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Pre-school 3 - 5 years
Understanding
- At 3 years, they will understand short spoken sentences e.g. 'Where's big teddy?'.
- At around 4 years of age, they will understand most simple things you say and will follow instructions with 2-3 steps about familiar things e.g. 'go to your bedroom and get your jumper'
Spoken Language Development
- At 3 years old, your child might be able to tell a simple story such as what has really happened during the day. Initially they will need help to put things in the correct order e.g. Child: 'I go to shop' Parent: 'and what did we buy at the shop?' Child: 'bread'. Later, as their imagination develops, they will start telling 'made up' stories
- By 4 years of age, your child will speak in longer sentences of around 5-6 words. Other people will understand what she/he is saying most of the time
- By 5 years of age, they should be talking quite fluently
How can I help?
Talk with your child, naming and talking about everything and anything. From counting out loud, the steps as you walk down the stairs, to telling them what piece of clothing you are folding when you are doing the laundry. Even if you think your child doesn't understand, talking about what is happening in your daily lives will increase the number of words your child hears. Repetition does help.
Remember to keep your words and sentences short and simple. Try not to bombard them. Take turns to talk. Make sure that you leave some 'gaps' in your talking so that your child has a chance to answer you.
Build your child's communication skills by:
- Noting and commenting on their interest e.g. 'Look a dog. Dog is running. Dog is happy. Bye bye, Dog.'
- Giving them time to respond back to you e.g. pause whilst looking them in the eye
- Avoid asking them questions. Instead, you say that words that they might say. For example, 'oh, you're hungry. You want some food. You want a cracker'.
Actively listening to what they have to say
- Model the correct answer whilst ignoring what was wrong e.g. if they say whilst looking at a lorry 'look, bus', you would respond "yes it is a lorry"
- Build on what they have said e.g. "Look it's a red bus. I see a red coat. I see a red post box. What can you see.
What else can I do?
- Sing to them. Children love the predictability of simple, repetitive songs especially those with actions.
- Start reading to them at an early age. Link the words to the pictures in the book and also in your own lives. As they get older, pointing to the words as you say them helps them understand the link between written and spoken words to develop their skills in literacy
When should I be concerned?
All children are different when it comes to developing language skills. If you feel there is a difference between your child and other children of a similar age, be reassured that most will catch up. However, it is best to seek professional advice if you see any of the following signs:
By 5 years old, if your child:
- isn't combining words to make longer sentences to tell you what they need e.g. I want snack or unable to share their interests with you e.g. look, a bus
- isn't understanding longer instruction e.g. pick up your cup and put it in the the sink
- is not clear and able to be understood by most people
- uses words unusually e.g. they may have more words than you can count, but they don't use them to talk to people, or if they have parrot like repetitive speech or if they continue to speak in a made up language that you can't understand
- Takes and ues your hand as a means of getting what they want
When starting school:
- you can't have a chat with them about things which interest them and you e.g. 'what would you like to have for dinner today?' 'What do you think mummy would like to do for her birthday?'
You should be concerned at any age if your child stops doing what they were previously able to do so.
Where can you get help?
If you think your child is having trouble with communicating and talking to you, discuss your concerns with a professional such as a health visitor, GP, nursery/school teacher who can provide advice and consider whether they may require a referral to a speech and language therapist or GP.
