Child development and expected capabilities 0-6 months:
- Reacts to sounds, while looks or turns her head towards their source. Also, distinguishes one sound from another.
- Produces various sounds that show pleasure/dissatisfaction and engages in solitary vocal play.
- Makes eye contact.
- In addition, shouts when someone is talking to her.
What to do:
- First, talk to her in a warm and calm tone.
- Second, sing and laugh together.
- Then explain the sounds she hears.
- Last, name familiar people and things of her daily life. Also, comment on what you do at that moment.
When to worry:
- If she doesn’t react to noises. Hearing test.
- When she doesn’t make eye contact in attempt to interact with you.
- If she doesn’t laugh or cries persistently and doesn’t seem to enjoy caresses and hugs (when she cries).
- When she has difficulty swallowing and has runny nose.
Child development and expected capacities 6-12 months:
- Understands simple instructions.
- Combines sounds to form syllables and tests sounds with her tongue and lips. Says: “ma”, “da” and double syllables (usually up to 4 different sounds, which sound like chords).
- She usually produces the first words: for instance, “mom”, “dad”.
- Responds when she hears her name.
- Communicates non-verbally.
- Responds to “no” and usually a few more words or phrases.
- Holds her attention for 2 minutes.
- Approaches sounds produced by a third person.
What to do:
- Encourage any kind of interaction (laughter, smile, look, facial-body expressions).
- Play with your voice. The melody of the speech helps the infant to understand and use the language effectively.
- No TV is allowed. It offers minimal stimuli and doesn’t promote communication.
When to worry:
- If she doesn’t react to sounds. Check the hearing.
- When she hasn’t yet made eye contact.
- If she doesn’t produce any sounds.
- When she has difficulty swallowing and has runny nose.
- If she was “babbling” and suddenly stopped (especially after otitis).
Child development and expected capabilities 12-18 months:
- Understands simple instructions (with indications).
- Names familiar objects and gradually increases her vocabulary (at least one word).
- Locates familiar objects and images.
- Starts a play or a social routine on her own initiative.
- Differentiates the sounds she produces, in syllable sequences.
- Mimics a word.
What to do:
- Speak normally, using grammatically and syntactic correct sentences and simple words (not “baby talking”).
- Use books, songs, games, materials suitable for her age and play with any of them that catches her interest.
When to worry:
- If she doesn’t produce any word.
- When she suddenly stops talking.
- If her speech remains stagnant for a long time or signs of regressing appear.
- When she doesn’t understand simple instructions.
Child development and expected capabilities 18-24 months:
- Understands more complex instructions.
- Locates images, verbs, body parts.
- Says her name.
- Uses sentences with 2-3 words.
- Names objects, uses pronouns and expresses denial.
- Produces a sequence of one-word pronunciations.
What to do:
- Enrich the vocabulary.
- Explain the words she doesn’t understand.
- Repeat the word that she doesn’t say correctly, but don’t ask her to repeat it every time.
When to worry:
- If she doesn’t make 1-2 word sentences.
- When her speech is incomprehensible.
- If her vocabulary is limited to only two words e.g. “mom, dad”.
- When she repeats syllables or words (in her sentences).
- If she has difficulty chewing.
- When she stops trying to talk/communicate.
Child development and expected capabilities up to 3 years old:
- Names images.
- Uses sentences in spontaneous speech (3-4 words).
- Responds to “yes-no” and answers questions introduced with “what-where”.
- Uses plurals, verbs, general and possessive form.
- Understands several pronouns, quantitative and spatial concepts.
- Makes picture.
- Understands the use of objects.
- Her phonological system contains the “sounds”: m, p, b, t, d, k, x, g, l, f.
What to do:
- First, encourage her to give up baby bottles and pacifiers.
- Second, play fantasy/symbolic games and “enter” into complex roles.
- Last, encourage her to narrate stories and help her clear up thoughts and feelings.
When to worry:
- If her speech is incomprehensible.
- When she doesn’t use plurals and/or verbs and/or articles and/or adjectives.
- If she doesn’t form simple sentences.
- When she repeats syllables or words (in sentences).
Read a relevant article here
Rinio Liberiadou
Speech therapist-Speech Pathologist
www.e-logotherapeia.gr
Member of the Greek Association of Speech Therapists
