Healthy Child Development

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There are several stages of healthy speech & language development that are marked by key abilities.  

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By 3 months

• Cries and grunts; has different cries for different needs

• Makes a lot of “cooing” and “gooing” sounds

• Responds to parent/caregiver voice (e.g.,, Watches your face as you talk)

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By 6 months

• Babbles using different sounds

• Lets you know by voice sounds to do something again

• Makes “gurgling” noises 

• Understands some words (e.g., daddy, bye bye)

• Smiles or laughs

• Vocalizes pleasure and displeasure (e.g., squeals with excitement, grunts in anger)

• Enjoys music, songs and rhymes

• Brightens to sound, especially to people’s voices

• Smiles and laughs in response to parent/ caregiver smiles and laughs

• Imitates sounds in his/her repertoire (e.g., coughs or other sounds – ah, eh, buh)

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By 12 months

• Consistently uses three to five single words

• Takes turns with sounds (e.g., Buh, animal sounds, car noises)

• Waves hi/bye (emerging) and begins to use other gestures (e.g., hands up means pick me up)

• Gives a few familiar objects on verbal request

• Uses a variety of different voice sounds when playing (e.g., bababa, dadada, nanana)

• Combines lots of sounds as though talking (e.g., abada, baduh, abee)

• Tries to copy new sounds (e.g., ba, animal sounds, car noises)

• Makes sounds to get attention, to make needs known, or to protest

• Responds to hearing own name

• Understands “no” and simple requests (e.g.,, Give it to mommy. Don’t touch. Where’s the ball?)

• Plays social games with you (e.g., peek a boo)

• Enjoys being around people

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By 18 months

• Tries to copy your sounds (sounds of our language)

• Uses at least 20-50 words consistently; words do not have to be clear

• Understands many more words than he can say

• Understands simple directions or questions (e.g.,, Where is your nose? Get the ball.)

• Demonstrates some pretend play with toys (e.g., give Teddy a drink)

• Enjoys tickle, bounce and nursery rhymes

• Makes at least four consonant sounds from p, b, m, n, d, t, w, h

• Identifies pictures in a book (e.g., Show me the baby)

• Enjoys being read to and looking at books

• Points to familiar people and to some body parts when asked

• Understands the concepts of in and out, off and on

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By 2 years

• Tries to copy your words

• Uses a variety of words and gestures to communicate and ask for help (e.g., waving, pushing away, pointing)

• Uses 100-150 words and combines 2 words (e.g., More juice. Want cookie.)

• Follows two step instructions (e.g., go find your teddy bear and show it to Grandma)

• Takes turns in a conversation □ Asks for something by pointing and using sounds or words

• Begins to offer toys to peers and imitates other children’s actions and words

• People can understand his/her words 50 to 60 per cent of the time

• Uses many different speech sounds at beginning of words (p,b,m,t,d,n,h,w)

• Enjoys being with other children

• Learns and uses one or more new words a week; may only be understood by family

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By 2½ years

• Understands the concepts of size (big/little) and quantity (a lot, little, more)

• Uses some correct grammar – “two cookies”; ‘bird flying”

• Uses more than 350 words

• Uses action words – run, fall

• Begins taking turns with other children using both toys and words

• Shows concern when another child is hurt or sad

• Combines several actions in play –feeds dolls then puts him/her to sleep

• Produces words with two or more syllables or beats: ba-na-na, com-pu-ter

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By 3 years

• Responds to simple questions or directions

• Understands location words like in, on and under

• Identifies some objects by their functions (e.g., What is a spoon for?)

• Is understood by most people outside of the family most of the time

• Uses long sentences, using 5-8 words, 

• Uses pronouns: I, you, me and mine

• Understands questions using who, what, why, when and where

• Is learning the meaning of several new words every week (in spoken language)

• Sings simple songs and familiar rhymes

• Talks about past events

• Tells simple stories

• Shows affection for favourite playmates

• Engages in multi step pretend play – cooking a meal, repairing a car

• Shows ability to participate in routines

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By 4 ½ years

• Most of the time uses complete sentences with 4 or more words (e.g., I go home now.)

• Uses correct grammar such as plural (e.g., books), past tense (e.g., walked) and pronouns (e.g., I, he, she, me, you)

• Follows directions involving three or more steps “First get some paper, then draw a picture, last give it to mom”

• Tells stories with clear beginning, middle and end

• Talks to try to solve problems with adults and other children

• Demonstrates increasingly complex imaginative play

• Is understood by adults outside the family almost all the time

• Is learning the meaning of and using several “new words” every week (in spoken language)

• Recites nursery rhymes and sings familiar songs

• Understands “just one”

• Enjoys being read to

• Can identify 4-6 colours by name

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By 5 ½ years

• Talks easily with other children and adults and is understood

• Understands spatial relationships, on top of, under, behind, in front of, etc.

• Explains concepts using words (e.g. ,What is a cup? What is a car?)

• Understands many descriptive words (e.g., long/short, soft/hard)

• Follows group directions “All the boys get a toy”

• Understands directions involving e.g., “if…then” – “If you are wearing runners, then line up for gym”

• Describes and can retell past, present, and future events in detail

• Seeks to please his or her friends

• Shows increasing independence in friendships

• Uses almost all the sounds of his or her language with few to no errors

• Uses complete sentences with good grammatical structure

• Is learning the meaning of and is using several new words every week (in spoken language)

• Can recall a brief story that has just been heard

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... If a child is missing one or more of these expected age outcomes, consider this a red flag