Most parents eagerly await their baby's first words. Will it be dada or mama or something entirely different? My child chose “nana” because she loved bananas. My husband and I went with it because we knew it was just the beginning.
Yet many parents find themselves comparing what their child is doing and saying with what their friends' kids the same age are doing and saying. Communication is the beginning of a long developmental process. One that varies from child to child, even within families. So instead of comparing, use this blog as a resource for what the average child can do at different ages and stages of toddlerhood, and how you can help support their development.
These milestones come from the CDC’s current developmental checklists and from the American Speech-Language-Hearing Association (ASHA), which describe what most children can do by each age. We emphasize the word most, because it matters. A child who is a little behind on one item is not automatically delayed, and a child who is ahead on words may be behind on something else. Think of this list as a set of mile markers, not a report card.
By 12 months, most children:
By 15 months, most children:
By 18 months, most children:
By 24 months, most children:
Speech-language pathologists also look for a more expansive vocabulary by the end of the second year. Those words do not have to be clear. “Wawa” counts for water, and so does a word only you can decode.
By 30 months, most children:
Between 2 and 3 years: children start answering simple questions like “What do you do when you are sleepy?”, asking “why” and “how,” adding plurals and “-ing” endings, and saying “Look at me!” Their speech becomes clearer, though strangers may still struggle to understand them.
As you likely know, communication is much more than words. As your child begins their communication journey, remember that communication is more than words.
ASHA describes social and gestural communication in toddlers this way: they point to make requests, comment on things, or get information. They shake their heads for “no” and nod for “yes.” They use gestures when excited, like clapping and high-fives, or when being silly, like sticking out their tongue or making funny faces.
When we talk with parents about speech, we often ask the following questions:
A toddler who says only a few words but understands everything, points constantly, and checks in with your face is in a very different place than a toddler who is quiet in every way and avoids facial contact. The first child is communicating and working toward talking. The second may require further evaluation.
Hearing may also affect speech development. If we suspect a hearing issue, we can refer to an audiologist or speech-language pathologist for a full assessment.
For families who speak more than one language at home, it is perfectly normal for a bilingual toddler to mix languages or have a smaller vocabulary in each language. Parents should feel comfortable speaking whatever language they use most at home. This won't affect their child’s ability to be bilingual in the future.
A big part of helping children develop language is using lots of words when interacting with them. First, talk slowly and use clear, short sentences with simple words. Use the real names for objects and body parts, instead of cute substitutions. This includes body parts. Be patient and let your child finish speaking without correcting them. If your child says, “ba” and holds up a ball, you say, “That’s right, it’s a ball!”
One thing we recommend for every parent and caregiver is reading to their child every day. Doing so will dramatically support vocabulary development and, eventually, reading.
As we’ve already shared, language development varies from child to child. While plenty of toddlers who appear delayed catch up on their own, some stay quiet and then start speaking in full sentences.
The trouble is that nobody can tell ahead of time which quiet toddler is which. The early years matter most because a toddler’s brain builds language pathways quickly.
That is why the CDC’s current guidance tells parents to act early and not to wait. ASHA says the same, just in its own way: each child develops at their own pace, but if your child isn't meeting many of the milestones for their age range, an assessment is worth it.
Talk to us if:
That last is important. Parents spend more time with their child than anyone, and we don’t take a gut feeling lightly.
At Little Oaks Pediatrics, a speech evaluation usually begins with a regular visit and a conversation.
We ask what words and gestures you are seeing, how your child plays, how they respond to you, and what a typical day looks like. Jot down what you notice whenever you think of it, and bring those examples to the appointment. A short video of your toddler at home helps a lot, because kids often go quiet in the exam room.
During the appointment, we are looking at the whole child. This includes a physical exam and a hearing assessment, since hearing can affect speech. We also watch how your child plays and interacts during the visit.
After the appointment, we will discuss next steps. Sometimes that means checking back in a few months, and sometimes it means a referral for a hearing test, a speech-language evaluation, or an early intervention evaluation.
If your toddler is under three and you're concerned about a delay, North Carolina has a state program built just for this. It is called the North Carolina Infant-Toddler Program and is offered through the Raleigh Children’s Services Developmental Agency (CDSA).
You can refer your child directly by phone, email, fax, letter, or in person. You do not need a doctor’s referral to begin, though we are happy to provide one and send along our notes.
Evaluations can take place at home, at a childcare center, or in another setting that is familiar to your child. If your child is eligible and your family enrolls, the plan (called an IFSP) happens within 45 days of the referral.
The CDSA determines eligibility using standardized measures, family interviews, and observation. We cannot promise the outcome, but we can help you get there.
The Raleigh CDSA is located at 1100 Navaho Drive, Suite 100 in Raleigh. Their phone number is (919) 664-1800. You can also find your local office through the North Carolina Infant-Toddler Program page on the NCDHHS website.
For children turning three, the CDSA service coordinator helps plan the transition to the next stage. At that age, preschool services through the public school system can pick up where early intervention left off, and your provider can help you understand how that works.
If your toddler is 12 to 36 months and you're concerned about their language development, schedule a visit or call us at (919) 720-4876. Tell the front desk it is a speech or development question so we can set aside enough time. You can also bring up your concerns during a well visit.
We are here to support you and your child. Please do not hesitate to reach out anytime with questions or concerns.