Early Words

• The infant makes cooing sounds - The infant makes such sounds as "oohs" and "ahs"
• The Infant's cry varies with emotional and physical state - The infant's cry will be different when he/she is in pain compared to when he/she is hungry, angry or uncomfortable. Crying is important because it gives the infant a chance to learn to coordinate the oral structures involved in speaking (tongue, lips and vocal cords).
• The infant responds to human voice - The infant may quiet or discontinue his/her vocalizations and/or change his/her activity level.
• The infant engages in a back and forth vocal exchange with another person - A baby's turn can be gurgling, sucking on a bottle or any sound or movement a baby makes. This is the beginning of turn-taking which is later required for conversations.

• When you play with your infant, bring him/her close to your face
• Imitate any attempts at sounds such as sighs, coos, sucking sounds, and lip smacking
• Imitate and exaggerate facial expressions and actions your baby makes
• Respond to any sound your baby makes as a conversational turn
• Talk regularly throughout the day with your baby
• Smile, laugh, click your tongue - be animated and have fun with your baby
• Touch, cuddle and hug your baby
• Go out of your way to meet your baby's gaze
• Gently guide your baby's face towards your face to help make eye contact
• Bring attention to your mouth and eyes by patting the side of your face
• Feeding, bathing and changing times are great opportunities to make eye contact with your baby

• The infant plays with sounds The infant may make squeals, growls, yells and raspberries. The infant may also produce various speech sounds such as "buh","ma","guh","goo" and "boo".
• The infant vocalizes pleasure and displeasure. The infant may squeal with excitement or may cry/scream in anger.
• The infant is more responsive to siblings and caregivers than to strangers. This is natural because infants spend more time with family than strangers. Babies love familiar faces.
• The infant smiles and laughs aloud.
• The infant begins to imitate various sounds. During interactions with the caregiver, the infant will imitate speech sounds (eg. "ba" and "ba" and non-speech sounds (eg. tongue clicks, coughing, etc.)
• The infant looks towards the sound source. When the infant hears a loud sound, he/she may startle and look in the direction from which the sound came. If the infant does not startle to loud noises or look towards the sound, have his/her hearing checked. Call infant hearing @ 905-385-7927 ext. 227.

• Imitate your baby's sounds as babies love to hear their caregivers copy their sounds
• Imitate and exaggerate facial expressions and actions your baby makes
• Respond to any sound your baby makes as a conversational turn
• Talk and sing regularly throughout the day with your baby
• Smile and laugh - be animated and have fun with your baby using games and routines you know your baby enjoys
• Go out of your way to meet your baby's gaze when you say his/her name; feeding, bathing and changing times are great opportunities to make eye contact with your baby
• Gently guide your baby's face towards your face to help make eye contact
• Play with various noise makers such as rattles and squeaky toys, and move them around your baby; when your baby follows the toys with his/her eyes, give him/her the toy to play with

• The infant babbles a series of sounds. The infant may say "ma-ma-ma-ma", "tuh-tuh-tuh-tuh", "da-da-da-da" and "pa-pa-pa-pa".
• The infant understands "no". The infant stops an activity (eg. stops playing with an object or touching a dangerous object) when the caregiver says "No!".
• The infant responds with gestures to another person's gestures and accompanying words. When the caregiver reaches towards the infant and says "up", the infant puts his/her arms in the air; or when the caregiver waves while saying "bye-bye", the infant waves back.
• The infant looks at some common objects when they are named. The infant may recognize such words as "ball", "bottle" and "cookie".
• The infant recognizes family members' names. The infant looks or turns his/her head in the direction of the person named when that person is present. The infant may show excitement when he/she hears the name of a familiar person.

