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QUESTION…
I work in a busy baby room, caring for babies from the age of four months to two years. One of the little girls, who has just turned 18 months, attends full time and has been with us now for six months.
She babbles, but does not use any words. She recognises her name, points and will follow simple instructions. Her parents are starting to worry and are asking when she will start to talk. Should we be concerned?
Talking, which is sometimes referred to as expressive language, is a quite a complex task. Language is a code that children have to crack. Skills such as attention, listening and understanding are all involved. Before saying words, babies and toddlers need to have repeatedly had their attention drawn to words based on their routines and environments. This develops an interest in language and also an understand of the meaning of key words.
It can be helpful to understand the way in which babies and toddlers learn to express themselves in the first couple of years.
EXPRESSIVE LANGUAGE DEVELOPMENT
0-6 months
At birth, babies use crying as their principal way of communicating. Parents and primary carers soon find that their babies cry differently according to what they need. By three months, a baby will add other vocal sounds including cooing and gurgling. They will continue to express with this form of talking and by six months, a baby will be able to use a range of vocal sounds including some babbling. Babies will also repeat some sounds that adults make to them.
6-12 months
In this period, the amount of vocalisations gradually increases. Babies also start to experiment with volume! From nine months, babbling starts to become more expressive as babies tune into the sounds of the language or languages that they are being exposed to. Their babble may increasingly sound like words – for example, ‘mammmaa’. However, at this stage, these vocalisations do not count as words, as they are not said to communicate a meaning. It is usually at around 12 months that first words appear with meaning, developing from the earlier babble.. As well as vocalisations, babies from around nine months gradually start also to use gestures such as waving and by 12 months have usually mastered pointing.
12-18 months
Babbling continues and is usually fairly constant, although at 15 months, a few more words start to creep in. By 18 months, most toddlers are using at least ten words. These early words may not always be clear – for example, ‘oon’ for balloon.
Early words are also likely to be linked to routines, objects and people that are significant in the child’s life such as ‘mama’ or ‘all gone’. The word ‘no’ is a common word! Toddlers will also attempt to copy gestures and words.
18-24 months
In this period, the numbers of words and phrases start to increase. By two years, children will typically be using at least 50 words and often more. Interestingly, children will often use one word to describe a range of similar objects. ‘Woof’ might be used by a toddler to denote all animals. In addition, single words often take on different meanings according to the child’s tone of voice. ‘Dink’ may be used to ask for more drink or to let the adult know that their beaker has fallen onto the floor.
Towards the end of the second year, children will also start to join two to three words together to make little sentences such as ‘kiss teddy’ and ‘mummy ball’.
WHEN TO BE CONCERNED
The complexity of learning to talk means that children do vary in their progress. However, it is worth noting when a child at 18 months is not yet talking. A good starting point is to review how much language the child is actually using. Parents and carers can sometimes underestimate children’s early words. Sounds that are used consistently count as a word – so ‘nah nah’ for a car, ambulance or van is a word. Babies and toddlers also use words according to situations that they are in. At home, a child may have a word for a pet, sibling or bath toy which practitioners would, therefore, not hear in the setting.
In the case of this 18-month-old child, as she is full time, it is also worth thinking about her level of attachment to the key person. Babies and toddlers need to have strong relationships in order to develop language and communication. There are also some strategies that can make a significant difference if consistently implemented. While this child may just need more opportunities for interaction, it is still advisable for parents to talk through their concerns with a health visitor.
When it comes to other toddlers in the setting, practitioners should be aware that the following are indicators for concern:
A child does not attempt to copy words or sounds.
A child does not show any desire to communicate either verbally or non-verbally.
A child does not appear to hear sudden background noises or turn to their name.
STRATEGIES TO SUPPORT EARLY TALKING
Focus on reducing background noise – for example, spend time with children outdoors or in quiet rooms and encourage parents to turn off the television at home.
Restrict dummy use. Ideally, they should be used only for sleep for the first 12 months.
Avoid talking to more than one baby or toddler at a time. Babies and toddlers lose concentration quickly when adults look away from them to talk to another child. Use nappy times and mealtimes to build up the amount of one-to-one interaction that individual children have with their key person.
Use a soft, tuneful voice and plenty of positive facial expressions.
Use the same phrases at certain points during everyday routines – for example, ‘All gone’ at mealtimes or ‘bye bye’ at home time.
Talk simply about the ‘here and now’ and what the child is seeing or doing – for example, ‘You’ve got the car!’ This way of modelling language helps the child to make connections between words and meanings.
Make sure that you have the child’s attention before talking and pointing out objects.
When talking to a child, leave pauses. This allows the child time to understand and process what you have said, then give a response.
Pick out one or two simple picture books that interest the child. Share them several times a day so that the child can become familiar with some key words.
Play one or two games repeatedly – such as peek-a-boo or knocking down bricks – so that children hear the same words. Remember to leave plenty of pauses so that in time the child might fill them.
Sing familiar nursery rhymes such as ‘Humpty Dumpty’ and pause at the climax to see if the child responds.
MORE INFORMATION
SMIRA – the Selective Mutism Information & Research Association – has lots of useful information and leaflets on how to support children who are reluctant talkers or have selective mutism, www.selectivemutism.org.uk
Part 6 of this series will be published in the 1 October issue of Nursery World
