This always made me smile. I loved explaining to anyone who would listen why “speech” therapy was a good thing for little tiny babies. I loved helping them understand a new idea and I think that’s why I have loved early intervention so much… It’s all about helping to explain new ideas – but to toddlers.
But the truth is that we start communicating from literally the moment we are born… and if we don’t, there is something wrong. It’s why everyone in the area is waiting with bated breath for that first loud cry confirming a nice strong set of lungs. And so it goes as a child develops in these first few years. There are developments or “milestones” that we wait for to assure us that everything is working well. As a pediatric speech therapist/early interventionist, my job was to look at these milestones… the ones that were being met and more significantly, the ones that were not and from that information, determine where the weaknesses in “typical” development was so that I could strengthen those and hopefully get everything running smoothly again.
But the truth is that we start communicating from literally the moment we are born…
The interesting thing about speech and language is that it is truly one of the later developmental areas to reveal weakness, but by watching the other areas, often you can already tell, long before an actually significant speech delay appears that one is likely to occur without a little help. This is the reason for all those random questions at your doctor’s office during your well baby checkups and why people like me sometimes end up working with babies long before they are expected to tell you about their day.
Over the next several weeks, I’ll add more information about the different areas of early development, as well as the different areas of speech pathology, so that as you hopefully enjoy book selections and activity ideas, you’ll also understand a little bit more about how all of these seemingly random components help to make your baby a better communicator… but for now, here’s a little more information about typical speech and language milestones for my birth to three friends😊
It’s important to remember that each child develops at his or her own rate. You might not see all of these skills in your child until the end of the age range and this is perfectly normal.
What should my child be able to do: Birth to One?
| Hearing and Understanding | Talking |
| Birth–3 MonthsStartles at loud sounds.Quiets or smiles when you talk.Seems to recognize your voice. Quiets if crying. | Birth–3 MonthsMakes cooing sounds.Cries change for different needs.Smiles at people. |
| 4–6 MonthsMoves her eyes in the direction of sounds.Responds to changes in your tone of voice.Notices toys that make sounds.Pays attention to music. | 4–6 MonthsCoos and babbles when playing alone or with you. Makes speech-like babbling sounds, like pa, ba, and mi.Giggles and laughs.Makes sounds when happy or upset. |
| 7 Months–1 YearTurns and looks in the direction of sounds.Looks when you point.Turns when you call her name.Understands words for common items and people—words like cup, truck, juice, and daddy.Starts to respond to simple words and phrases, like “No,” “Come here,” and “Want more?”Plays games with you, like peek-a-boo and pat-a-cake.Listens to songs and stories for a short time. | 7 Months–1 YearBabbles long strings of sounds, like mimi upup babababa.Uses sounds and gestures to get and keep attention.Points to objects and shows them to others.Uses gestures like waving bye, reaching for “up,” and shaking his head no.Imitates different speech sounds.Says 1 or 2 words, like hi, dog, dada, mama, or uh-oh. This will happen around his first birthday, but sounds may not be clear. |
Reference: The American Speech Language Hearing Association https://www.asha.org/public/speech/development/01/
What should my child be able to do: One to Two Years
| Hearing and Understanding | Talking |
| Points to a few body parts when you ask.Follows 1-part directions, like “Roll the ball” or “Kiss the baby.”Responds to simple questions, like “Who’s that?” or “Where’s your shoe?”Listens to simple stories, songs, and rhymes.Points to pictures in a book when you name them. | Uses a lot of new words.Uses p, b, m, h, and w in words.Starts to name pictures in books.Asks questions, like “What’s that?”, “Who’s that?”, and “Where’s kitty?” Puts 2 words together, like “more apple,” “no bed,” and “mommy book.” |
https://www.asha.org/public/speech/development/12/
What should my child be able to do: Age Two to Three Years
| Hearing and Understanding | Talking |
| Understands opposites, like go–stop, big–little, and up–down.Follows 2-part directions, like “Get the spoon and put it on the table.”Understands new words quickly. | Has a word for almost everything.Talks about things that are not in the room.Uses k, g, f, t, d, and n in words.Uses words like in, on, and under.Uses two- or three- words to talk about and ask for things.People who know your child can understand him.Asks “Why?”Puts 3 words together to talk about things. May repeat some words and sounds. |