Understanding your child’s speech and language journey, and how to help every step of the way
Reverence Community Care · Bacchus Marsh & Williams Landing, Victoria · 8 minute read
It’s 7.15 on a Tuesday morning. Toast is burning, someone can’t find a shoe, and from the high chair your little one points at the window and says something that sounds a lot like “bir!”. You stop. Was that a word? It was. And just like that, the most ordinary morning becomes one you’ll remember.
Learning to talk is one of the biggest things a child will ever do, and it happens in kitchens, car seats and bath tubs, not classrooms. Some children chatter early. Others watch, listen and save it all up. Most parents wonder at some point whether their child is “on track”. This guide is here to help you understand what is happening, enjoy it, and know when a little extra support might help.
Speech and language: two different things
People often use these words to mean the same thing, but speech pathologists look at them separately. Knowing the difference helps you notice exactly what your child is doing well and where they might need help.
Speech is the “how”
How we make sounds and words with our lips, tongue, jaw and breath. A two-year-old saying “tat” for “cat” is still learning speech sounds, and that’s completely normal.
Language is the “what”
The words and sentences we understand and use to share ideas. It includes receptive language (understanding) and expressive language (getting your message across).
Communication is the big picture
Long before words, children communicate with eye contact, smiles, pointing, reaching and sounds. Every one of these counts and deserves a response.
Social communication is the “with whom”
Taking turns in conversation, sharing attention with someone, and knowing how to start, keep and end a chat. These skills grow through play.
“Children understand far more than they can say. Understanding always comes first, so a quiet toddler may be learning a great deal.”
What to expect, year by year
Think of these as landmarks on a road trip rather than a timetable. Children take different routes and travel at different speeds, but most pass through these stages in roughly this order.
Six everyday moments that grow language
You don’t need flashcards or special toys. The best language learning happens in the middle of ordinary life, when you and your child are doing something together.
The bath-time narrator
Talk about what you’re both doing: “Splash! Water on your toes. Warm water. Bubbles on your nose!” Short, simple words, repeated often.
The five-second pause
After you say something, wait. Count to five in your head. That little gap tells your child it’s their turn, and many children will fill it with a sound, gesture or word.
Copy and add one
If your child says “car”, you say “red car!”. If they say “red car”, you say “red car goes fast!”. Always one step ahead, never a correction.
The supermarket word hunt
Name things as you shop and let your child choose: “Apples or bananas?” Offering choices gives them a reason to use words.
Read the pictures, not the words
Books don’t have to be read word for word. Point, name, make animal noises and follow what catches your child’s eye.
Sing it again (and again)
Songs with actions, like “Wheels on the Bus”, give children rhythm and repetition. Pause before the last word and see if they fill it in.
Say this instead
Without meaning to, we sometimes turn talking into a test. These small swaps keep conversation relaxed and fun.
| Instead of | Try |
|---|---|
| “Say ‘apple’.” | “Apple! A crunchy red apple.” (Model the word, no pressure.) |
| “What’s this? What colour is it?” | “Oh, I see a big blue truck!” (Comment, then wait.) |
| “No, it’s not ‘tat’, it’s ‘cat’.” | “Yes, a cat! A fluffy cat.” (Repeat it back correctly.) |
| Answering for your child | Pausing and giving them time to try first. |
| “Use your words.” | “You want the ball? Ball!” (Give them the words they need.) |
When to reach out
You know your child better than anyone. If something doesn’t feel right, it’s always okay to ask, and you never need to “wait and see” before getting advice. It may help to talk to a professional if your child:
These signs don’t mean something is wrong. They simply mean it’s worth a closer look. Your GP, Maternal and Child Health nurse or a speech pathologist is a great place to start, and a hearing test is often a helpful first step.
The NDIS early childhood approach, made simple
If you have concerns about your child’s development, the NDIS early childhood approach can help. It supports children younger than 6 with developmental delay, and children younger than 9 with disability. Best of all, your child does not need a diagnosis to get started.
- Notice and talkYou notice something about your child’s communication and chat with your GP, Maternal and Child Health nurse, kinder teacher or speech pathologist.
- Connect with an early childhood partnerEarly childhood partners work with the NDIS in your local area. You can contact one directly; no referral or diagnosis is needed.
- Early supportsThe partner gets to know your family and may offer early supports, information and links to services in your community.
- Checking NDIS accessIf your child is likely to need longer-term support, the partner can help you apply to become an NDIS participant.
- Your NDIS plan and goalsIf eligible, your child receives an NDIS plan with funded supports, such as speech pathology through capacity building supports, linked to goals your family helps set.
What goals in an NDIS plan can look like
Goals in your child’s NDIS plan should sound like your family, not like a report. Good goals describe what you want your child to be able to do in everyday life. Here are some examples:
“I want Mia to tell us what she needs using words, signs or pictures, so she feels understood at home and at kinder.”
COMMUNICATION GOAL
“I want Leo to play with other children and take turns, so he can make friends.”
SOCIAL GOAL
“I want Ava to be understood by her grandparents and teachers when she talks.”
SPEECH GOAL
“I want Noah to follow simple instructions during our morning routine.”
UNDERSTANDING GOAL
How a speech pathologist can help
A speech pathologist looks at your child’s whole communication picture: understanding, talking, speech sounds, play and social skills. Therapy for young children usually looks a lot like play, and parents are part of every step, because the real progress happens at home between sessions.
Getting to know you
We listen to your story, your worries and what matters most to your family.
Assessment through play
We see your child at their best, through play, books and conversation.
Goals that fit your life
Together we set goals that link to everyday routines and your child’s NDIS plan.
Coaching for home
You leave with simple strategies to use at home, in the car and at the park.
Every voice deserves to be heard.
If you have questions about your child’s speech or language, our team at Reverence Community Care is here to help. We offer support in our clinics in Bacchus Marsh and Williams Landing, at home, at kinder or school, and via telehealth.
CALL 03 7037 0981 EMAIL info@revcare.com.au
SOURCES & FURTHER READING
- Speech Pathology Australia: communication milestones: https://www.speechpathologyaustralia.org.au/
- Raising Children Network: language development 0–5 years: https://raisingchildren.net.au/
- The Royal Children’s Hospital Melbourne: speech pathology: https://www.rch.org.au/speech/
- Better Health Channel: child speech and language: https://www.betterhealth.vic.gov.au/
- NDIS: early childhood approach: https://www.ndis.gov.au/
