Tuesday, December 30th, 2008

| CWK Producer

A few weeks before his first birthday, Nathan Eads began to walk. He didn’t talk until months later. “He was about 15 months when he started talking, which is a little later than the books say,” recalls Nathan’s mother Rebecca Eads. “He was such a quiet kid that he really didn’t talk or babble a lot.”

At 10-months-old Nathan’s baby sister Caroline babbles a lot, but she’s not walking just yet. “I guess you’re always curious about what comes next and how she’s gonna do things compared to what he’s done,” says Mrs. Eads.

Curiosity is one thing, but some parents obsess. “It’s very common that parents will compare their children to friends’ and neighbors’ children and worry that their child is not keeping up with what the other children are doing,” says pediatrician Dr. Karen Dewling. “As long as they’re within the normal range — and there’s such a huge range of normal — we don’t worry about it.”

Generally speaking, Dr. Dewling says babies should sit up by 7 months, stand by 9 and walk by 14 months. By age 1, kids may say and understand “mama” and “dada” and know several words by 18 months. “Anything out of those ranges should be discussed with a pediatrician. It may be normal, but it could be a sign of a problem,” says Dr. Dewling. But it’s not a race, she says. Every child will develop at his or her own pace.

“The most important thing is to enjoy the individual that you have. All of us are different and unique, and that’s what makes it fun.”

At 3-and-a-half, Nathan is now a chatty child with lots of personality. As for Caroline’s development? Her parents are taking it one step at a time. Rebecca Eads advises other parents: “I would say put the [parenting] book away. They’ll be walking, they’ll be talking, the pacifier will come out of the mouth — it’ll all happen.”

Tips for Parents

The following examples of milestones in the development of speech and language skills in children between the ages of two and six are provided as an informational resource for interested parents.  It is extremely important for parents to remember that every child may not exhibit any number of these communication characteristics at the ages listed in these examples. 

Furthermore, the fact that a child does not exhibit any or all of these characteristics at the ages given in these examples does not mean that your child has developmental problems.  Individual children learn and grow at their own pace; they do not always fit neatly into scientific classification hierarchy.  If you suspect that your child is having trouble with hearing, language acquisitions, or other speech related problems, do not hesitate to bring it to the attention of your child’s doctor.  A hearing test can be one of the first referral/diagnostic measures to determine if there might be a hearing problem.  Your child’s doctor may also refer you to a speech-language pathologist for an expert evaluation of your child’s language acquisition abilities.  

Developmental Milestones in Speech:  Ages Two and Three

• Identifies body parts
• Carries on 'conversation' with self and dolls
• Asks "what's that?" And "where's my?"
• Uses 2-word negative phrases such as "no want".
• Forms some plurals by adding "s"; book, books
• Has a 450 word vocabulary
• Gives first name, holds up fingers to tell age
• Combines nouns and verbs "mommy go"
• Understands simple time concepts: "last night", "tomorrow"
• Refers to self as "me" rather than by name
• Tries to get adult attention: "watch me"
• Likes to hear same story repeated
• Talks to other children as well as adults
• Solves problems by talking instead of hitting or crying
• Answers "where" questions
• Uses short sentences like "me want more" or "me want cookie"

How Can Parents Communicate With a Child in This Age Group?

The more interactive conversation and play a child is involved in, the more a child learns. Reading books, singing, playing word games, and simply talking to your child will increase her vocabulary while providing increased listening opportunities. Here are a few suggestions to help improve your child's communication skills:

• Talk to your toddler about what she did during the day or what she plans to do tomorrow. "I think it's going to rain this afternoon. What shall we do?" Or discuss the day's events at bedtime.
• Play make-believe games.
• Read your child's favorite books over and over and encourage her to join in with words she knows. Encourage "pretend" reading (let your child pretend she is reading the book to you).

Communication problems for 2- to 3-year-olds can include:

• hearing difficulties
• problems following directions
• poor vocabulary acquisition
• speech dysfluencies (difficulty initiating or sustaining sounds)
• delayed acquisition of phrasing skills
• unclear speech

Developmental Milestones in Speech:  Ages Four and Five

• Has sentence length of 4-5 words
• Uses past tense correctly
• Has a vocabulary of nearly 1500 words
• Points to colors red, blue, yellow and green
• Identifies triangles, circles and squares
• Understands "In the morning" , "next", "noontime"
• Can speak of imaginary conditions such as "I hope"
• Asks many questions, asks "who?" And "why?"

How Can Parents Communicate With a Child in This Age Group?

• Help your child relate to books by selecting stories that mirror families like yours or people from your cultural or ethnic group.
• Make a special spot for books, magazines, and other reading material where your child is able to reach books without help.
• Help your child create his own "This Is Me" or "This Is Our Family" album; then enjoy looking and talking about the photographs or special memorabilia.
• Talk to your child about books or TV programs and videos you watch

Communication problems among children in this age group include:

• problems following complex/compound directions
• difficulty with conversational interaction
• poor vocabulary acquisition
• difficulty learning preschool concepts, such as colors and counting
• stuttering
• difficulties with grammar and syntax
• unclear speech

Developmental Milestone in Speech: Ages Five and Six

• Has a sentence length of 5-6 words
• Has a vocabulary of around 2000 words
• Defines objects by their use (you eat with a fork) and can tell what objects are made of
• Knows spatial relations like "on top", "behind", "far" and "near"
• Knows her address
• Identifies a penny, nickel and dime
• Understands "same" and "different"
• Counts ten objects
• Asks questions for information
• Distinguished left and right hand in herself
• Uses all types of sentences, for example "let's go to the store after we eat"

As children enter their grade-school years they become increasingly independent, spending much of their days outside the home in school and with peers. Talking with your child is essential to bond with her and share ideas, opinions, and information. Here are a few suggestions to aid communication with your child:

• Make time during the day or evening to hear about your child's activities; be sure she sees that you are actively interested and listening carefully.
• Remember to talk with your child, not at her.
• Ask questions that go beyond "yes" or "no" answers to prompt more developed conversation.
• Take advantage of "stolen" moments, during car trips or standing in line at the supermarket, to talk with your child.
• Provide activities that offer opportunities to improve communication skills, such as attending or engaging in sporting and school events, talking about current events, and reading stories to younger children that are slightly above their competency level.

Problems in communication skills for children age 6 to 12 may include:

• difficulty with attention, following complex/compound directions in the classroom
• difficulty retaining information
• poor vocabulary acquisition
• difficulties with grammar and syntax
• difficulties with organization of expressive language or with narrative discourse
• difficulties with academic achievement, reading, and writing
• unclear speech
• persistent stuttering or a lisp
• voice-quality abnormalities, such as a strained, hoarse quality (may require a medical examination by an otolaryngologist [an ear, nose, and throat specialist])

References

• American Medical Association
• Learning Disabilities Association of America

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