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By the age of 3, most children have the following skills: Receptive Language: Recognise their own needs, such as hunger Follow 2-step unrelated directions (e.g. “get your shows and put your hat on) Follow instructions with concepts such a little, in, on, etc (e.g. go to our room and get your big teddy) Understands “in”, “on”, “under” out of context Understands concepts (big, little, fast, slow) Points to less familiar body parts e.g. elbow, chin, etc Understands functions of familiar objects (e.g. a chair is to sit on) Knows function of familiar body parts (eyes, mouth, etc) Answers “who”, “where” and “what” questions Can name actions from a picture (e.g. washing, jumping, etc) Recognises simple named colours Understands negation (“is not”, “not want”, etc) Understands approximately 900 words Expressive Language: Uses approximately 500 words Use 3-4 word sentences Begin to use basic grammar (e.g. ‘ing’, ‘ed’ and plural ‘s’) Enjoy telling stories and asking questions Be understood by unfamiliar adults 60% of the time Begins to ask yes / no questions Asks “what” and “where” questions e.g. “What that?”, “Where mummy?” Sounds that are correctly produced: p b t d n m w k g h y ng Play: Play begins to represent less familiar events (e.g. shopping, doctor) Events are short and roles change quickly Language being used while playing – describing what doing, commenting, etc) Literacy: Stories have no organisation. Statements are unrelated e.g. monkey, pig, duck walk Cause for concern: Using short sentences (2-word phrases) Doesn’t understand / follow 2-step instructions Does not play with other children Does not respond to questions Doesn’t ask questions Less familiar people find it difficult to understand my child Name* First Last Email* Phone Comments:
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By the age of 1, most children have the following skills: Receptive Language: Respond to familiar sounds, e.g. telephone ringing, vacuum cleaner Understand simple commands, such as "no“ and “stop” Respond to their own name Understand the names of familiar objects or people (e.g. mummy, teddy, etc) Expressive Language: Babble using consonant and vowel sounds (“bububu”) Say "dad", "mumma" and a few other words Try to make familiar sounds, such as car and animal noises Points to gain attention Play: Will find a hidden toy Beginning to understand object use e.g. will briefly touch phone to ear Cause for concern: Little or no babbling Does not respond to familiar voices Shows little or no recognition of names of common people, objects, action words Literacy: Looks at books Points to pictures in books Name* First Last Email* Phone* Comments:
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By the age of 2, most children have the following skills: Receptive Language: Identifies simple body parts (e.g. nose, tummy) Understand simple questions ("where's your shoe?“) Follow instructions that involve an object and action (e.g. roll ball, sit on chair) Identify pictures in books Understands 3 prepositions (in, on, under, up, down, out) Answers yes / no questions Responds to “where” question (by looking) Expressive Language: Use more than fifty words such as "no", "gone", "mine", "teddy“ Listen to stories and name common pictures Speech used more often than gestures Talk to themselves or their toys during play Use some pronouns instead of names (e.g. “me", “mine“) Begins to put 2 words together (e.g. “mummy car”, “teddy eat” gone”) Uses a variety of communicative intents (requesting, commenting, protesting, etc) Sounds used in play, babble or words: p b t d n m w Play: Plays alone or alongside child Uses concrete objects to play Will use objects in play (e.g. pretend to drink from a cup) Will carry out an action on an object (e.g. feed doll, pretend to sweep floor) Literacy: Turns pages when reading a book Enjoys actively listening to songs and nursery rhymes Cause for concern: Has very few single words Doesn’t understand / follow simple instructions Doesn’t understand names of common objects Does not use objects to play Does not respond to simple questions Limited number of new words being used Name* First Last Email* Phone Comments:
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By the age of 4, most children have the following skills: Receptive Language: Understands shape and colour names Understands some "time" words, e.g. lunch time, today Understands prepositions next to, behind, in front Understands “why”, “how”, “how many” questions Understands concepts (long, short, soft, hard, heavy, light) Can sort objects / pictures into categories Follow 3 step instructions (e.g. get the ball, give it to mummy and put the plate in the sink) Expressive Language: Asks many questions, usually ‘what’ or ‘who’ questions Use lots of words, about 900, usually in four to five word sentences Use correct grammar with occasional mistakes, such as "I falled down" Use language when playing with other children Speak clearly enough to be understood by most people Develops a range on descriptive words to convey shape, size, texture Uses ‘and’ and ‘because’ at the beginning of sentences Tell two events in order of occurrence (e.g. “first we went swimming and then we did a painting”) Use eye-contact more consistently during conversations Consistently uses plurals (books, toys, cars) Sounds that are correctly produced: p b t d n m w k g h y ng f l **Sounds should be correctly produced in the beginning, middle and end of words Play: Play is imaginative and involves the use of language Literacy: Tells stories about a topic There is some sequence in the story but no plan Engage in rhyming Cause for concern: People find it difficult to understand my child Limited or no use of grammatical elements (e.g. verb endings ‘ed’ and plurals) Unable to give a clear account of an event that occurred while you were not present (e.g. tell about a school excursion) Name* First Last Email* Phone Comments:
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By the age of 5, most children have the following skills: Receptive Language: Understand opposites, e.g. high/low, wet/dry, big/little Follow three directions, e.g. "Stand up, get you shoes on and wait by the door" Expressive Language: Use complete sentences with correct grammar Talk about events which are happening, have happened or might happen Explain why something happens, e.g. "Mum's car stopped because the petrol ran out" Explain the function of objects, e.g. "This tie keeps my hair away" Talk about feelings and share ideas Speak clearly and should be understood by anyone Uses all pronouns correctly (he, she, him, her, I, you, them) Uses past, present and future tenses of verbs (sit, sitting, sits, will sit) Uses irregular verbs (drank, fell) with some consistency Explains details that occurred in the past with accurate detail Sounds that are correctly produced: p, b, t, d, m, n, h, y, w, ng k g l f sh ch s z v j Literacy: Listens and attends to stories Stories have a central character or event. There is a sequence of events that relate to the main character or event. Sentences are often linked with ‘and then’ or ‘and’ Become interested in writing, numbers &reading things (road signs, etc) Breaks words into syllables Generate words that rhyme Identify the 1st sound in words (in particular, own name, classmates, etc) Begin to break simple words into individual sounds (e.g. c-a-t) Know sounds related to letters Cause for concern: Unable to follow instructions at school Uses short sentence Makes many grammatical errors Showing little interest in letters, reading and writing Unable to generate rhyming words Finds it difficult to break words into syllables Limited ability to identify the sound a word begins with Making errors producing sounds (at this age it is children will still make errors when producing the sounds ‘r’ and ‘th’) Unable to accurately recount events from the past Name* First Last Email* Phone Comments:
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By the age of 6, most children have the following skills: Receptive Language: Understands complex instructions Expressive Language: Uses long sentences with complex language and minimal grammatical errors Sounds that are correctly produced: Most sounds **It is age-appropriate to have errors producing 'th' and some consonant blends Literacy: Able to generate a story with narrative elements (who, where, when, what) Story sequence begins to show that one action may cause the next. Limited plan to the overall story Breaks simple words into their sounds Put sounds together to make a word (e.g. d-o-g = “dog”) Identify the beginning, middle and end sounds in words Write some simple words Cause for concern: Difficult to understand Unable to break words into sounds Unable to put sounds together to make a word (e.g. can’t answer “what word does c-a-t make?”) Finds it difficult to tell a story or recount events that happened in the past Finds it difficult to follow instructions at school (may be being mislabelled as “naughty” or non-compliant) Name* First Last Email* Phone Comments:
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