Stages of Language Development

One of the most powerful tools we develop as humans is our language ability. It is instrumental in how we connect with others, express our thoughts, and understand the world around us. But no one is born speaking. Language development begins from the moment a child is born. Its progression happens in stages, with each stage building on the last stage. Having an understanding of these stages can help parents, educators, and anyone working with children to better understand them. Not only does it help us support their communication skills, but it also lets us know when something may need more attention. 

Why Language Development Is Important 

Language plays a key role in a child’s overall development. How they think, learn, interact socially, and manage their emotions is all intertwined with their language ability. Any delays in the development of language abilities tend to affect the child’s confidence, behaviour, and academic performance. It has been consistently shown by research that vocabulary and communication skills in the early years are linked with academic achievement and social functioning later (Bleses et al., 2016). Having the appropriate environment and opportunities makes children better equipped for future learning and emotional growth. 

Stage 1: Pre-linguistic Stage (0 to 12 months) 

In the first year of life, babies may not use words, but that does not hinder communication. They are already learning how to communicate. They cry when they are in discomfort or in need of something. Gradually, as they grow, they start making cooing sounds, especially around the age of two months. These so vowel-like sounds are the first steps in vocal development.

By around six months, babies start to babble by repeating consonant-vowel sounds like “ba-ba”, “da-da”, etc. These sounds are not exactly meaningful words, yet, however, they are important for learning the rhythm and melody of language. Babies also start responding more to voices and may turn their heads on hearing their name (Yulindrasari et al., 2022). Toward the end of this stage, gestures become more prominent. They begin to point at objects, wave, or lift their arms when they want to be picked up. These are the early forms of basic communication and establish the base for language learning. 

Stage 2: One-word Stage (12 to 18 months) 

Around their first birthday, normally, children say their first comprehensible words. These are usually words that hold importance to them, like “mama,” “dada,” or “milk.” Each word may represent an entire thought. For example, when a toddler says “milk,” they might be asking for it, referring to it, or just commenting on it. 

This phase is also called the ‘holophrastic’ stage because a single word represents a full sentence in the child’s mind. Vocabulary tends to grow slowly at first. However, their sense of understanding usually outpaces their production of speech. That is, a child may only be able to say a few words, but they often understand many more. During this period, children begin to understand how words represent people, objects, and actions in their world. Studies have found that this period marks a sudden burst of vocabulary growth soon after (Mayor & Plunkett, 2014). 

Stage 3: Two-word Stage (18 to 24 months) 

As children become more confident in using single words, they start putting two words together to form short, meaningful phrases. For example, “more milk,” “mama go,” or “play ball”. These combinations show how children now begin to understand the basic structure of language, such as subject and verb or verb and object. In this stage, grammar is still pretty simple. However, there is a clear leap in communication ability. Children express desires, actions, and relationships using word pairs. For example, using pairs like “big truck” or “baby sleep” indicates their growing ability to describe and observe their environment. This stage marks an exciting turning point where speech begins to resemble conversation. 

Stage 4: Telegraphic Stage (24 to 30 months) 

By two years, children start making longer sentences of three words or more. These may still leave out smaller or less important words. For example, “go park now” or “want a cookie, please”. The speech is one compared to telegrams, which gave this stage its name. While the sentences may sound incomplete to adult ears, they show significant growth in grammatical understanding.

Children start using plurals and verb tenses. Mistakes like “runned” or “mouses” are common, but they show that children are trying to apply grammatical rules (Ramscar et al., 2013). Language now becomes more flexible and expressive. Children start asking questions, making requests, and expressing feelings more clearly. 

Stage 5: Complex Sentences and Language Use (30 months and above) 

A child’s sentences become more complete and grammatically correct by the time they are three years old. They might say something like, “My teddy bear is on the bed,” or “I want to go to the park after lunch.” Additionally, they can ask questions, describe events, and clearly express their ideas. At this stage, they understand that a conversation is a back-and-forth exchange.

