Hope & Believe Therapy

Temple Office 1706 W Avenue M Temple, TX 76504 254-598-2620
Waco Office 6701 Sanger Ave , Suite 103 Waco, TX 76710 254-848-6284

 

Speech & Language Developmental Milestones Preschool Ages 3 months to 6 years

Please refer any child…
> If you are concerned about their speech or language development
> If their speech & language skills have not improved over the past 6 months
> Who often repeat sounds or words
> Whose voice sounds different to you
> Whose play or social interactions seem inappropriate
> With a diagnosis such as cleft lip/palate, hearing loss, autism spectrum disorder, or developmental delay
REMEMBER: EARLY DETECTION & INTERVENTION IS KEY!

0 to 3 Months:
  • Listens to speech
  • Awakens to loud sounds
  • Ceases activity at a new sound
  • Makes pleasure sound
  • Startles to a sudden sound
  • Turns to locate the source of a sound
  • Recognizes familiar voices
  • Looks at you with interest when you are talking
  • Repeats the same sounds
  • Cries differently for different needs
4 TO 6 Months: :
  • Responds to “No” and to changes in tone of voice
  • Notices new sounds
  • Pays attention to music
  • Babbling sounds are more speech like with many different sounds
  • Makes gurgling sounds when left alone or when playing with you
  • Makes sounds & smiles in response to your facial expressions & sounds
7 TO 12 Months:
  • Recognizes his or her own name
  • Enjoys games like peek-a-boo and pat-a-cake
  • Recognizes words for common items like “cup,” “milk,” “shoe”
  • Imitates speech sounds
  • Waves “bye-bye”
  • Uses speech or non-crying to get or keep attention
  • Babbling has both long and short groups of sounds such as “tata upup bibibibibo”
  • Has 1 or 2 words although they may not be clear “bye-bye,” “mama,” “no,” “dada”
1 to 2 Years:
  • Points to pictures in a book when named
  • Points to a few body parts when asked
  • Follows simple commands and understands simple questions such as “Roll the ball,” “Kiss the baby,” “Where are your shoes?”
  • Listens to simple stories, songs, & rhymes
  • Recognizes pictures of familiar places and objects
  • Uses many different consonant sounds at the beginning of words
  • Uses pronunciation that is not precise
  • Points and gestures to call attention to an event or to show wants
  • Says more words every month
  • By 18 months, says 10-20 words, including names and uses some 1-2 word questions such as, “Where kitty?” “Go bye-bye.” “What’s that?”
  • Puts 2 words together such as “more cookie,” no juice,” “mommy book”
  • Hums and may sing simple tunes
2 to 3 Years:
  • Understands differences in meaning such as, “go-stop,” “in-on,” “up-down”
  • Notices sounds
  • Follows 2 step requests such as, “Get the book and put it on the table.”
  • Demonstrates rapid speech sound development
  • Has a word for almost everything
  • Uses 2-3 word sentences to talk about and ask for things
  • Speech is understood by familiar listeners most of the time
  • Tends to simplify difficult words such as “nana” for banana
  • Carries on conversation with self and dolls
  • Asks questions
  • Sentence length is 2-3 words
  • Refers to self by name
  • Uses personal pronouns (I, you, he)
  • Forms some plurals by adding “s”
3 to 4 Years:
  • Understands simple “who,” “what,” and “where” questions
  • Knows night and day
  • Begins to understand prepositional phrases “put the block under the chair”
  • Frequently practices talking to himself
  • Knows his/her last name, sex, name of the street he/she lives on, and several nursery rhymes
  • Can tell a story or relay an idea to someone
  • Has a sentence length of 3-4 words
  • Has a vocabulary of nearly 1000 words
  • Can consistently produce the following sounds: “m, n, ng, p, f, h, and w”
  • May repeat sounds, words, and phrases
  • Can sing songs
4 to 5 Years:
  • Pays attention to a short story & answers questions about it
  • Hears and understands most of what is said at home & school
  • Points to colors red, blue, yellow, and green
  • Understands time concepts
  • Can speak of imaginary conditions such as “pretend like” and “I hope”
  • Asks many questions, although more interested in how answers fit his/her own thoughts rather than the explanation
  • Has a sentence length of 4 to 5 words
  • Asks “who” and “why”
  • Uses contractions such as “it’s a” and “there’s a”
  • Uses past tense correctly
  • Has a vocabulary of 1500 words
  • Can consistently produce the following sounds: “m, n, ng, p, f, h, w, y, k, b, d, g, r”
5 TO 6 Years:
  • Defines objects by their use (You wash with soap.)
  • Knows spatial relations like “on top,” “behind,” “far,” and “near”
  • Knows his address
  • Identifies a penny, nickel, or dime
  • Has a sentence length of 5-6 words
  • Has a vocabulary of around 2000 words
  • Uses all speech sounds correctly with the possible exception of the following: “t, v, l, th, j, and z”
  • Knows common opposites
  • Counts 10 objects
  • Questions for information
  • Uses all types of sentences, some of which may be complex
6 Years:
  • Has correct articulation of speech sounds
  • Uses adult-like grammar in sentences & conversations
  • Understands the meaning of most utterances
  • Names the day of the week in order and counts to 30
  • Predicts the next sequences of events and tells a 4-5 part story
  • Knows birthday, name, address
  • Knows the meaning of today, yesterday, and tomorrow
  • Asks “why, “what,” and “how” often

