Early Language Tips & Tricks

You’ve been checking the developmental milestones obsessively each month – especially since your little’s doctor mentioned the possibility of a “late talker.”

The babbles are babbling but not much more. Maybe you hear a few (possible?) word attempts but communication continues to consist mainly of tantrums and more detective work than you expected.

It sounds like you’re in need of some tips and tricks to jumpstart early language development – we’re here for it and for you.  

Let’s start with 12 simple strategies to start working on today:

#1.) Parallel Talk

What is it? You narrate or talk about what your child is doing as they do it using simple, often action-based words. This is about exposing them to rich language input, not about having them imitate or repeat.

What does it do? It helps your child build language associations with their actions and environment. It works best when you pair it with a favorite (child-led) activity or routine.

 Give me an example:
Child: *Playing with toy food*
You: oh wow! You picked a BIG apple!
Child: *pretends to eat*
You: crunch, crunch, crunch you’re eating the apple! So sweet, so yummy!
Child: *gives it to their doll*
You: You’re sharing with your dolly? Crunch, crunch, crunch! So sweet, so yummy!
Child: *throws apple into toy bin*
You: You’re all done with the apple! Bye, apple! See you next time.

#2.) Self-Talk

What is it? You narrate or talk through what YOU are doing as you do it using simple, often action-based words. Again – this is about exposing your child to rich language input, not about expecting them to imitate or repeat.

What does it do? It helps your child build language associations with their actions and environment. It works best when you pair it with a favorite (child-led) activity or routine.

Give me an example:

Child: *watching you prepare a snack*
You: I have a BIG apple! I am going to make it small. Cut, cut, cut. I cut the apple!
Child: *pushes plate your way*
You: A plate? For Me? Apple on! One…two…three apple slices. I put the apple on your plate!
Child: *tries to share apple slice*
You: An apple? For me? I eat! Crunch, crunch, crunch. I’m all done with [the] apple!

#3.) Language Expansions

What are they? You expand on what your child is saying for a complete model.

What do they do? It helps them build rich vocabulary + exposes them to beginning sentence structure/syntax without the added pressure to repeat.

Give me an example:

Child: Ball!
You: I see the ball!
Child: go!
You: The ball goes down the slide!
Child: uh-oh
You: uh-oh! Where is [the] ball?
Child: Ball!
You: We found the ball!

#4.) Language Extensions

What are they? You provide greater descriptions for something your child said.

What do they do? It helps them build rich vocabulary + exposes them to beginning sentence structure/syntax without the added pressure to repeat.

Give me an example:

Child: ball!
You: Blue ball!
Child: go
You: go fast!
Child: uh-oh
You: Uh-oh – blue ball bounced away.

#5.) Language Recasts

What are they? You respond to what your child is saying by repeating it back with a more advanced or grammatically correct form.

What do they do? Language recasts support language associations, grammar development, and allow opportunities for your child to continue talking and carrying on the “conversation” smoothly.

Give me examples:

Child: him drink
You: He IS drinking!

Child: goes away!
You: Go away, monster!

Child: kitty run!
You: Yes, our kitty is running away!

#6.) Use Environmental + Action Sounds During Play

Boo! Moo! Bah! Neigh! Bam! Boom! Beep! Pop! Poof! Vroom!

How does this help? If your child is only babbling or using little to no word attempts, modeling short, simple sound effects may be easier for them to try. Most of the sound effects we have are short, single syllable words embedded with early developing speech sounds (/p, b, m, n, d, h/) making them ideal (and interactive) starters.

#7.) Incorporate Verbal Routines

What are they? Repetitive and expected words or phrases used consistently throughout daily activities/routines.

What do they do? They allow for expected and repeated exposure of high frequency + meaningful vocabulary. Children need exposed to vocabulary multiple times across varying locations and contexts to help it really, truly “stick.” Incorporating these routines can help you remember to model daily while giving your child a language boost. Likewise, you can use playful expectant pauses to have them fill in the vocabulary once they get the hang of it.

Give me examples:

*Brushing teeth*
Here’s my brush and here’s the paste
On, on, on
Here’s my brush and here’s the water
On, on, on
Up and down, back and forth – this is how I brush my teeth.
Spit out, out, out
ALL DONE!

 *dressing*
Shirt on – one arm, two arms
On, on, on

Pants on – one leg, two, legs
On, on, on

Socks on – one sock, two socks
On, on, on

Shoes on – one shoe, two shoes
On, on, on

#8.) Use a Melodic Voice and Songs

What does this mean? You use a sing-song voice that stretches your vowels out to create a slower and/or more rhythmic pace.  

