Speech and Language: Supporting Early Talkers

Comprehension comes first

Children understand far more than they can say, often by a factor of five or more. A quiet eighteen-month-old who follows instructions and points accurately is usually doing exactly what they should be. Output arrives later, and often suddenly.

What actually drives language

Not volume of speech directed at a child, but conversational turns — the back and forth. A babbled sound answered with a sentence, a pointed finger answered with a name. Turn-taking is the engine.

Five things that help

• Narrate. Describe what you are doing as you do it. Ordinary domestic commentary is excellent input.
• Expand. When your child says dog, reply yes, a big brown dog. One step beyond their level.
• Pause. Leave a gap of several seconds. Young children need far longer than adults to assemble a reply.
• Sing. Melody and rhythm carry vocabulary into memory remarkably efficiently.
• Read the same book again. Repetition is how words move from recognised to owned.

How class supports it

Rapid naming work provides clean, high-volume vocabulary input, while listening games sharpen auditory discrimination — the ability to hear the difference between similar sounds, which underpins later reading.

When to seek advice

If your child has no words by eighteen months, no two-word phrases by two and a half, or loses language they previously had, speak to your GP or health visitor. Early support is straightforward and effective, and reassurance is worth having.

Curious to see it for yourself? The easiest way to understand a Shichida class is to sit in one. Message our team on WhatsApp to book a trial class and we will help you choose the right stage for your child.

Sources & Further Reading

For readers who would like to explore the wider science of early years cognitive development, the following authoritative organisations offer trusted further reading:

1. Center on the Developing Child, Harvard University. Brain Architecture & Early Childhood Development.
2. World Health Organization. Improving Early Childhood Development: WHO Guideline.
3. UK Department for Education. Statutory Framework for the Early Years Foundation Stage.
4. NHS. Children’s Development & Early Learning.