A Parent’s Guide to
Early Developing
Language
Language Developmental
Milestones: Birth to Five
© 2021 Therapy Materials Vault
Language
Language refers to the words we use and how we use them to share ideas and
express our wants and needs. Language includes speaking, understanding,
reading, and writing (ASHA).
Expressive Language || What your child says
Grammar, vocabulary, and the content of the message
Receptive Language || What your child understands
Understanding sentences, a story, or basic concepts
and following directions
How your child uses language
Pragmatic Language ||
to interact with others
Communicating for social purposes (e.g., greeting,
requesting, commenting, asking questions)
Following rules for conversations (e.g., turn-taking,
topic maintenance, gestures, body language, eye contact)
Children who present with a language disorder may have difficulties
understanding others (Receptive Language), sharing their thoughts, ideas,
and feelings (Expressive Language), or socially using verbal and
nonverbal communication (Pragmatic Language).
Why might your child need speech services?
Children develop at their own rate. Most children meet developmental milestones
within a specific age range. When children do not develop specific skills within the
expected time frame, it may be indicative of a language disorder. If at any time
you have concerns related to your child's receptive, expressive, or pragmatic
language, it is recommended you seek out consultation with a speech-language
pathologist.
What does a Speech-Language Pathologist do?
Speech-Language Pathologists work to prevent, assess,
diagnose, and treat speech, language, social communication,
cognitive-communication, and swallowing disorders in children
and adults (ASHA).
© 2021 Therapy Materials Vault 2
Typical Language Developmental Milestones
Note: It is important to note that children develop at their own rate, and that
developmental milestones are based on the typical acquisition of language
abilities/skills. This tool can be utilized as a general timeline of reference for
developmental milestones in the areas of receptive, expressive
and pragmatic language.
Receptive Language Expressive Language Pragmatic Language
- Quiets or smiles when - Makes cooing sounds - Smiles at people
you talk - Cries change for - Smiles when spoken to
Birth - - Seems to recognize different needs
3 mos
your voice - Makes reflexive sounds
(e.g., crying, burping,
coughing)
- Shows different responses - Coos and babbles when - Babbles to gain attention
to different family members playing alone or with you - Establishes eye contact
- Moves eyes in the - Makes speech-like - Makes sounds that
direction of sounds babbling sounds, like pa, express mood
3-6 - Responds to changes in ba, and mi. - Smiles spontaneously
mos your tone of voice - Giggles and laughs to human contact
- Notices toys that - Makes sounds when - Smiles when playing along
make sounds happy or upset - Stops crying when
- Pays attention to music spoken to
- Understands words for - Babbles long strings - Responds to no
common items and of sounds - Imitates rise and fall
people—words like cup, - Imitates different speech of voice
truck, juice, and daddy sounds - Copies simple actions
- Starts to respond to - Uses sounds and - Plays cause and effect
simple words and phrases, gestures to get and games (e.g. pat-a-cake,
like “No,” “Come here,” and keep attention peek-a-boo, “so big”)
“Want more?” - Points to direct attention - Becomes more outgoing
- Responds to own name toward an object with familiar people
6-12 - Reacts to others’ moods - Uses gestures like - Likes to be with specific
mos - Turns and looks in the waving bye, reaching people
direction of sounds for “up,” and shaking - Is fearful of strangers
- Looks when you point head “no”. - Shows off to get
- Listens to songs and - Says 1 or 2 words, like attention
stories for a short time hi, dog, dada, mama,
uh-oh, or bye
© 2021 Therapy Materials Vault 3
Typical Language Developmental Milestones
Receptive Language Expressive Language Pragmatic Language
- Is aware of the value of - Has about 2-6 words (at 12 - Engages in parallel play
communication months) to 50 words (playing next to someone,
- Follows simple directions, (at 18 months) but not with them)
especially with gesture - Uses 1–2 word phrases - Refers to themselves by
(e.g., “get your cup,” “pick to communicate their name (instead of “I”)
up the blanket”) - Pairs gestures with words - Takes turns (e.g., “my
- Starts to understand (e.g., reaching arms up and turn,” “your turn”)
