sound production errors, their speech may be hard for others to understand.  
As they learn to speak, all children naturally employ phonological processes, such as saying "tat" instead of "cat" or "wabbit" instead of "rabbit." Although these patterns are common in young children, some may continue to use them past the age at which they should be outgrown, or they may develop odd patterns that seriously impair the clarity of their speech. 

 

Symptoms parents typically observe include:  

There may be recurring error patterns in your child's speech. They may frequently omit sounds at the start or finish of words ("at" for "hat," "ca" for "car"), simplify difficult sound combinations ("top" for "stop"), or substitute one sound for another (saying "tat" for "cat," "gog" for "dog"). Unfamiliar listeners frequently struggle to understand what their children are saying, even though you, as their parent, may understand their speech quite well.  
These kids tend to be irritated when people don't understand them, and they might refrain from talking in social settings or with strangers. When they're excited, exhausted, or attempting to use longer or more complicated words, you may notice that their speech becomes less clear. Despite these difficulties, they typically have age-appropriate language comprehension, and they show good social communication skills in other ways.  

The Pre-Linguistic Profile: Bridging Understanding and Expression 

Youngsters who exhibit a pre-linguistic profile show a notable discrepancy between their comprehension and expressive abilities. Though they have particular difficulties expressing their needs and thoughts through spoken language, these kids generally understand language far better than they can produce it, showing that their cognitive and receptive language skills are developing normally.  

 
These kids frequently communicate primarily through nonverbal cues, simple gestures, and single words. Their expressive vocabulary is still small, and they have trouble stringing words together to form phrases and sentences, even though they may comprehend complicated instructions and exhibit age-appropriate play skills. Since everyone knows the child has a lot more to say than they can articulate, this can be especially upsetting for both parents and kids. 

 

Symptoms parents typically observe include:  

Even if your child is older than their peers and can speak in complete sentences, they may still communicate mainly with single words or very short phrases. To express their needs and desires, they may mainly use gestures, pointing, or holding your hand. When they do talk, their vocabulary might seem small in comparison to how well they seem to understand the world.  
When your child tries to communicate, you might observe that they get frustrated, which can occasionally result in behavioural outbursts when they are unable to be understood. They may seem reluctant to try verbal communication or steer clear of particular social situations, preferring to let others speak for them. Despite these expressive difficulties, these kids usually follow instructions with multiple steps and show excellent comprehension during story time or educational activities. 

 

The Selective Profile: When Context Changes Everything 

Although they are capable of effective communication, children with a selective profile exhibit notable differences in their communication styles based on the context, environment, or communication partners. Selective mutism, autism spectrum disorders, or severe social anxiety that interferes with communication are frequently linked to this profile. In familiar, comfortable environments, these kids may speak freely and appropriately, but in other situations, their communication skills may drastically decline or they may stop speaking altogether.  

 
For parents and educators, the selective nature of their communication difficulties can be especially perplexing. Even though a child has a large vocabulary and intricate sentence structures, they may talk nonstop at home but be silent in class. On the other hand, they might have no trouble communicating with their immediate family but find it difficult to talk to friends, extended family, or in public. 

 

Symptoms parents typically observe include:  

In different contexts, your child might exhibit radically different communication styles. They may be quiet or hardly speak at school but talkative and expressive at home, or the opposite may be true. In circumstances where communication is expected but challenging for them, you might observe elevated anxiety or physical signs of stress.  

 
To express themselves in difficult circumstances, these kids frequently develop complex nonverbal communication systems that include written language, facial expressions, and gestures. They may communicate openly via electronic devices or written notes while remaining silent orally, or they may whisper to a parent or sibling who will then speak on their behalf. 

Particularly difficult social situations can occur when the child avoids eye contact, acts tense or frozen, or physically hides behind parents. Their ability to communicate in relaxed situations, however, shows that the underlying language skills are still present. 

 

The Responsive Profile: Building Conversation Skills 

Although they struggle with the social aspects of communication, children with a responsive profile have developed basic communication skills and can react appropriately to direct questions and instructions. Although their vocabulary and grammar are usually appropriate for their age, these kids struggle to start conversations, stay on topic, take turns in conversations, and comprehend the nuanced social norms that underpin good communication.  

Instead of actively participating as equal partners, these kids may come across as passive communicators who wait for others to lead discussions. They can give information when requested, but they hardly ever offer more information, follow up with enquiries, or exhibit the innate curiosity and reciprocity that define normal social communication. 

 

Symptoms parents typically observe include:  

Your child may provide brief, factual responses to questions but rarely elaborate or provide additional information without specific prompting. They might answer "fine" when asked about their day, "yes" or "no" to questions that could generate much longer responses, and show little interest in asking questions of others. 

