Spoken words are made up of  sequences of individual speech sounds (phonemes), that are blended together.  Children gradually learn to say the phonemes of their language during their first 6 years. 

 

 

You may have noticed that your child doesn’t say all the speech sounds of your language yet.   
A child’s speech sounds can take a few years to develop fully and children vary in how soon they develop a complete speech pattern. So while your child's speech may not be as clear as their cousin or neighbour's, their speech  development may still be following a typical pattern.

It is normal for children to simplify speech sounds and words when they are learning to talk. 

  • A baby's first word is usually a very simple repetition of a syllable such as "nana".
  • Children continue to simplify some words and speech sounds  until they are about six years of age. For example, a three year old child may simplify the sound c or k to t, they may say the word “tea” when they mean to say “key” .
  • A three and a half year old may simplify the sound f to b, they may say the word "but" when they mean to say "foot".
  • The speech sounds that children simplify, gradually become closer to adult speech sounds. 
  • By five and a half years most children can produce all their speech sounds apart from the sounds r and ch which some children still simplify until they are six years or even older.

Check out what simplifications you can expect in your child's speech during their early years.

Check out what simplifications you can expect in your child's speech during their early years.

Children vary greatly in the number of speech sounds that they can say at 2.5 years. 

It is still common for a 2.5 year old child to ...

  • Simplify their words by dropping the last sound of a word. They may for example say bi  for big. 
    Speech and language therapists call this simplification "final consonant deletion" 
  • Simplify their words by using a loud (voiced) sound instead of a quiet (voiceless) sound. They may for example say big for pig; gup for cup; dee for tea.
    Speech and language therapists call this simplification "voicing".
  • Simplify the long sounds f, v, s, z, sh to short sounds, f may be simplified to  p/b or d. The child may for example say bore or dour for four ; v may be simplified to  b or d. They may for example say ban for van ; s may be simplified to t or d. They may for example say dee  or tee  for see ; z may be simplified to  d. They may for example say doo for zoo;  sh may be simplified to  t or d. They may for example say dop or top for shop. 
  • Speech and language therapists call this simplification "stopping" (this is because the young child traps the airflow with their tongue or lips and releases the sound suddenly instead of releasing the sound slowly with friction.
  • Simplify the sounds c /k to t and the sound g to d.  They may for example say doh for go and tar for car.  Speech and language therapists call this simplification "fronting" (this is because the young child is tapping the tip of the  tongue behind their front teeth instead of tapping the back of the tongue against the soft palate.)
  • Simplify combinations of two or three consonant sounds to one or two consonant sounds.  They may for example call the sky, the guy;  the grass, the gas or sprinkles binkles.
    Speech and language therapists call this simplification "cluster reduction"
  • Simplify the sound r to w and simplify the sound l to w or y They may for example say wain for rain or yite for light.
    Speech and language therapists call this simplification "gliding".
  • Simplify words with a more than one syllable by dropping the least noticeable syllable. They may for example say bykil for bicycle. 
    Speech and language therapists call this simplification "weak syllable deletion"

Most children can say all their speech sounds by 3 years - 3 years and 5 months except for the sounds: sh, ch, j, r and th 

It is still common for a 3 to 3.5 year old child to ...

  • Simplify the long sounds f, v, s, z, sh to short sounds, f may be simplified to  p/b or d. They may for example say bore or dour for four ; v may be simplified to  b or d. They may for example say ban for van ; s may be simplified to t or d. They may for example say dee  or tee  for see ; z may be simplified to  d. They may for example say doo for zoo;  sh may be simplified to  t or d. They may for example say dop or top for shop. 
    Speech and language therapists call this simplification "stopping" (this is because the young child traps the airflow with their tongue or lips and releases the sound suddenly instead of releasing the sound slowly with friction.
  • Simplify the sounds c /k to t and the sound g to d.  They may for example say doh for go and tar for car.  Speech and language therapists call this simplification "fronting" (this is because the young child is tapping the tip of the  tongue behind their front teeth instead of tapping the back of the tongue against the soft palate.)
  • Simplify combinations of two or three consonant sounds to one or two consonant sounds.  They may for example call the sky, the guy;  the grass, the gas or sprinkles binkles.
    Speech and language therapists call this simplification "cluster reduction"
  • Simplify the sound r to w and simplify the sound l to w or y They may for example say wain for rain or yite for light.
    Speech and language therapists call this simplification "gliding".
  • Simplify words with a more than one syllable by dropping the least noticeable syllable. They may for example say bykil for bicycle. 
    Speech and language therapists call this simplification "weak syllable deletion"

Most children can say all their speech sounds by 3 years and 6 months except for the sounds: sh, ch, j, r and th.

It is still common for a 3.5 to 3.11 year old child to ...

  • Simplify the sounds c /k to t and the sound g to d.  They may for example say doh for go and tar for car.  Speech and language therapists call this simplification "fronting" (this is because the young child is tapping the tip of the  tongue behind their front teeth instead of tapping the back of the tongue against the soft palate.)
  • Simplify combinations of two or three consonant sounds to one or two consonant sounds.  They may for example call the sky, the guy;  the grass, the gas or sprinkles binkles.
    Speech and language therapists call this simplification "cluster reduction"
  • Simplify the sound r to w and simplify the sound l to w or y They may for example say wain for rain or yite for light.
    Speech and language therapists call this simplification "gliding".
  • Simplify words with a more than one syllable by dropping the least noticeable syllable. They may for example say bykil for bicycle. 
    Speech and language therapists call this simplification "weak syllable deletion"

Most children can say all their speech sounds by 4 years  except for the sounds: sh, ch, j, r and th.