spatial concepts like up, saying “up”) - Copies adult behaviors
12-18 in, down - Waves bye-bye in play
mos - Understands simple - Says “no” to protest - Repeats actions that
questions (e.g., Where’s - Uses mostly nouns made someone laugh
Mommy) - Uses simple directional
terms (e.g., “down” or “up”)
- Uses meaningful jargon
with inflection and
emotion
- Receptive vocabulary is - Has about 50 words - Engages in simple pretend
about 150-300 words (18 months) to 200-300 play (e.g., talking on the
- “My” and “mine” emerging words (age 2) phone)
- Follows simple directions, - Names common objects - Talks to self during play
such as “Show me your like ball, cup, car, shoes - Attention to task during
nose” - Uses prepositions such as play increases to
- Understands and points to “on,” “in,” or “under” ~7 minutes
18-24 some body parts when - Uses noun + verb - Use of social words (e.g.,
mos prompted consistently hi, bye, please, thank you)
- Understands much more - Uses “I,” “me,” and “you,” - Turn-taking increases
than expressed but may confuse “I” - Eye contact increases
(understands new words and “me” - Practices intonation,
quickly) - Answers simple Wh- sometimes imitating
questions (e.g., Who, What, an adult
Where)
- Family understands about
2/3 of what child says
- Follows 2-step directions, - Has about 200-300 - Watches other children
like "Get the spoon and words (age 2) to 1,000 and briefly joins their play
put it on the table" words (age 3) - Participates in associative
2-3 - Knows animals - Speaks in 2–3 word play (playing with the
years - Knows basic body parts phrases same toy as a child, but
- Differentiates between in - Uses “I,” “you,” “me,” and not necessarily with
and under and one “mine” correctly the child)
and many
© 2021 Therapy Materials Vault 4
Typical Language Developmental Milestones
Receptive Language Expressive Language Pragmatic Language
- Understands number - Uses pronouns like he, - Requests for items or
concepts of one and two she, we, your, and yours activities
- Understands opposites, - Uses regular plurals - Makes conversational
like go–stop, big–little, (e.g., “cats”) repairs when the listener
and up–down - Uses verb tense without does not understand
- Understands in, off, on, a helping verb (“is), (e.g., - Engages in longer
under, out of, together, “Mommy eating”) dialogues
away from - Uses words like in, on, - Begins to play house
- Understands the concept and under. - Participates in simple
2-3 of same - Asks “What’s that?” and group activities
years - Begins to understand “Why?” - Defends own possessions
cont.
time concepts (e.g., soon, - Gives name, age, and - Carries on ‘conversation’
later, wait) gender with self and dolls
- Understands verbs in - Holds up fingers to - Engages in simple,
pictures (e.g., walking, tell age make-believe activities
sleeping, eating) - Begins to use adjectives - Looks for missing toys
for color and size (e.g., - Helps put things away
“red apple,” “big dog”)
- Family understands about
90% of what child says
- Follows two-step related - Has about 1,000 words - Takes turns and plays
directions without cues (age 3) to 1,600 words cooperatively
(e.g., “Put on your coats, (age 4) - Separates from caregiver
and then grab your - Talks about what easily
backpack”) happened during the day - Practices conversation
- Follows quantity (uses about 4 sentences skills by talking to self
directions (e.g., empty, at a time) - Begins dramatic play
a lot) - Mostly uses 3-word (acting out scenes)
- Understands next to, phrases - Shows frustration if not
besides, between - May puts 4 words understood
- Follows equality together. May make some
3-4 directions (e.g., “Show me mistakes, like “I goed to
years the dogs that are the school.”
same”) - Uses pronouns like her/s,
- Identifies some colors his, him, they, them, their,
- Understands the concept us, our, ours
of “different” - Uses some plural words,
- Identifies some shapes like toys, birds, and buses
(e.g., circle and square) - Says rhyming words, like
- Understands words for hat–cat
family (e.g., brother, - Asks when and how
grandmother, and aunt) questions
© 2021 Therapy Materials Vault 5
Typical Language Developmental Milestones
Receptive Language Expressive Language Pragmatic Language
3-4 - Answers simple who, - Most people understand
years what, and where what your child says
cont. questions - Expresses ideas and
feelings
- Follows 3-step directions - Has about 1,600 words - Uses direct requests with
without cues, like “Put (age 4) to 2,200-2,500 justification (e.g., “Stop
your pajamas on, brush words (age 5) that. You’re hurting me.”)
