Speech and language development is one of the most important areas in a small child's development.  To achieve the highest levels of literacy in school pre-schoolers should be learning 8 new words each day!    Judy is trained to level 3 in how best to support and encourage the early communication skills of young children.

This is a fabulous demonstration of how you as parents can help this.....feed and water your child with words everyday..https://twitter.com/kjmurrell1/status/1096208557622611968?s=21&fbclid=IwAR3Bf3x68jTmtjop_8C9-dCxu_kYXmM40yfWUSZKnkHrt7DJvstytlS31B0

Speech and Language Development

At 2 years children should: 
• Understand simple questions and commands 
• Listen to and enjoy story books with pictures 
• Frequently repeat 2 – 3 words from what has just been said e.g. ‘Put your coat on we are going to the shops to get bread’ 
‘go shop’ / ‘go shop bread’ / ‘coat go shop’ 
• Ask and answer simple questions ‘what’s that?’ / ‘where’s my?’ 
• Uses 2 – 3 word negative phrase e.g. ‘not go’ / ‘no shoes’ 
• Carry on ‘conversations’ with toys / self/ dolls 
• Carry a simple message e.g. ‘Daddy tea ready’ 
At 2½ years children should: 
• Understand ‘big’ and ‘little’ 
• Begin to understand simple time concepts e.g. last night / later 
• Understand simple short stories and conversations and like to hear the same story again and again 
• Continually ask ‘what?’ questions 
• Have a rapidly growing vocabulary 
• Use short sentences to say what he/she has done e.g. ‘me do it’ / ‘me want to jump’ 
Stuttering in eagerness to speak is common 
Speech is intelligible but continues to be inaccurate e.g. ‘cat - tat’ / ‘fish - pi’ / ‘house - hout’ / ‘spoon - boon’ 
At three years children should: 
• Know his name 
• Ask many questions, including what? / where? 
• Understand ‘one’ and ‘all’ 
• Follow simple commands e.g. ‘put the shoes under the chair’  2
• Understand ‘teatime’ and ‘tonight’ 
• Answer simple questions - ‘what did you have for tea?’ 
Speech is largely intelligible to strangers although some words may be imprecise (see above) grammar won’t be accurate 
May still repeat some words in excitement to get message across 
 • Continuing to extend his/her conversations e.g. Child: ‘me do painting’ 
 Mum: ‘yes you painted a lovely red picture’ 
 Child: ‘fire engine’ 
 Mum: ‘oh it is a great, big red, fire engine’ 
• Using words he has trouble with frequently in your speech e.g. Michael - Mydal 
• Teaching your child the relationships between words, objects and ideas e.g. Putting things together or in groups - toothpaste and brush / sock and shoes, all the garden things versus all the house things / food versus toys 
• Talking about similarities or differences between things old shoes and new shoes / all the dirty things and all the clean things 
• Encouraging your child to retell stories in the right order, using books and pictures 
• Letting your child play with other children at playgroup, nursery and at home 
• Reading longer stories to your child 
• Paying attention to your child. Allowing him/her time to talk. Do not ask too 
many questions. Allow your child time to repeat words and sounds as this is 
normal during this period 
• Allowing your child to make words up and ‘play with words’ e.g. ‘Mubble, bubble, double’ 
• Trying not to make your child ‘perform’ for other adults, unless they want to 
• Expect your child to help with domestic activities, shopping, clearing up,gardening and allow them to do it 
• When tidying up encourage them to sort thing out into their right boxes -grouping cars, bricks, people 
• Allow and encourage make believe play provide, large boxes, places to hide, animate toys 
• Allow them to play in different places - at the table, on the floor, in the hall, in the garden 
• Encourage sharing, of toys, of sweets and in games with other children 
• Encourage sharing affection to younger siblings 
 If you have any concerns about your child’s speech or understanding please contact your health visitor or visit a drop in at one of the local Children's centres