They can respond to questions, take turns speaking and modify language depending on who they are talking to. For instance, they might talk more casually with a younger sibling or more formally to an adult (Wade et al., 2018). Most kids have a firm command of language structure and vocabulary by the age of four or five. They can narrate simple stories, follow instructions, and use language creatively. 

Factors That Influence Language Development 

Although the majority of the kids go through similar stages, several variables can affect how quickly and easily a kid can develop language, such as: 

1. Environment and Interaction: Children who receive regular reading and are spoken to are more likely to develop stronger linguistic abilities. Interacting with people is just as important as hearing words. Children learn better through responsive, meaningful conversation (Weisleder & Fernald, 2013). 
2. Cognitive Development: A child’s capacity for language use develops hand in hand with their thinking skills. Children can communicate and express better when they have an understanding of concepts like time, size, and relationships. 
3. Social Interaction: Social interaction is the best way for kids to learn. Through playing, talking, and interacting with others, they practice and refine their language. A rich social environment enhances both the comprehension and expression of language. 
4. Multilingual Exposure: Children who grow up learning more than one language may take a little longer to start speaking, but this is usually temporary. Over time, they gain proficiency in both languages and may even show advantages in problem-solving and flexibility in thinking (Byers-Heinlein & Lew-Williams, 2013). 

When Does One Require Intervention?

When it comes to language development, there is a broad range of normal. However, some signs indicate when a child might need additional support. Consider consulting a professional if: 

• A child is not babbling by 9 months. 
• No words are spoken by 16 to 18-month-olds. 
• The child is not combining words by age 2. 
• Previously used words are lost, or speech regresses over time. 

Early intervention has a lot of potential in helping children catch up and thrive. Speech therapists can offer assessments and guidance tailored to an individual’s needs. 

Language development is one of the most remarkable aspects of early childhood. Every stage, from the first coos to full conversations, reflects growing awareness, understanding, and expression. It does not require complex tools or strategies to support a child through these stages. Something as simple as meaningful everyday interactions can be the best support for the young ones. 

As a guardian, it is highly advised that you talk to your child. Listen closely. Read together. Respond, rather than react, to their gestures and words. These small but meaningful actions provide the groundwork for lifelong communication.

Read More from Us

• Dialectical Behavior Therapy (DBT)
• Understanding Psychodynamic Therapy
• Understanding Behavioural Concerns in Educational Settings
• Psychology or Moral Policing? The Role of Values in Therapy
• Transpersonal Psychotherapy: Bridging Spirituality and Clinical Psychology 

FAQs 

1. What is the normal age for a child to start talking? 

Most children say their first word between 12 to 15 months. However, it is important to remember that children develop at their own pace. While some may start speaking earlier, others may take a bit more time. What’s more important is that the child shows signs of understanding language, like responding to their name or following simple commands. 

2. Is it normal for a child to understand more than they can say? 

Yes, this is very common. Receptive language (what a child understands) typically develops before expressive language (what they can say). Many toddlers can follow instructions or point to objects when asked, even if they aren’t yet able to verbalise those words themselves. 

3. Can screen time affect language development? 

Excessive screen time, especially passive viewing without interaction, has been linked to delays in language development. The American Academy of Paediatrics recommends that screen time for children under 18 months be avoided (except for video chatting), and that older toddlers only have limited, high-quality content with adult supervision and interaction. 

4. When should I be concerned about a speech delay? 

You may want to consult a paediatrician or speech-language pathologist if: 

• Your child isn’t babbling by 9 months. 
• Hasn’t spoken their first word by 16 to 18 months.
• Doesn’t combine two words by age 2. 
• Loses previously learned words or stops engaging socially.

Early intervention can make a significant difference. 

5. How can I support my child’s language development at home?

Some simple, effective ways to support language growth include: 

• Talking and reading with your child every day 
• Describing daily activities and surroundings 
• Encouraging open-ended questions and letting them respond
• Singing songs, telling stories, and playing word games 
• Responding enthusiastically to their attempts to communicate 

The key is interactive engagement—not just exposing children to words, but involving them in meaningful conversations.