• Imitate your baby's sounds as babies love to hear their caregivers copy their sounds
• Use natural gestures to complement your verbal language (eg. wave as you say "bye-bye"
• Hold a desired toy or object in front of your baby and name it as you let your baby hold it
• Name objects your baby shows interest in
• Use the same name for the same object
• Use simple names (eg. "car" instead of "automobile")
• Repeat the same word over and over again; don't worry about using it too much because repetition is a powerful tool for teaching children new words
• Use the names of family members when they are in the same room as your baby

• The child says his/her first word. The child's first words may not sound perfect but the child uses the same consonant(s) and vowel combinations consistently to refer to the same thing each time it is used. An utterance is a true word if the child has been observed to use the word several times to consistently refer to the same thing over a period of 2 or more weeks.
• The child follows simple commands. The child responds appropriately to "come to mommy", "give it to daddy", "sit down".
• The child understands simple questions. The child responds to questions such as "where's the ball" by going to get it, and "what is that" by showing it or trying to name the object.
• The child gestures and/or vocalizes to indicate wants and needs. The child may ask for very common objects such as a ball by name and/or point or reach toward the object.
• The child starts speech gesture games. The child tries to involve the caregiver in "peek-a-boo" or "patty-cake" games.

• Follow your child's lead by playing with the toys in which your child is interested
• When speaking with your child, use simple language of 1-2 words
• Frequently name objects, people and actions your child shows interest in
• Name objects your baby shows interest in
• Use the same name for the same object
• Use simple names, eg. "car" instead of "automobile"
• Repeat the same word over and over again; don't worry about using it too much because repetition is a powerful tool for teaching children new words
• Be animated when talking with your child, and use natural gestures to go along with your words

• The child uses approximately 50 words. The child uses about 50 words spontaneously in the correct context to label familiar people, actions and things.
• The child uses connected sounds (jargon or gibberish) that sound like sentences in a foreign language. Jargon is often accompanied by gestures. The child will often point to objects and make up names.
• The child recognizes the names of 3 body parts. When the caregiver asks "where is your nose", the child is able to point to the correct body part.
• The child begins to understand such categories as food, toys, animals and clothing.
• The child uses common expressions. The child may say "what's that", "all gone", "uhoh!" or "oh no!".

• Follow your child's lead by playing with the toys your child is interested in
• Use daily routines to introduce new words and practice familiar words
• Add new words daily by using the same words in new ways (eg. "roll ball, throw ball, kick ball")
• Name body parts on yourself, your child and on toys as you point to them
• Start a picture book for your child; organize the pictures of familiar and new objects, people and actions under categories such as "toys", "food", "bath time", "our family", etc. and talk about them with your child
• As your child learns new words or categories, add new pictures
• Take your child to places such as the grocery store, the park, etc. and talk out loud with your child about the things you see, and things you see happening

• The child uses approximately 200-250 words. The child uses about 200-250 words spontaneously in the correct context to label familiar people, actions and things. Most people can understand the words your child says
• The child uses 2-word sentences. At this stage, a child expresses meaning through the tone of his/her voice and the ordering of words in his/her sentences. The child may use word combinations that adults do not use (eg. "no down", "more cookie", etc.)
• The child follows 2-step commands that are accompanied by gestures. The child understands the request "pick up your toys and put them in the toy box" as you point to the toys and the toy box.
• The child uses pronouns such as "me, mine, my & you". These pronouns may not always be used appropriately.
• The child uses negative forms such as "not" and "no" in combination with another word. The child may say "no shoe" when he/she expects his/her shoes to be in a place where they are not.

• Speak with your child often, using 1-4 word sentences
• When your child uses 1 or 2 words, add language by repeating what your child said, and add 1-2 more words (eg. child says "mommy truck" and mommy responds "a big blue truck!")
• Talk about what your child is doing while he/she is doing it
• Use sorting the laundry with your child as an opportunity to use pronouns (eg. "my sock", "your shirt", "the skirt is mine!")
• Start a picture book for your child; organize the pictures of familiar and new objects, people and actions under categories such as "toys", "food", "bath time", "our family", etc. and talk about them with your child
• While looking at your photo albums or picture books, talk about the people in the photos using pronouns, describing their actions, and labelling new and interesting objects

