Speech and language disorders can sometimes impact school learning including literacy, numeracy and social contact with other people. Long-term consequences of speech and language disorder include low academic performance, mental well-being harm, decreased opportunity for jobs and social exclusion.
Today we will list the communication milestones of speech and language for children from 12 months to 5 years!
AT 12 MONTHS
UNDERSTANDING
- Comprehend around 10 words
- Recognition and response to their name
- Recognition of familiar objects and people
- Understand common gestures and greetings
- Direct eye contact
SPEAKING
- Still Babbling
- Started using common expressions and some speech
- Replicate various sounds
AT 18 MONTHS
UNDERSTANDING
- Know approximately 50 words and even some brief phrases
- Follow simple instructions
- Point out familiar objects and people
- Respond to images in books
SPEAKING
- Tell 6 to 20 single words consecutively – a few more coherent and easier to comprehend than others
- mimic other phrases with some more sounds
- List certain body parts
- Will be using materials in imaginative play
AT 2 years
UNDERSTANDING
- Know approximately 50 words and even some brief phrases
- Answer simple questions of what, where and why
- When named, point to all of the parts of the body and images in graphic novels
- Comprehend the difference when something is ‘in’ an object, and ‘on.’
SPEAKING
- Say upwards of 50 words
- Combine two words to construct statements
- Using their tone sound to raise questions
- Answer ‘no’ to anything they might not want
- Using almost all of the vowel sounds and consonants (m, n , p, b, k, g, h, w, t, d)
- Start using ‘mine’ and ‘my’
AT 3 years
UNDERSTANDING
- Follow various, somewhat complicated two-part directions
- Recognise and group same and different objects
- If prompted, divide things into categories
- Recognize basic colours.
SPEAKING
- Use 4 or 5 words across a single sentence
- Learns addresses, names, places and details
- Using their tone sound to raise questions
- Asks queries utilising ‘When’, ‘Where’, ‘What’ and ‘Why’
- Speak of things in the past, yet might include a number of ‘-ed’ incorrectly
- Now have the discussion but may not take it in turns or remain on the subject.
AT 5 years
UNDERSTANDING
- Take various directions in segments
- Recognise terms linked to time
- Begin to ponder the definition of the words once trying to learn
- Comprehend requests and often don’t shift attention
- Start identifying letters, sounds, and numbers.
SPEAKING
- Using clearly developed sentences that most listeners will comprehend
- Taking turns in even lengthier discussions
- Easy, short stories including start, middle and an end
- Asks queries utilising ‘When’, ‘Where’, ‘What’ and ‘Why’
- Correctly implement past and future verbs
- Forming difficult sounds in speech with ‘s,’ ‘r,’ ‘l’ and ‘th’ .
REFERENCES
Gillam, R., Montgomery, J., Evans, J. and Gillam, S., 2019. Cognitive predictors of sentence comprehension in children with and without developmental language disorder: Implications for assessment and treatment. International Journal of Speech-Language Pathology, 21(3), pp.240-251.
Gillam, S., Holbrook, S., Mecham, K. and Weller, D., 2018. Pull the Andon Rope on Working Memory Capacity Interventions Until We Know More. Language, Speech, and Hearing Services in Schools, 49(3), pp.434-448.