your teeth, and then pick - Uses pronouns like - Uses words to invite
out a book.” myself, yourself, herself, others to play
- Follows classroom himself, itself, ourselves, - Uses language to resolve
directions, like “Draw a themselves disputes with peers
circle on your paper - Responds to “What did - Talks extensively during
around something you say?” play by himself or with
you eat.” - Names letters and others
- Follows directions when numbers - Plays competitive
desired object is not - Uses sentences that have exercise games
in sight more than 1 action word, - Speaks of imaginary
- Answer simple yes/no like jump, play, and get conditions (e.g., “I hope…”
questions - May make some mistakes, “What if…”)
- Understands words for like “Zach gots 2 video
4-5
order, like first, next, games, but I got one.”
years
and last. - Tells a short story
- Understands words for - Keeps a conversation
time, like yesterday, going
today, and tomorrow - Talks in different ways,
- Know the names of depending on the listener
animals and place (e.g., a child
- Identifies colors may use short sentences
- Knows contrasts such as with younger children, or
“larger” and “longer” may talk louder when
- Hears and understands outside compared to
most of what she hears at inside)
home and in school - Uses at least four
prepositions
- Repeats many words,
phrases, syllables, and
sounds
- Understands opposite - Has about 2,200-2,500 - Begins to use word plays
concepts (e.g., big/little, (age 5) to 2,600-7,000 - Uses threats and promises
5-6
over/under) words (age 6) - Asks meanings of words
years
- Uses adjectives for - Likes to complete projects
describing
© 2021 Therapy Materials Vault 6
Typical Language Developmental Milestones
Receptive Language Expressive Language Pragmatic Language
- Understands left - Uses comparative - Makes purchases at stores
and right adjectives (e.g., loud, - Asks questions for
- Understands number louder) information
concepts (up to 20) - Uses yesterday and - Chooses own friends
tomorrow - Takes more care in
- Uses adverb concepts communicating with
backward and forward unfamiliar people
- Uses prepositions - Engages in cooperative
through, nearest, corner, play (e.g., making group
middle decisions, assigning roles,
- Names ordinal numbers and playing fairly)
(e.g., first, second, third) - Announces topic shifts
5-6
years
cont.
© 2021 Therapy Materials Vault 7
What can I do as a parent?
Play with your child every day! Pretend to play with a variety of toys
like playing with animals in a farm, feeding a baby, or driving a train on
a train track! Ditch the batteries when you can! Also remember, YOU
are the best toy!!
Read to your child every day and talk about pictures in the
book! Use phrases describing the pictures like “I see two cows!”,
“Look at the dog running!” and limit the number of questions
you ask your child.
Teach a variety of sounds such as car sounds, animal sounds,
environmental sounds “uh oh” or “oh no!”
Teach your baby to imitate actions! Simple interactions such as
peek-a-boo, clapping, blowing kisses, and waving bye-bye
encourages turn taking, an important social language skill.
Teach your child to speak another language if you speak one!
Use a lot of different words with your child such as various
nouns, verbs, and adjectives! Start with “core vocabulary” words
first such as “open” “no” “help” “mine” and “go”
Narrate what you do and what your child does during the day. Say
things like “Mommy is washing your hair”; “You are eating bananas”;
or “Oh, these bananas are good!”
Talk about where you go, what you do there, and who and what you
see. Say things like, “We are going to Grandma’s house. We can see
her dog. You can pet the dog.”
Have your child play with other children! Whether it is playing
next to them (parallel play) or with them (shared play)!
Use longer sentences, as your child gets older!
© 2021 Therapy Materials Vault 8
Speech Strategies
Speech Strategies aim to promote speech and language development through
language modeling and exposure to meaningful communicative opportunities.