Children learn through play, imitation, gestures, reading, and storytelling!

Adapted information from: American Speech Language Hearing Association www.asha.org , Beyond Words www.beyondwords.org , First Words Project http://firstwords/fsu.edu , & Caroline Bowen , SLP http://members.tripod.com/Caroline_Bowen , Assessment in Speech-Language Pathology, 2 nd ED, Shipley & McAfee, 1998., “It Takes Two to Talk.”

Smith, A.B., L. Hand, J.J. Freilinger, J.E. Bernthal and A. Bird. "The Iowa Articulation Norms Project and its Nebraska Replication," Journal of Speech and Hearing Disorders,
Vol. 55, No. 4 (November 1990) pp. 779-798.
Created by Claudia Dunaway for San Diego City Schools

Stimulating Speech & Language Skills

infants:
  • Provide your baby security and value.  Let him or her know that they are important
  • Hold your baby and use friendly and affectionate talk
  • Imitate sounds, movements, smiles, etc.
  • Make it a game when you are dressing, feeding, bathing, and changing your baby
7 Months to 1 Year:
  • Respond to cooing and babbling
  • Read books
  • Talk, Talk, Talk!!  During all activities talk to your baby about what you are doing
  • Use simple speech and short utterances
  • Recite rhymes and songs
  • Play imitation games
1 to 2 years:
  • Read books
  • Use simple, clear, and slow speech
  • Use good eye contact when speaking to your child
  • Look at your child when he or she speaks to you
  • Imitate and identify sounds with your child
  • Describe feelings, sounds, and actions to your child
  • Praise communication
2 to 3 Years:
  • Read books with simple pictures
  • Model good speech
  • Repeat new words, songs, activities, and names
  • Play games with your child using language
  • Build your child’s confidence as a speaker
  • Carry on conversations
  • Ask questions
3 to 4 Years:
  • Extend conversation
  • Encourage story telling using pictures and books
  • Teach relationships of words, objects, and ideas
  • Talk about similarities and differences between things
4 to 5 Years:
  • Give your child more responsibility
  • Classify objects and things like talking about what you wear, what you eat, etc.
  • Carry on conversation as you would with any person
  • Read longer stories and make up stories
5 TO 6 Years:
  • Encourage expression of feelings, ideas, wishes, etc.
  • Listen and praise communication
  • Allow opportunities to learn songs, rhymes, or verses
6 Years:
  • Allow opportunities for cooking and running errands
  • Play games that involve reasoning and conversation
  • Include your child in family discussions and decision making
  • Define new words and concepts
  • Check for understanding of language
 
Adapted information from: American Speech Language Hearing Association www.asha.org , Beyond Wordswww.beyondwords.org , First Words Project http://firstwords/fsu.edu , & Caroline Bowen , SLPhttp://members.tripod.com/Caroline_Bowen , Assessment in Speech-Language Pathology, 2nd ED, Shipley & McAfee, 1998., “It Takes Two to Talk.”