Language, Speech

When Will My Child Talk? Understanding Speech and Language Development

One of the most exciting milestones for parents is hearing their child’s first words. It’s a moment filled with joy and anticipation, often leading to the common question we hear at Talking Fish Speech Pathology: “When will my child talk?”

While every child develops at their own pace, there are general guidelines and important milestones that can help you understand what to expect and when to consider seeking professional advice.


The Journey of Communication: From Coos to Conversations

Long before their first words, babies are already communicating. This early communication is foundational to later speech and language development.

  • Birth to 3 Months: Your baby will startle at loud sounds, respond to your voice by calming or smiling, make cooing sounds, and cry to express needs. They’ll also begin to produce different cries for different needs.
  • 4 to 6 Months: Expect more babbling, often with different sounds like “p,” “b,” and “m.” They’ll also begin to laugh, show excitement with vocal play, and respond to their name. You might notice them looking in the direction of sounds.
  • 7 to 12 Months: This is often when the magic of “babbling with intent” begins. Your baby might string together sounds like “mamama” or “bababa.” They’ll respond to simple requests (“come here”), understand “no,” and might wave bye-bye. Their first true words, often “mama” or “dada,” typically emerge around 12 months, though this can vary. They’ll also start using gestures to communicate.
  • 12 to 18 Months: At this stage, children are typically saying a few single words, understanding simple instructions, and pointing to objects they want. Their vocabulary will be growing, perhaps up to 10-20 words by 18 months, though individual differences are significant.
  • 18 to 24 Months: A rapid increase in vocabulary is common. Your toddler might be combining two words (“more juice,” “bye-bye car”) and following two-step commands. They’ll also be able to identify common objects and pictures.
  • 2 to 3 Years: Your child’s vocabulary will expand dramatically, and they’ll start forming longer sentences (3-4 words). They should be able to answer simple “who,” “what,” and “where” questions, and most of what they say should be understandable to familiar listeners.

When to Consider a Professional Opinion

While the developmental window for speech and language is wide, it’s natural to worry if your child isn’t hitting these milestones as expected. If you notice any of the following, it’s a good idea to seek advice from a speech pathologist:

  • No babbling by 9 months.
  • No first words by 15-18 months.
  • Doesn’t respond to their name or sounds by 12 months.
  • Doesn’t use gestures (like pointing or waving) by 12 months.
  • Doesn’t combine two words by 2 years.
  • Difficulty understanding simple instructions at any age.
  • Only imitates speech or actions, but doesn’t initiate words or phrases.
  • Loses previously acquired speech or language skills.
  • Consistently hard to understand, even by familiar adults, after 2-3 years old.
  • Lack of eye contact or shared attention.

What a Speech Pathologist Can Do

At Talking Fish Speech Pathology, we understand that every child is unique. If you have concerns, we will conduct a comprehensive assessment to understand your child’s communication strengths and areas where they might need support. We can then provide tailored strategies and therapy to encourage their speech and language development. Early intervention is incredibly powerful, making a significant difference in a child’s communication journey.

Trust your instincts as a parent. If something feels off, it’s always best to have it checked. We’re here to support you and your child in their wonderful journey of discovering their voice.

Speech

Childhood Apraxia of Speech Awareness Month

May 14th is Childhood Apraxia of Speech awareness month! The month is not commonly recognised in Australia, but we wanted to write a piece about it to raise awareness for the disorder. 

What is Childhood Apraxia of Speech? 

Childhood Apraxia of Speech (CAS), or dyspraxia, is a rare neurological motor speech sound disorder that disrupts the planning and programming of accurate speech sounds. Just like we use our brain to make a cup of tea or ride a bike, we need our brain to tell our facial muscles (jaw, lips and tongue) how to move to make the correct sounds. Children with CAS know what they want to say, but are not able to accurately coordinate the muscles of their mouths to make the sounds they want. Children can vary from having mild to severe speech sound difficulties. These difficulties can impact children’s ability to engage in activities and participate in group activities due to their difficulties being understood by their peers.

Importantly, children with CAS are just like any other child. They like the same foods, the same iPad apps, and they all like to laugh and have fun. They just need some extra support and time to get their message across 💙

What does CAS sound like? 

Children with CAS experience varied degrees of difficulty producing accurate speech sounds.

The three main features seen in the speech of children with CAS are:

  1. Inconsistent speech errors. 

This occurs because children with CAS may not have a plan to make a sound, so it is different each time they make it. This means that they might make different mistakes for the same word. For example; producing the word ‘bike’, three different ways in a matter of minutes (‘ike’, ‘bi’, ‘bibe’). 

  1. Disrupted transitions between sounds and syllables. 

This means that the child’s speech may sound choppy or disjointed because they are experiencing difficulty moving onto the next part of their word or sentence. Children with CAS may speak slower than other children because they require more effort to get their message across. For example, ‘bay.. bee’ for baby. 

  1. Inappropriate prosody. 

Prosody refers to the volume, rhythm, intonation, and stress of speech. Children with CAS may speak without changing their intonation (monotone), or stress the wrong parts of speech (speak loudly at the incorrect time) because this is an extra layer of speech that needs to be planned. 

What therapy is there for children with CAS? 

Evidence shows that CAS requires frequent, intensive therapy to see the best results in children (twice weekly therapy). Therapy for CAS is slightly different from therapy that targets other speech sound disorders. Therapy for CAS often requires repeated attempts to produce the correct sound so the child can learn the correct motor plan. Therapists will assist children in producing sounds, syllables, and words correctly depending on their difficulties.

Available therapies can be found here: https://childapraxiatreatment.org/treatment-methods/ 

Children with CAS can also benefit from augmentative and alternative communication (AAC) such as speech generating devices or sign language to help them get their message across. 

If you have any questions about CAS, feel free to get in touch with us at Talking Fish. 

More information can also be found at this website:

Speech

The relationship between learning how to read and spell, and your child’s speech sounds

  • Did you know that there are 44 speech sounds in the English language that combine to make thousands of words, using only 26 letters?!
  • These sounds are called phonemes. The letters or groups of letters that we use to represent these speech sounds are called graphemes. Understanding the relationship between graphemes and how that can be matched to phonemes is essential for our children when learning to read.
https://www.readingdoctor.com.au/phonemes-graphemes-letters-word-burger
  • Our children need a full set of sounds (44), to decode the relationship between letters, and their sounds.
  • For some children, learning, understanding and using the correct speech sounds in conversation is challenging. For example, saying ‘pish’ instead fish.

They might not be able to map sounds to the corresponding letter, as they cannot produce the sound, or do not understand how the sound is used in words. For example, I can produce the ‘k’ sound, but say ‘tat’ instead of cat.

  • Some children may require additional support from a speech pathologist to support their ability to produce or understand certain sounds. This will improve their sounds in conversation, and their ability to decode letter-sound relationships.

TIP:

  • When teaching your child the alphabet, teach them the letter sounds (phonemes) that the letters names make.

HELPFUL WEBSITES: