Understand the skills of your  young child

The development of receptive (listening) and expressive (speaking) language in very young children is important because oral language has a measurable impact on the acquisition of literacy skills in later years.

In our Guide from Birth – 6 Years, we have outlined the behaviors and skills that preschoolers should demonstrate, at specific ages, to help you understand how language and communication develops in typical children.

Every child is unique and therefore the rate of development may vary between siblings or peers. It is also possible that a child may not reach a developmental milestone until the upper end of the specified age range. As a parent, you would want to note whether your child is missing just one behavior, or several, within any age bracket. This might indicate the need for an assessment to determine whether or not your child has a language-based learning disability. You’ll want to talk with your child’s medical professional or teacher about your concerns. Bring the developmental checklist along with you. Together you can begin to answers your questions.

Produces different cries for hunger, discomfort, etc.
Vocalizes 2 different sounds such as “eh, aah”
Begins to make several new sounds such as p,b,m
Practices making sounds when alone
Startles to loud, sudden noises
Purposefully looks toward speaker’s voice
Turns to his/her own name
Appears to recognize familiar words like “daddy, mama, bye bye” etc.
Responds to “no” 50% of the time
Laughs or chuckles
Often looks at speaker and responds to voice by smiling
Seeks and maintains eye contact with adults
Initiates and takes turns making sounds with adults

Begins to babble (e.g., “aba-ba-ba-ba” then shortens to two syllables “baba”)
Combines different sounds as if speaking sentences
Says first meaningful words (e.g., “dad, mom, bye-bye”)
Imitates or repeats words or sounds after adult (“Uh-oh!”)
Uses 3+ words with some consistency
Uses gestures such as shaking head no, pointing, and waving goodbye, etc.
Reaches to be picked up (wants up)
Looks at familiar objects when named
Understands simple “where” questions (e.g., “Where’s daddy?”)
Understands “no” and simple verbal requests such as “Come here” and “Stop that”
Plays and later initiates social games such as peek-a-boo, so big, and pat-a-cake

Makes a variety of new sounds including t,d,w,n,h
Communicates wants by using a combination of sounds, words, and gestures (e.g., Points at ball on shelf and says “ba”)
Consistently uses 5 or more meaningful words that are understood by familiar adult
Asks “What’s that?”
Points out surrounding objects to others
Points to objects when named by adult
Points to 3 body parts on self or others
Finds and brings familiar object from another room when asked
Understands 50+ words
Plays appropriately with a variety of toys
Looks at pictures in books for 2 or more minutes

Uses consonants such as p,b,m,t,d,n,h at the beginning of 1-2 syllable words
Talks rather than using gestures
Directs adult attention to object of interest by pointing (“look,” or “what’s that?”)
Answers simple yes/no and “what” questions
Frequently imitates or repeats last word said to him/her
Imitates simple, familiar actions in play (e.g., sweeping)
Plays ball and other back-and-forth play with adult
Uses two toys together in pretend play (e.g., bottle and baby, car and garage)

Uses approximately 25 different consonants and vowels, but continues to leave out sounds/syllables or substitutes sounds
Speaks more and more new words each week
Uses 50 or more words
Begins combining words into simple sentences (e.g., “go bye-bye,” “more cookie,” “go nigh-nigh”)
Changes intonation to ask questions
Speech understandable to familiar people in context
Rarely imitates last word said to him/her
Imitates 2–3 word phrases
Points to most body parts
Understands action words
Appears to understand the meaning of longer sentences (e.g., “When we get to the store, I’ll buy you an ice cream”)
Understands size concepts (big and little) and number concepts
Uses most toys appropriately

Uses simple sentences (e.g., “I want more cookies”)
Rapid increase in understanding of new words
Talks about recent special experiences
Refers to self using pronouns (e.g., I, me, mine, my)
Beginning to rote count: 1, 2, 3…
Answers yes/no questions correctly
Follows two-step directions that are related (e.g., “Get your mittens and give them to Grandma”)
Acts out everyday experiences (e.g., stirring the food and feeding the baby)

Has speaking vocabulary of 900–1500 words
May have difficulty saying some sounds (f,v,j)
Uses 3-4 word sentences
Speech can be understood 80% of the time by a familiar person
Asks “why” questions
Follows more complex, two-part directions (“Hang up your coat and then get a book”)
Answers simple “who, what, where” questions
Carries on short conversations
Acts out past events
Play is imaginative

Has speaking vocabulary of over 2000 words
Uses 4–5 word sentences
Uses longer, more adult-like sentences
Speech can be understood 80% of the time
Tells a story from own experience
Defines words in simple terms
Follows 2–3 step directions (“Get your coloring book and crayons and bring them outside”)
Answers “why, how, how many” questions
Likes pretend play and acting
Joins in play appropriately with other children
Is beginning to use problem-solving and planning skills

Has speaking vocabulary of 2500 words
May still have difficulty making a few sounds (e.g., l, r,s)
Uses 5-6 word sentences
Speech is understood by strangers
Tells imaginative stories
Uses all pronouns correctly (he, she, it, etc.)
Answers phone and carries on conversations
Plays board games
Play is imaginative and cooperative
Sequences pretend events
Understands concepts such as time, space and quantity

¹ “Early Language and Literacy Development: A Guide from Birth to 6 years.” The content was extracted from First Steps in Communication, a language “wheel” co-created by the Washtenaw Intermediate School District and UCLL in 2003 and updated by UCLL in 2010. You can order the Wheel from UCLL by phone 734-764-8440 or email ucll@umich.edu (sample).