Self Talk
When you narrate what you’re
doing throughout the day
(e.g., “I am washing my hands.
First soap, then I scrub…”)
Parallel Talk
When you narrate what
your child is doing
(e.g., “You are building a tall tower.
Wow! It’s so big”)
Giving Choices
When you present two
binary choices
(e.g., “Do you want PB&J or mac
and cheese for lunch?”)
Target Core Vocabulary
A small number of words that are relevant
across contexts such as yes, no, go, stop,
open, more, & turn
Gentle withholding of
preferred objects
When you have something your child
wants, have them vocalize what it is before
giving it to them
(e.g., wait to hand your child the ball until they verbally
request “ball,” “mine,” “want ball,” “my turn,” etc.)
© 2021 Therapy Materials Vault 9
Speech Strategies
Expectant Pause
Waiting a couple of seconds (~2-5)
following a verbal prompt, allowing time
for your child to respond
+1 Routine
Model a phrase just one word longer in
length than what your child says
(e.g., child: “chips” parent: “want chips”)
Communication Temptation
Placing preferred objects out of reach, urges
your child to communicate to receive the object
3:1 Rule
For every question you ask your child,
you make three statements
(e.g.,“Do you want a banana or berries?”
“Yummy berries” “I like your good eating”
“You have blueberries, raspberries, and
blackberries”)
Verbal Routines
Using verbal routines repeatedly allows your child
predictable practice with a limited set of words;
soon you can omit the last word from the
sequence, and they can fill in the blank
(e.g., “ready, set, ____”)
Repetitive Books & Song
Repetition provides a rhythm to speech,
which can be easily memorized and allows
children to know what to expect next
(e.g., Wheels on the Bus, Five Little Monkeys,
Brown Bear, Brown Bear, Pete the Cat)
© 2021 Therapy Materials Vault 10
Communicative Functions
Communicative Functions refer to the purpose of gestural (e.g., pointing),
vocal (e.g., babbling), and verbal acts (e.g., spoken words) intended
to convey information to others.
Greeting Requesting
A child uses language or A child uses language or
nonverbal communication nonverbal communication
to initiate or cease a social to get a desired item,
interaction action, or attention
e.g., “hi ___,” waving e.g., “I want ___,” uses
bye to a friend sign for ‘more’
Protesting Asking/ Answering
A child uses language Questions
/nonverbal communication A child appropriately
to convey they do not asks/answers questions to
want something gain or share information
e.g., “no,” “all done,” e.g., child asks “what is
pushes object away your name?”
Commenting Labeling
A child uses language or A child uses language or
nonverbal communication nonverbal communication
to comment on something to name/label objects,
in their immediate actions, people
environment e.g., “car,” uses sign
e.g., “I see a cat” for “jump”
© 2021 Therapy Materials Vault 11
How to Target Language at Home
Multiple areas of language (expressive, receptive, and pragmatic) can be targeted
during the following activities. Listed below are examples of how the following
communicative functions: requesting, labeling, and commenting can be targeted in
each activity. Other skills that can be targeted during play include turn-taking (e.g., “My
turn,” “It’s your turn,” “Whose turn next?”) and use of gestures (e.g., pointing, waving).
