|
1 month
3 months
4 months |
- Responds to voice and sounds
- Coos (oo, ah)
- Responds to noise and voice by turning to sounds |
| |
|
6-9 months |
- Babbles (ba, goo)
- Understands “no, own name, where's Daddy?”
- Uses intonation (sing song) patterns like adult speech
- Copies others waving bye bye
- Turns in response to own name |
| |
|
9-12 months |
- Two part babbling (dada, googoo)
- Babbles to self and with others
- Tries to copy sounds and noises (brmm for car)
- Uses sound patterns that are meaningful to baby but are not real words
- Waves or claps when asked |
| |
|
12-18 months |
- Uses gestures, actions and facial expression to express wants/needs
- Points to named objects
- Begins to use single words e.g:
| |
- naming words (mummy, ball)
- doing words (drink, fall down)
- negatives (no)
- number words (more) |
- Uses one word for many meanings e.g. drink
| |
- more drink (object)
- drink juice (doing word)
- mummy drink (possession) |
- Uses sounds in patterns like real words but cannot be understood by adults
- Attempts to imitate new words and familiar songs |
| |
|
18-24 months |
- Begins to use 2 words together in different ways
| |
- Person/object + action (Daddy drink)
- Action + object (drink milk)
- Action + place (go up)
- Person/object + place (Mummy home)
- Owner + object (Billy car)
- Description + object (big car)
- That/this + object (that bird) |
- Vocabulary of 25-50 words
- Listens to a short story
- Understands simple questions e.g. “where's the cat?”
|
| |
|
2-3 years |
- Uses 3-5 word sentences
- Talks in present tense (Daddy sit down)
- Begins to use some grammatical word endings
| |
- In/on (in car)
- “ing” (me eating)
- “s” plural (more dogs)
- “I, me, it you” (my car) |
- Vocabulary about 50-200+ words
- Identifies objects by function e.g. “Which one do we sleep in?”
- Discriminates between basic objects such as animals (dog/horse) and furniture (table/chair)
- Understands basic concepts (big/little, in, on, under, not)
- Not all sentences will be correct |
| |
|
4 Years |
- Uses 5+ word sentences with correct sentence grammar most of the time. Can tell news, but not well sequenced
- Can understand and answer more complex wh- questions ( ‘Why did this happen? & What will happen next?') |
| |
|
5 Years |
- Tells news in sequence and can problem solve and reason
- Understands abstract concepts (eg, ‘before/after/until and opposites) |
| |
|
School Age
(6yrs - 18yrs) |
- Produces various text types (eg, information report, narrative, procedure, debate) with good language style, sequence, tense, conjunctions,
descriptivelanguage etc.
- Uses specific vocabulary ie. not words like “thingy, stuff, ‘cause” and can predict, reason and problem solve with ease.
- Click here to download a checklist for you school age child. |
Language Comprehension (Receptive Language)
Signs of Receptive Language Difficulties
A child who is experiencing delay or difficulty with receptive language may exhibit the following signs:
• Difficulty following instructions
• Confuses basic concepts eg. short/long, first/last, full/empty, big/small
• Poor concentration &/or attention
• Copies others when given a verbal instruction
• Difficulty answering questions or responding to comments
• Difficulty understanding humour
Simple Strategies for Receptive Language (more strategies to follow)
• Make sure you have your child's attention before giving instructions or asking questions
• If a child is not understanding your message, introduce gesture, facial expression and/or pointing in addition to speech to help convey the meaning of new vocabulary
• Repeat & rephrase so that any new concepts/vocabulary are reinforced
Play games that allow a child many repetitions of a new concept eg. play-dough à making sausages/snakes of different lengths to demonstrate longest vs shortest; line-up and show who is first/at the front and who is last/at the back etc.
back to top
|
|