What does it do? Younger children tend to gravitate towards these types of rhythms. A slower pace or a familiar tune to everyday tasks can help create a buffer for processing language and incentivize children to try it out themselves (even if they don’t have the words – humming counts!)

 Give me examples:

*washing hands*
This is how we wash our hands, wash our hands, wash our hands, this is how we wash our hands all day long!

*blowing bubbles*
Buuubles where aaaare you? There they are! Oooopen – pop, pop, pop.

#9.) Keep Close Proximity

What does it mean? Proximity is how close you are to your child while playing and modeling language. If possible, crouching down or sitting at their level when giving directions or when modeling language is best.

Why does this help? This allows for greater focus and attention towards what you are saying. Toddlers have a much shorter attention span than us – so face to face with short, clear, and age-appropriate directives helps them to better understand your expectations. Likewise, children are super responsive to the facial expressions they see, giggling or imitating smiles and reading your body language to determine if it’s safe to try new skills.

By giving them close access to your facial expressions and articulators (mouth, lips, teeth), they have direct access to models that they can both hear AND see. Sitting face to face while rolling a ball, swinging (watch for those legs), clapping, stacking blocks, and more can help to build joint attention, trust, and connection.

Disclaimer: Some kiddos may feel uncomfortable or even feel physically dysregulated with direct eye contact when face to face or close. That’s okay! If their body is engaged and facing you, their mind is likely engaged too!

#10.) Give Ample Wait Time

What does this mean? Incorporate an extended pause following spoken or gestural models – pair it with expectant or animated facial expressions for best restuls! Time goes quicker when you’re intentionally pausing - It may be helpful to literally count a full 10-15 seconds in your head!

Why does this help? Babies and toddlers require greater processing time as they develop and refine both their understanding (receptive) and use of (expressive) language – this is especially important to our littles who may be behind on their overall language skills. By giving a hefty pause time paired with expectant or animated facial expressions, it allows your child to (1) realize a response is needed and (2) have the time and space they need to reply confidently.

 #11.) Honor ALL Communication

Remember – expressive language is NOT just spoken. If your little responds with giggles, happy vocalizations, smiles, pointing, using an AAC device, imitating your gestures, signing a word, etc., these are valid forms of communication. You can then fill in the space with the expected word, sign, or gesture to keep their language growing until they discover the “just right” method(s) for them.  

#12.) Play it Cool

If your child attempts to imitate a word, sign, or gesture for the first time, reign back the excitement! (It goes against all things natural - I know). Cheering loudly could interrupt their language processing/flow and may even startle them, reducing the chance of repeated attempts.

What should I do instead? Smile wide, pause, and calmly repeat the word they said, maybe while adding on extension or expansion techniques to reinforce the new word, sign, or gesture

 …all while excitedly jumping for joy in your head!

It may feel scary, overwhelming, or frustrating when your child isn’t meeting those expected milestones but know there are MANY strategies you can use to help them get there all while building a stronger connection too!

Remember:

• Keep your language simple and positive.

  • This ensures better chances of them understanding and staying engaged.

• Lean into play-based and child-led activities.

  • Children learn best through PLAY, connection, and enjoyment.

• Model, model, model.

  • Your models are the blueprint of what your child absorbs.

  • While Ms. Rachel is entertaining, YOU are your child’s favorite person with a personal and loving influence unmatched by any screens.

• Don’t “quiz” (e.g., Asking, “what’s this called?”)

  • If a child does not yet have the language to answer, this becomes a high demand task, which may feel frustrating and lead to disinterest, shutdown, or meltdowns. Instead, model the word(s) you are working on through high frequency tasks and use expectant pauses to see if they are ready to “fill in the blank” in a lower pressure context.

IMPORTANT: If you are worried about late talking or your gut is feeling off in any way – a speech language pathology (SLP) consult is never a bad idea. There are a few different reasons that a child may not be meeting milestones – whether that be true language delays, motor planning difficulties, speech sound impacts, neurodevelopment, or more. Early intervention is proven to help by leaps and bounds, both in your child’s communication + your peace of mind.

Do you live in McCordsville, Fishers, Fortville, Pendleton, Carmel or a nearby location?
Feel free to reach out to Spark Speech Therapy LLC today for further support.

Disclaimer: The information shared in this post is intended for educational purposes only and is not a substitute for a comprehensive evaluation, diagnosis, or individualized treatment by a licensed speech-language pathologist.