• The child uses approximately 250-500 words. This child uses as many as 500 or more words spontaneously in the correct context to label familiar people, actions and things. Most people can understand the words your child says.
• The child uses 2-3 word sentences. The child may say "mommy more milk", or "daddy go outside" The child follows 2-step commands that are accompanied by gestures. The child understands the request "pick up your toys and put them in the toy box" as you point to the toys and the toy box.
• The child understands such prepositions as "in, on & under". The child is able to find the object in the appropriate place when you say "the ball is under the couch".
• The child understands the concepts of "one" and "all". If you ask the child for one block, he/she will give you only one block out of the pile of blocks. If you ask for all the blocks, the child will give you all the blocks.
• The child recites simple and familiar rhymes and songs. The child may recite or sing rhymes or songs such as "Twinkle, Twinkle Little Star", "Itsy, Bitsy Spider" and "Old MacDonald Had a Farm".

• Speak with your child often, using 2-4 word sentences
• When your child uses 2 words, add language by repeating what your child said, and add 2-3 more words (eg. child says "mommy truck" and mommy responds "yes, I see a big truck!").
• Play hide and seek games with favourite toys to practice prepositions (eg. "is the ball under the couch?", "is the ball hiding behind the pillow!")
• Sing songs together often; try and choose songs that involve actions, turn-taking, repetition and gestures to develop conversational skills; some examples include: "Ring Around the Rosie", "The Farmer in the Dell", "Row, Row, Row Your Boat" and "The Hokey Pokey"
• Repeat nursery rhymes over and over again to help your child learn them; use picture books for the rhymes as a tool to teach the rhyme
• While looking at your photo albums or picture books, talk about the people in the photos using pronouns, describing their actions, and labelling new and interesting objects.

• The child's vocabulary has increased dramatically. The child may tell short stories, describe immediate experiences, and converse with friends and adults.
• The child uses plurals to indicate that there is more than one. The child uses "s" on the end of words to indicate that there is more than one, eg. "two cats", "five fingers". The child may also use irregular plurals such as "two feet", or "two buses".
• The child follows longer 2-3 step commands. The child understands the request "get the cup, put it in the sink, and sit on your chair"
• The child understands such prepositions as "in, on & under". The child is able to find the object in the appropriate place when you say "the ball is under the couch".
• The child understands and uses some adjectives. The child may use some adjectives such as "big, little, fast, slow, wet & dirty".

• Speak with your child often, using complete sentences
• Count body parts and familiar objects to practice plurals, eg. "here is one hand", "look, your hand has 5 fingers!"
• While reading books with your child, ask questions about the pictures and about what is happening
• Sing songs together often; try and choose songs that involve actions, turn-taking, repetition and gestures to develop conversational skills; some examples include "Ring Around the Rosie", "The Farmer in the Dell", "Row Row Row Your Boat", and "The Hokey Pokey"
• Activities such as baking, cooking, painting, colouring and crafts provide opportunities to practice following directions, turn-taking, conversation and fun!
• When playing games such as "I spy", use adjectives (eg. colour, size, shape, number etc.) as hints
• Help your child to tell stories by asking questions that guide him/her through his/her story telling

• The child uses 4-5 words in a sentence. The child may tell short stories, describe immediate experiences, and converse with friends and adults.
• The child is asking "What", "Where", "Who" and "Why" questions. The child asks these questions to get information, and engage peers and caregivers in social interactions.
• The child produces longer sentences and joins thoughts with "and". The child may say "I want to colour and play with the ball", or "I like cats and dogs".
• The child is able to count objects up to "3". The child counts "1, 2, 3" as he points to objects.
• The child identifies primary colours. The child is able to show the correct object when asked "give Mommy the red block".

