Parents often become concerned if their child does not talk as soon as other children of the same age. It is best not to compare children to each other. A child, who communicates initially in other ways, such as through facial expression and gestures, is likely to develop normal speech patterns.
Understanding refers to a child’s ability to understand what is said and to follow instructions. Children gradually learn to understand longer and more complex sentences.
Expression means the ability to put thoughts into words and sentences, in a way that makes sense and is grammatically accurate.
2 Years
| UNDERSTANDING |
EXPRESSION |
| Follows two key words instruction (i.e. Where’s mummy’s bag, Give me dolly and book) |
Uses 50 or more single words |
| Understands simple questions and commands (i.e. Where’s the ball) |
Uses sentences that are 2 to 3 words long |
| Identifies body parts by name on self, family and toys (i.e. Where is teddy’s nose) |
Starts to use questions “What’s that?” |
| Points to an action picture on request (i.e. Show me the boy who is running) |
Refers to self by name |
| Understands simple requests involving early prepositions IN and ON (i.e. Put teddy on the bed) |
Asks for drink, food and toilet |
3 Years
| UNDERSTANDING |
EXPRESSION |
| Follows three key words instruction (i.e. Give ball and pen to teddy) |
Uses a very large vocabulary |
| Understands size and colours |
Uses sentences that are 3 to 4 words long |
| Understands requests involving other prepositions (i.e. Put the brick under the chair) |
Asks “who” and “where” questions |
| Answers who, what, where questions |
Can tell a story and relay an idea to someone |
| Identifies objects by their use (i.e. Show me the one you write with) |
|
4 Years
| UNDERSTANDING |
EXPRESSION |
| Understands questions related to past experiences “What did you do at nursery, today?” |
Uses a wide vocabulary and complex sentences |
| Understands describing words like hot and cold, full and empty, long and short |
Is becoming grammatically correct, using past tenses and using pronouns (his and her) |
| Answers When and Why questions |
Uses sentences that are 5 to 8 words long |
| Identifies some shapes and a wider range of colours |
Can tell a story using sequences |
What to look out for
Understanding
The child may:
- Not do as he is told
- Be very active
- Be quiet or withdrawn
- Have poor attention skills
- Rely on situations/routine/gesture/watching others
i.e. non-verbal cues to know what to do
- Follow what others do
- Have a lack of awareness of what is going on around him
- Gives inappropriate answers
- Echo what has been said to him
- Be very verbal, but the actual content of what he says may be limited
i.e. uses a great deal of social or learned phrases
Expression
The child may:
- Rely on gesture/pointing instead of speech to communicate their needs
- Have a small vocabulary
- Be using mainly single words, with few two word combinations
- Still babble or use jargon words
- Not ask simple questions e.g. what, who, where questions