Activities Areas Targeted
Trains (& tracks) Request — “ball,” “I want tracks” “bye bye car”
Label — colors, car parts — wheels, size, actions — drive, roll, concepts —
Cars/Ball (& ramp)
open/close, over/under
Balloons Comment — speed, “vroom,” “honk,” “choo choo,” “go,” “stop,” “ready, set, go”
Play Food/Kitchen Request — “more banana,” “cut carrot,” “mommy eat” “open”
Label — foods, utensils, colors, shapes, actions — stir/mix, scoop, pour —
Tea set
concepts — hot/cold, clean/dirty
Comment — “yummy,” “eat strawberry,” “all done” “drink tea,” “the cookie is
on the plate”
Blocks Request — “more blocks,” “want green block,” “big block”
Label — colors, shape, size/height—big/small, tall/short, tower/house/castle
Magna-tiles
Comment — “put on,” “stack,” “knock down,” “crash,” “blocks on top,” “up,”
“tower fell down”
Dollhouse Request — “want girl,” “open house,” “need help”
Label — people, animals, size, colors, actions—eating, sleeping,
jumping, walking
Comment — “door open,” “big house,” “girl is sleeping,” “knock knock”
Mr. Potato Head Request — “eyes,” “blue arm,” “I want mouth,” “feed potato”
Label — colors, body parts, shapes, actions — eating, sleeping,
emotions/feelings — concepts — in, out, on
Comment — “put eyes on,” “push,” “look” “potato’s shoes on,” “need hat,”
“potato is happy”
Toy Animals (farm, Request — “want dino,” “play animals,” “put in barn”
zoo, dinosaurs) Label — animals, animal noises — roar, moo, quack — body parts, colors,
actions — hugging, sleeping, size
Dolls & Teddy Bears Comment — “roar,” “stomp stomp,” “I see a cow,” hi baby,” “teddy is tired”
Books Request — “read book,” “turn page,” “more book”
Label — people, objects, colors, actions, concepts
© 2021 Therapy Materials Vault 12
How to Target Language at Home
Activities Areas Targeted
Kinetic Sand Request — “roll playdoh,” “more bubbles,” “sand out,” “blue sand,” “make fish,”
“blow bubbles”
Playdoh
Label — color, texture/feel — hard/soft, squishy, warm/cold — actions — pour,
Bubbles sprinkle, dig, scoop — shapes
Comment — “pop,” “squish,” “fun,” “dig,” “sticky”
Puzzles Request — “more puzzle” “put in,” “take out,” “want pieces,” “give me piece”
Label — animals, letters, numbers, characters, colors, actions — turn — shapes
Comment — “uh oh,” “tiger goes in,” “this puzzle is hard,” “I need 3,”
“you have ‘B,’” “I see ___”
Board Games (e.g., Request — “my turn,” “help me,” “open box,” “let’s play”
Candyland, Chutes Label — rules, actions, characters, concepts
and Ladders) Comment — “I win,” “good game,” “that was so fun”
Connect Four
Crayons, Markers, Request — “make circle,” “draw,” “more colors,” “top off,” “I want red”
and Paint Label — color, actions, concepts — big/small
Comment — “lots of colors,” “pretty,” “look”
Water Play Request — “play in water,” “more water,” “turn water on,” “dry hands,”
“more bubbles”
Label — actions—pour, splash, dump — concepts — warm/cold, wet/dry,
in/out, sink/float
Comment — “your hands are wet,” “splash,” “water goes in the bucket,”
“dump cup,” “cold water,” “uh oh”
Instruments Request — “play drums,” “shake,” “listen to music”
Label — instruments, colors, actions — shake, bang — concepts — fast/slow,
loud/quiet
Comment — “like music,” “wow,” “ready, set, go,” “so loud”
© 2021 Therapy Materials Vault 13
References
Language
Speech-language pathologists. (n.d.). American Speech-Language-Hearing
Association | ASHA. https://www.asha.org/students/speech-language-patholo-
gists/
Typical Language Developmental Milestones
Lanza, J. R., & Flahive, L. K. (2008). Guide to communication milestones:
Concepts, feeding, morphology, literacy, mean length of utterance, phonological
awareness, pragmatics, pronouns, questions, speech sound acquisition,
vocabulary.
How does your child hear and talk? Speech, language, and hearing developmental
milestones from birth to 5 years. (2011). American Speech-Language-Hearing
Association | ASHA. https://www.asha.org/public/speech/development/chart/
Paul, R., Norbury, C., & Gosse, C. (2017). Language disorders from infancy through
adolescence: Listening, speaking, reading, writing, and communicating.
Robert E. Owens, J. (2020). Language development: An introduction (10th ed.).
Pearson.
Speech Strategies
Early identification of speech, language, and hearing disorders. (n.d.). American
Speech-Language-Hearing Association | ASHA. https://www.asha.org/public/ear-
ly-identification-of-speech-language-and-hearing-disorders/
© 2021 Therapy Materials Vault 14
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