• Speak with your child often, using complete sentences
• Use opportunities which arise in daily routines to count objects; count objects in story books
• While reading books with your child, ask questions about the pictures and about what is happening
• Sing songs together often; try and choose songs that involve actions, turn-taking, repetition and gestures to develop conversational skills; some examples include "Old MacDonald Had a Farm", "Little Rabbit Foo Foo", "Peanut Butter and Jelly", and "The Wheels on the Bus"
• Activities such as baking, cooking, painting, colouring and crafts provide opportunities to practice following directions, turn-taking, conversation and fun!
• When playing games such as "I spy", use adjectives (eg. colour, size, shape, number) as hints
• Help your child to tell stories by asking question that guide him/her through his/her story telling

• The child speaks using complete sentences that may be 5 or more words in length. The child is able to retell short stories, describe immediate experiences, and converse with friends and adults.
• The child asks a variety of "What, Where, When, Why, Who & How" questions. The child uses questions to get information and participate in communication interactions with peers, caregivers and others.
• The child follows longer 2-3 step commands. The child understands the request "get the cup, put it in the sink, and sit on your chair"
• The child uses the past tense ending "-ed" correctly. The child may use the "walked, played or jumped" correctly in a sentence. This ending may be applied incorrectly to irregular verbs such as "goed" for "went", and "falled" for "fell".
• The child is interested and is able to listen to longer stories. The child may have a favourite story book and will anticipate each page of the story. The child may indicate to caregivers when a story has been misread or if a part has been left out!

• Speak with your child often, using complete sentences
• Emphasize the "-ed" when you use past tense verbs, eg. "look, the dog jumped over the box!"; also emphasize irregular past tense verbs, eg. "you ate all the yoghurt!"
• Talk about events, activities, toys, people and games that interest your child
• While reading books with your child, ask questions about the pictures and about what is happening; use a lot of expression and animation in your voice while reading to your child to add interest and excitement!
• Sing songs together often; try and choose songs that involve actions, turn-taking, repetition and gestures to develop conversational skills; some examples include "Old MacDonald Had a Farm", "Here We Go Round the Mulberry Bush", "The ABC Song", and "The Wheels on the Bus"
• Activities such as baking, cooking, painting, colouring and crafts provide opportunities to practice following directions, turn-taking, conversation and fun!
• Help your child to tell stories by asking questions that guide him/her through his/her story telling

• The child speaks using complete sentences that may be complex and 6 or more words in length. The child is able to retell stories, describe immediate experiences, and converse with friends and adults. The child's grammar is complete, and generally there are few or no errors.
• The child uses the past, present and future tenses correctly. The child may say "I walked to the park" (past tense), "I am walking to the park" (present tense) and "I will walk to the park" (future tense).
• The child understands much of adult conversation.
• The child develops time concepts. The child uses and understands time concepts such as "today, tomorrow, morning & afternoon" correctly.
• The child understands "right & left".
• The child counts to "10" independently

• Speak with your child often, using complete sentences
• Emphasize the "-ed" when you use past tense verbs, eg. "look, the dog jumped over the box!"; also emphasize irregular past tense verbs, eg. "You ate all the yogurt!"
• Talk about events, activities, toys, people and games that interest your child
• While reading books with your child, ask questions about the pictures and about what is happening; use a lot of expression and animation in your voice while reading to your child to add interest and excitement!
• While reading a story, talk about "what will happen next" before turning the page
• After reading a story, talk about what happened in the beginning, middle and end of the story.
• Sing songs together often; try and choose songs that involve actions, turn-taking, repetition and gestures to develop conversational skills; some examples include "Ten Little Monkeys Jumping on the Bed", "The Hokey Pokey", "The ABC Song", and "The Wheels on the Bus"
• Play "Mother May I" using "right" and "left" instructions

• Preschool children often have dysfluencies in their speech; they may revise, interject, and repeat words or phrases
• These patterns of dysfluency may be typical as children develop their ability to communicate verbally. Some patterns of dysfluency are not as typical
• Some examples of atypical dysfluency include: several repetitions of the first sound or syllable of various words, tension and struggle when saying words, and changes in the pitch or loudness of the voice during the dysfluency
• If this continues for more than a few weeks or if you would like to speak with someone about your concerns, please contact your local Preschool Speech and Language service.