During conversations, these children may appear to be listening politely but struggle to know when it's their turn to speak or how to add relevant information to ongoing discussions. They might have difficulty maintaining topics that others introduce and may seem more comfortable with familiar, routine conversations than with novel or complex social interactions. 

You might observe that while your child has solid bonds with family and close friends, they have trouble making new friends or not talking to new people. They might shy away from social settings with high communication expectations or show signs of nervousness when asked to participate in conversations. 

 

Recognising When Professional Help is Needed 

Even though each child develops at their own rate, there are some indicators that a professional assessment and intervention could be helpful. Being aware of these warning signs will enable you to decide when to seek assistance for your child's communication development.  

 
12 months: Children should be babbling with a range of sounds, reacting to their name reliably, and making gestures like waving or pointing by the time they are 12 months old. Consider getting your child evaluated if they don't respond to familiar voices, play vocally, or make any attempts at nonverbal communication. 

 
18 months: Children can follow basic one-step instructions, have at least 10–20 words by the time they are 18 months old, and demonstrate joint attention skills like pointing to share an interest in objects. Professional assistance should be sought if there are no words, no ability to follow basic instructions, or no communicative gestures. 

24 months: Children should be able to combine two words ("more milk," "daddy go"), have at least fifty words by the time they are 24 months old, and be understood by family members at least half of the time. Evaluation is necessary if there are notable delays in any of these areas.  

 
36 months: Children should be able to understand strangers most of the time, ask simple questions, speak in short sentences, and show an interest in interacting with other kids by the time they are 36 months old. If you continue to struggle with speech clarity, sentence structure, or social communication, you may need professional help. 

 
Keep in mind that these are recommendations rather than hard and fast rules. As a parent, follow your gut if you have concerns about your child's communication development. Regardless of your child's age. 

 

Creating a Communication-Rich Home Environment 

Every conversation you have at home can turn into a chance to improve your communication and language skills. Making communication enjoyable, meaningful, and natural rather than forced or artificial is crucial.  

 
Create daily schedules that offer regular chances for communication. Natural contexts for language use include mealtimes, bedtimes, bath times, and morning routines. Ask straightforward questions, explain what you're doing, and, if at all possible, encourage your child to participate vocally during these routines. 

 
Choose books based on your child's interests and developmental stage, and read with them every day. Follow your child's lead, discuss the pictures, speculate about possible outcomes, and connect the story to your child's personal experiences rather than trying to read every word on every page. 

Prioritise in-person interactions over screen time. Direct human interaction offers the rich, responsive communication experiences that best support language development, even though educational programs can support learning. When using screens, watch together and discuss what you're seeing.  

 
Instead of expecting and meeting all of your child's needs and wants at once, give them the chance to express them. Ask your child to make choices throughout the day, pause during favourite activities to encourage requesting, and place favourite snacks in visible places but out of reach.  

 
Above all, acknowledge your child's attempts at communication, no matter how fully or clearly they express themselves. Your excitement and encouraging reaction to your child's communication attempts give them the drive and self-assurance they need to keep trying and getting better. 

 

The Power of Early Intervention 

Research consistently demonstrates that early intervention for communication challenges can make a profound difference in children's long-term outcomes. The earlier children receive appropriate support, the more likely they are to develop effective communication skills that will serve them throughout their lives. 

Speech-language pathologists are trained professionals who can provide comprehensive evaluations, develop individualised treatment plans, and teach families specific strategies to support their child's communication development. They work collaboratively with families, teachers, and other professionals to ensure that children receive consistent support across all environments. 

If you have concerns about your child's speech and language development, don't wait to see if they will "grow out of it." While some children do catch up on their own, many benefit significantly from professional support, and there's no harm in seeking evaluation if you have concerns. 

Keep in mind that getting professional assistance is not a sign that you have failed as a parent; rather, it is a show of support and strength for your child. Every child should have the opportunity to speak clearly and confidently, and sometimes that requires more support than loving families can provide.  

 
Regardless of how it unfolds, your child's communication journey is special and priceless. Every child can learn to communicate their thoughts, feelings, and ideas to the world around them if they are given the right kind of support, patience, understanding, and lots of love. Understanding where your child is in their journey and providing them with the support needed to move forward are crucial. 

 

At M.A.N.A.S Learning, we understand that every child's communication journey is unique and precious. If you recognise your child in any of these profiles and have concerns about their speech and language development, don't hesitate to seek professional guidance. Early intervention can open doors to a lifetime of confident communication. Contact a qualified speech-language pathologist today and give your child the support they need to find and use their voice. You can contact us for communication therapy.