The following video explains how expressive language typically develops by around 18 months of age. It highlights how toddlers begin to use simple words to name familiar people, objects and needs. At this stage, children may say 10-50 words and start combining two-word phrases like "more juice" or "daddy go." This video emphasizes the importance of responsive interactions-talking, singing and reading, to encourage language growth. Its aimed at helping parents and educators understand milestones and support early communication through everyday routines and meaningful engagement.
18-36 Months
This video explores how children's expressive language grows rapidly between 18-36 months. During this stage, toddlers being to use longer phrases and simple sentences such as "i want more" or "Mommy go work." Their vocabulary expands to 200+ words and they start naming objects, asking questions and using pronouns like "me" and "you." This video emphasizes how rich verbal interactions such as story telling and play are, they all support development.
36-48 MONTHS
This video explains how children’s expressive language becomes more advanced between 36 and 48 months (ages 3–4). At this stage, children begin using full sentences, tell simple stories, ask lots of “why” and “how” questions, and use language to express emotions, ideas, and solve problems. Their vocabulary grows rapidly, often exceeding 1,000 words. The video encourages parents and educators to engage children in back and forth conversations, support storytelling, and introduce new vocabulary through books and play. Emphasis is placed on giving children time to talk, listening patiently, and expanding their ideas to build strong foundations for reading, writing, and social communication.
48-60 MONTHS
Between ages 48-60 months, children become confident communicators. This video highlights how they use complex sentences, tell longer stories with beginnings, middles, and ends, and understand conversational rules like taking turns and staying on topic. They ask thoughtful questions, explain ideas, and start using language to reason, persuade, and solve problems. The video encourages adults to enhance this development by engaging in rich, open-ended conversations, encouraging storytelling, and introducing new vocabulary through books, real-world experiences, and imaginative play. Supporting language in this stage helps prepare children for success in school and strengthens both literacy and social skills.
Language development is interconnected with aspects like semantics, syntax and pragmatics influencing each other. This post will explore how semantics and pragmatics shape syntactic development. Furthermore, expressive language use enhances vocabulary growth in preschoolers as children build their lexicon by seeking words to express their thoughts.
SEMANTICS Semantics refers to the meaning behind words and sentences. Its how children understand and use vocabulary to convey ideas. In early development, as children begin to express themselves, they must grasp not just what words sound like but what they mean. For example, children learn the difference between 'mummy', 'run', 'walk'. Semantics play a critical role in syntax development because it helps children understand how words fit together to form logical, meaningful sentences.
The photo above is an example of how semantics and colour are taught hand in hand. Colourful semantics is a visual and structured approach to developing children's sentence building and language skills. It uses colour coded cards as who (orange), doing (yellow), what (green) and where (blue) help children understand sentence structure and meaning. This is originally designed for children with speech and language difficulties. It supports story telling, grammar and vocabulary in an enabling and accessible way.
PRAGMATICS
To expand further on the image above, pragmatics is all about how we use language in real-life situations, its how we choose our words based on what we want to say, who we are talking to and what we think they already know. For example, 'car' means its new information, while 'the car' infers its a subject that has already been talked about.
Pre schoolers don't think about grammar the way adults do. Instead, they learn through experience and by watching others speak. For example if an adult says to a child 'look at dax', the child might guess 'dax' as a thing, probably a noun. Over time, they start to understand how to use language to get their point across.
Overall, pragmatics teaches kids how to use language politely, clearly and effectively in different situations, it also develops naturally through social connection and everyday interactions.
The video above discusses pragmatics and social skills and why the two must interconnect in order to enhance a childs language development.
Language Development Differences and Delays
Language develops differently for every child. Around 10-15% are late talkers, with some catching up and others experiencing long-term language impairments. Development is influenced by genetic, environmental and social factors. Bilingualism and dialectal differences are normal variations, not disorders, cultural context plays a big role in shaping language growth.
HOW TO APPRAOCH LANGUAGE DELAYS IN CHILDREN WITH AUTISM
In the following video Dr Mary Barbera shares practical tips for supporting language development in children with autism. She emphasizes the importance of avoiding common mistakes when teaching toddlers to talk, especially focusing on early intervention.
Referencing behaviourists like Roger Brown and B.F. Skinner, she stressed the value of understanding how children learn language through interaction and reinforcement. The video is aimed at parents, educators and professionals working with autistic children, offering a clear, research based approach to improving language skills in meaningful and structured ways.
SIMULTANEOUS ACQUISTION
Simultaneous acquisition refers to when a child learns two or more languages at the same time, typically from birth to around age three. This usually occurs in bilingual households where each language is regularly used. According to Genesee (2001) children are capable of developing two distinct language systems without confusion. While bilingual children may have smaller vocabulary in language individually at first, their total vocabulary often matches or exceeds that of monolingual peers over time.