• Model clear, easy speech on a daily basis
• Give quality time each day; whenever possible, the time should be unrushed and uninterrupted to allow him/her to speak in a relaxed setting without the time pressure that comes with competing for a conversational turn
• Become a good listener so your child knows that what he/she says is being heard and valued; listen quietly and give your full attention, listening to your child's message
• Try not to interrupt so your child does not feel he/she has to compete for a conversational turn
• Build self-esteem; try and help your child feel some success each day
• Comment more and question less; questions put a demand on children for more talking

Children develop the ability to produce different sounds at different ages. The chart below gives a broad range for the time when children begin to use different speech sounds in words to communicate.

• Model clear, appropriate speech sounds for your child in daily interactions
• Modelling is something the parent/caregiver does, NOT the child; do not put pressure on your child to produce the sound/word after your model; the child does not need to say the words back to you
• Children learn to produce speech sounds by listening to other people talk; modelling helps your child learn to produce speech sounds through listening
• Use lots of words in your own speech that have your child's difficult sounds in them
• Stress the sounds that you wish to model by making them a little longer and a little louder, eg. "I sssee a ssstop sssign"
• Model the correct production without asking your child to try it again; this encourages your child to use listening to learn how to correctly produce speech sounds, eg. child: "mom a dop dign" (mom a stop sign!) parent: "a ssstop sssign. I sssee a ssstop sssign too!

• Generally, a voice problem is caused by harmful use of the voice
• Vocal abuse usually involves straining the vocal cords by shouting, screaming, excessive coughing, as well other vocal behaviours Vocal misuse involves speaking too loudly, speaking with a voice that is too high or too low in pitch, as well as other vocal behaviours
• Voice problems arise when harmful uses of the voice such as those listed above become habits
• Speak to your family doctor about your concerns so he/she may determine if a referral to an Ear, Nose & Throat Specialist is required

• Model appropriate use of your voice and good speech habits on a daily basis
• Discourage use of loud, effortful speaking; discourage making non-speech noises such as vehicle engine sounds, helicopter/airplane sounds, etc.
• Suggest substitutes for voice use; for example, wave and whistle to get a friend's attention instead of shouting from a distance
• Eliminate background noise in the child's environment while talking so your child does not feel he/she has to talk over other sounds such as the TV or radio to be heard
• Reward the use of good vocal habits with a lot of praise
• Speak to your family doctor about your concerns so he/she may determine if a referral to an Ear, Nose & Throat Specialist is required

• Choose books that children can manipulate and explore; some examples include cloth, plastic or cardboard books, books with holes, shapes, wheels, buttons, etc

• Choose books that children can hold, turn the pages and play with such as interactive board books with flaps and pop-ups
• Choose books that have clear, colourful pictures with little print
• Choose books that are on familiar topics that can be related to the child's own experience

• Choose books that have complex collections of pictures based on themes
• Choose books that have repetitive text that is predictable and rhythmical
• Choose books that have short stories with a simple plot, and only a few characters

• Choose books that have more advanced topics and imaginary themes
• Choose books that have more detailed and complex stories such as fairly tales
• Choose books that are fictional as well as non-fiction

• Have a regular reading time and place such as bedtime on the bed; it is comfortable, we are very relaxed and we are not interrupted
• Introduce the book in an interesting way; if it is about dogs, show it and ask "what do you think this book is about?" or "what do you think happens in this story?"
• Don't feel obligated to read from the text; sometimes it is more interesting to tell the story in your own words
• Read with expression; repeat phrases that you and your child find enjoyable; give characters voices, and have the child join in at key moments; this helps make reading FUN!
• Books can be used for modelling new words, familiar words, sentence structure and speech sounds
• Connect the story to other activities; the child may enjoy drawing a scene from the story or acting out the characters with toy figures
• Read favourite stories again, and again, and again; this provides opportunity for noticing things you and your child missed the first time through and reinforces literacy, language and speech learning - and it is FUN!