Supporting Children with Speech Delays in Child Care - post

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Supporting Children with Speech Delays in Child Care

image in article Supporting Children with Speech Delays in Child CareUnderstanding Speech Delays

Speech delays occur when children take longer than typical to develop verbal communication skills. This might involve fewer words than expected, difficulty being understood by others, or trouble combining words into simple sentences. 
As a child-care provider, you are in a unique position to observe children across daily routines—and you can #play a strong role in noticing early signs and supporting children’s speech #development in your #classroom.

Why Speech Delays Matter

When speech development falls behind, it can impact more than just talking:

  • Children may become frustrated when they cannot #express what they want or need, which can #lead to behaviour challenges.

  • Language and speech skills are tied to social interaction, peer play, and emotional regulation—so a delay can affect relationships and #engagement.

  • Later on, children with speech or #language delays may struggle with reading, writing, or other academic tasks. 
    So, the earlier you identify concerns and support children, the better their chances for positive outcomes.

What to Look for: Signs of Possible Speech Delay

Here are some common indicators that a child may benefit from speech support (while remembering that children develop at different rates):

  • At around 12 – 18 months: very few or no consistent words.

  • At around 18 – 24 months: limited vocabulary (far fewer than expected), little tendency to combine words. 

  • At age 2 – 3: speech that’s hard for familiar listeners to understand, minimal two- or three-word phrases, trouble following simple verbal directions. 

  • Persistent reliance on gestures only, avoidance of trying to speak, frequent frustration when interacting verbally.

  • If the child seems to understand much but rarely attempts verbal expression.
    When you notice consistent patterns over weeks or months, you’ll want to observe, document, and communicate with families.

Your Role as a Child-Care Provider

You can make a meaningful difference. Here are several practical strategies to support children with speech delays in your care:

Create a Language-Rich Environment

  • Narrate everyday routines: talk about what you’re doing and describe what the child is doing (“You’re pouring the water. Now you are wiping the cup.”)

  • Use gestures and visual cues alongside language (pointing, showing objects) to help children link words with meaning.

  • Read aloud daily, ask simple questions, pause to let children respond, and allow time for them to try to talk.

  • Use songs, rhymes, and rhythm to draw attention to sounds and simple word patterns.

  • Reduce distractions during language-rich times so that children can focus on speech and communication.

Provide Individual Support and Interaction

  • Give children extra time to respond—after you ask a question, pause and wait. This “thinking time” helps children process and try to speak.

  • Model correct speech without directly correcting the child. For example: if a child says “car go”, you might respond: “Yes, the red car is going fast!” This technique of recasting supports speech without pressure. 

  • Encourage peer interactions: children often learn from each other’s speech attempts in playful and natural contexts.

  • Use small-group or one-on-one play and conversation opportunities, especially for children who speak less.

  • Celebrate attempts, not just perfect speech. Acknowledge any effort the child makes to communicate verbally.

Work Partneredly with Families

  • Share your observations with families in a sensitive and collaborative way. You might say: “I notice that Anna uses only a few words at group time. I’m curious how she is speaking at #home—have you noticed similar things?”

  • Provide families with ideas they can use at home to support speech: reading, modelling language, turn-taking conversation.

  • Encourage families to consult with speech-language specialists or #early-intervention if needed, especially if you observe multiple indicators over time.

  • Keep communication ongoing. Provide updates to families when you notice improvements—or when you need to adjust strategies.
    Since family and #classroom-environments influence speech development together, partnership is key.

Collaborate with Specialists and Use Referrals

  • If you suspect a speech delay, you don't diagnose—but you can suggest a referral to a speech-language pathologist (SLP) or early intervention service. 

  • Maintain documentation of observations: vocabulary counts, number of words used, clarity of speech, attempts at phrases, and changes over time. These help specialists understand the child’s baseline.

  • With permission, use strategies suggested by specialists in your classroom. Make the classroom a supportive context for the child’s speech goals.

Sample Strategies You Can Use Right Now

  • Word of the Day: Choose a simple word (e.g., “jump”, “ball”, “help”) each day. Use it in sentences during play and routines. Encourage the child to use it.

  • Pause and Wait: After you ask “What do you want?”, wait 5-10 seconds. If the child doesn't speak, you might offer a word model: “You want the truck?” Then pause again.

  • Buddy Talk: Pair the child with a talkative peer for an activity (building blocks, toy play). Encourage the peer to talk and invite the child to respond.

  • Special Time: Schedule a 5-10 minute one-on-one talk/play time with just you and the child each day focused on conversation rather than task-completion.

  • Use Visuals: Picture cards for common items (cup, ball, book) and ask the child to point or say the word. Over time, move from pointing to speaking.
    These strategies, when used consistently, help children feel supported and give them plenty of opportunity to speak, hear, and practice language.

When to Monitor More Closely or Refer

  • Little or no vocabulary by age 2 (while taking into account home language differences).

  • Speech remains mostly unintelligible to familiar listeners at age 3.

  • The child shows frustration, withdrawal from communication attempts, or relies solely on gestures.

  • Hearing concerns or frequent ear infections (these may affect speech).

  • Multiple #developmental areas showing delays (speech plus motor, social or cognitive).
    In such cases, it’s important to talk with families and suggest seeking a professional evaluation.

Professional Growth & Useful Resources

 


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