Research by De Houwer (2009) supports this, showing that consistent exposure and interaction in both languages are essential for success. Children benefit most when both languages are used naturally in daily life. This can be done through play, story telling and conversation. Code-switching (switching between languages) is a normal part of development and shows language flexibility, not confusion.
LANGUAGE DEVELOPMENT DELAYS/SYMPTOMS
Language delay means a child isn't meeting typical speech and language milestones. Symptoms include not babbling by 15 months, not speaking by age 2, or not forming short sentences by age 3. Other signs are difficulty following directions, poor pronunciation, trouble putting words into sentences and leaving words out of speaking. The delays can be expressive (trouble speaking), receptive (trouble understanding), or both. This varies based on the child's age and development.
CORRELATION IN HOMELESSNESS AND LANGUAGE DELAYS
Low socioeconomic status (SES) and homelessness can negatively impact children's development. Poverty affects millions, especially those in African American, Latino and Native American populations. SES is shaped by family income, education and occupation, all of which influence what kind of languages children are exposed to. Parents with a better quality education tend to use richer language, while those with SES status have fewer verbal interactions due to stress and material hardships. These challenges can delay language growth.
Touch Math is a hands-on, multisensory approach designed to help students understand number value and basic maths concepts. It's especially helpful for learners who struggle with traditional methods, including those with dyscalculia, autism or ADHD. Each numbers from 1-9 has 'TouchPoints' placed on or around it - these are small dots that students can physically count as they learn. It makes maths more visual, tactile and accessible. This helps boost confidence and understanding.
TOUCHPOINTS
STRATEGIES FOR SIX LESSONS
Introducing TouchPoints - Start by showing students where the dots are placed on each number. Practice counting them aloud and pointing as they go.
Single-Digit Addition - Use flash cards or worksheets with numbers and TouchPoints. Have students count the dots on both numbers to find the total.
Subtraction Practice - Use real objects and Touch Maths numbers to 'take away' TouchPoints and visually show what subtractions looks like.
Number Recognition Game - Mix visuals and movement - like hopping the number of TouchPoints shown or clapping to match the dots.
Word Problems with Touch - Read simple problems aloud and let students use TouchPoints to solve them step-by-step.
Independent Practice Sheets - Use repetition and guided practice. Let students trace, count and write the numbers using TouchPoints.
WHO IS TOUCH MATHS FOR?
TIPS ON USING THE COURSE
Start slow and make sure students really under the concept of TouchPoints before moving on.
Keep it fun and interactive.
Be consistent
Use real word connections like counting snacks, steps or toys.
Encourage the students to say the numbers out loud.
Always give lots of praise
TOUCH MATHS TOUCHING/COUNTING PATTERNS
SUMMARY
Touch Math takes something that can feel really overwhelming, like numbers and breaks it down into something kids can physically interact with. Its a great reminder that not everyone learns the same way. As someone training to be an EA, I love that this method gives students something solid to work with while building their skills and confidence.
The Orton Gillingham approach is a structured and, multisensory and evidence based way of teaching reading, writing and spelling. Originally designed for students with dyslexia, it has become widely respected for its effectiveness in supporting all types of learners who struggle with literacy. What makes it stand out is how it combines visual, auditory and kinesthetic learning strategies in a very intentional and repetitive way, ensuring students can build skills at their own pace.
7 KEY STRATEGIES
Multisensory instruction - Students use sight, sound, touch and movement when learning new content.
Explicit Teaching - Every concept is taught clearly and directly, with no assumptions made about prior knowledge.
Sequential and Cumulative learning - Lessons follow a logical order, building from simple to complex, with review built in.
Diagnostic and Prescriptive - Instruction is based on ongoing assessment and is tailored to each students needs.
Language-Based - Students learn structure of the language, including phonology, morphology and syntax.
Repetition and Reinforcement - Frequent review helps solidify concepts and prevent regression.
Emotionally Safe Learning Environment - The approach helps build confidence and reduce anxiety in struggling learners.
TIPS ON USING THE COURSE
Be consistent with daily practice, even if sessions are short.
Use multisensory tools like sandpaper letters, whiteboards and movement board games.
Celebrate small wins to boost confidence.
Don't rush - this approach works best when students feel safe and supported.
Keep notes on what works for each students and adjust strategies when needed.
Practice patience - progress may seem slow at first, but it helps build a strong foundation.
THE ORTON GILLINGHAM LESSON
SUMMARY
The Orton Gillingham approach isnt just a teaching method, its a mindset shift. It shows that with the right strategies and support, all students can learn to read. For an EA , like myself, this approach reinforces the importance of being observant, adaptable and encouraging. It's not about racing ahead, its about walking alongside the learner until they feel confident taking the next step.
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