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Communication Milestones

Communication Milestones

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!



  • Comprehend around 10 words
  • Recognition and response to their name
  • Recognition of familiar objects and people
  • Understand common gestures and greetings
  • Direct eye contact


  • Still Babbling
  • Started using common expressions and some speech
  • Replicate various sounds



  • Know approximately 50 words and even some brief phrases
  • Follow simple instructions
  • Point out familiar objects and people
  • Respond to images in books


  • 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


  • 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.’


  • 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


  • Follow various, somewhat complicated two-part directions
  • Recognise and group same and different objects
  • If prompted, divide things into categories
  • Recognize basic colours.


  • 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


  • 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.


  • 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’ .


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.

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