It is still common for a 4 to 4.11 year old child to ...

  • Simplify the sound r to w and simplify the sound l to w or y They may for example say wain for rain or yite for light.
    Speech and language therapists call this simplification "gliding".
  • Simplify the sound ch to sh and simplify the sound j to d or zh. They may for example say ship for rchip or dump/ zhump for jump.
    Speech and language therapists call this simplification "deaffrication".

Most children can say all their speech sounds by 4 years and 6 months except for the sounds:  sh, ch, j, r and th.

It is still common for a 4 to 4.11 year old child to ...

  • Simplify the sound r to w and simplify the sound l to w or y They may for example say wain for rain or yite for light.
    Speech and language therapists call this simplification "gliding".
  • Simplify the sound ch to sh and simplify the sound j to d or zh. They may for example say ship for rchip or dump/ zhump for jump.
    Speech and language therapists call this simplification "deaffrication".

  • Simplify the sound r to w  They may for example say wain for rain.

If you have difficulty understanding your child's speech or if you notice other people who are not familiar with your child struggle to understand them, it may be time to refer your child to a speech and language therapist. Consider seeking a referral if...

  • By two years they produce very few speech sounds or words.
  • By two and a half years of age your child produces words containing mainly vowel sounds and they drop most consonant sounds from their words.
  • Your child is three years or older and their speech is very difficult to understand because it contains many speech simplifications, some of which they should have grown out of by now.
  • Your child's speech is very difficult to understand and they don't  seem to follow a consistent  pattern of speech simplifications.  It may be difficult to interpret what they are saying because they often make a new or different  error when they say the same word.
  • If both you and your child are getting upset or frustrated. 

 

  • If you are concerned, you can contact your H.S.E. Local Health Office to request a referral to the Speech and Language Therapist for an assessment.  The Speech Therapist will be able to reassure you if all is well.  If your child's speech is not developing as expected the therapist will advise you how to support your child's speech sound development at home or if  your child would benefit from some direct intervention they will advise working with you and your child together so that you can learn to play games with your child that help them tp develop a complete and intelligible speech pattern.
  • The therapist will usually know from your child's speech pattern if they have a simple delayed pattern that is likely to catch up or if it looks like they may need more support.  
  • If your child has difficulty being understood the therapist will help you and your child learn some extra ways of communicating that will relieve some of the frustration of not being understood.
  • You may also consider contacting  your GP or public health nurse to arrange to have your child’s hearing screened. Sometimes children have a mild temporary hearing loss due to congestion in the middle ear.   This can prevent them from hearing a clear model of  the speech sounds of their language spoken by you and others.  It is important to check this possibility out the appropriate treatment so that your child is able to hear a clear speech model.

 

Tips for helping your child when their speech is difficult to understand:

You may find that you can understand more of your child's speech than friends and relatives, especially when your child is talking about familiar situations and routines. You may however, find it difficult to understand when your child is speaking about something new. The following are some suggestions about what might help.

  • Write down how your child says words and notice what speech simplifications they make. (Check out the section above 'what simplifications you can expect in your child's speech during their early years'.)
  • Your child may always simplify the sound k to t for instance at the beginning of words or drop the s sound when s is followed by another consonant at the beginning of a word. Jot down a list of these consistent speech simplifications.
  • When you are familiar with the rules that their speech simplifications follow, it is will be easier for you to figure out a new word that they say.
  • Let other adults who spend time with your child know the rules of their speech simplifications.

  • The most natural way of trying to help your child is to reflect back what you think they are telling you; it may take a couple of attempts but your child will be much happier to have succeeded in communicating with  you. 
  • Encourage your child to tell you something, whatever way they can. This can include repetition and using gestures, such as pointing, to help get their message across. 
  • When you and your child are with other conversational partners who don't understand;  interpret for your child in a relaxed and natural way. "Jamie is telling you that...."
  • If you are not succeeding in understanding your child after several attempts; you can comment "that is a hard word isn't it" and suggest that you try again later, if your child is happy to wait.

  • Reassure them that when children are little they are learning how to say words.
  • Acknowledge and name how your child is feeling; showing empathy for their frustration and upset at not being able to make them self understood is often the most honest and supportive thing to do.
  • Cuddle up and look at a favourite picture book together so that your child can talk about something that is easy for you to understand.
  • Carry out a calming  sensory or creative activity together like painting, water-play, baking or playing with playdoh.

  • Reduce the background noise in your home such as competing sounds from television or radio, when you are having conversations with your child.
  • Limit screen time in your home such as competing distractions from television, tablets, computers or phones when you are having conversations with your child.

  •  If your child uses a soother, encourage them to remove it when they are speaking and if possible wean them off their soother during the day by using distractions and try to gradually wean them off at night time. 

  • Whenever you feel the urge to correct your child’s speech directly, pause and count to three, there are more subtle and helpful ways to support your child’s speech than correcting directly.
  • Listen and reply to your child by agreeing with and reflecting back what they have said to you in a natural conversational way and repeat the word that your child simplifies a few times. If your child says "The rain is coming down from the gy"  you can agree "That 's right, I see rain coming down from the sky too".. "The sky is dark isn't it"
  • Slow down your own speech pattern and without correcting your child, model a slightly  more stretched and obvious s sound at the beginning of the word. 
  • Modelling speech means showing how to say a word  in a natural conversational style without asking your child to copy you.