Stages of communication development

Pre-intentional

(Sound making without meaning)

Automatic responses to own body or surrounding. 

Respond basically to likes, dislikes and wants. 

Use simple noises or movements e.g. crying, becoming still, smiling.

Adult interprets this non-verbal communication.

Look at or reach for what he wants.

Not yet understand that he can send a message directly to another person.

Let them know their actions and sounds can have meaning. 

Make yourself available in a playful and interesting way.

Watch for the child’s actions/vocalisations and mimic.

Extend the interactions, increasing content and length.

Animate objects of interest and wait for the child to respond.

Anticipatory

(Using sounds/ gestures/ movements showing anticipation of familiar events and routines)

Beginning to understand familiar routine.

Beginning to predict what will happen. 

Vocalises and uses range of sounds to signal likes and dislikes.

Uses narrow range of non-verbal communication.

May initiate interaction in a familiar routine.

Begins to recognise everyday objects.

Help the child by pausing during familiar routines so they can show you they know what’s next.

• Ready steady go games 
• Nursery Rhymes 
• People games 
• Every day routines

Make yourself part of the process. Allow time for the expectation.

Lead and then pause/wait for the child to respond.

Interpret all communications.

Model key words.

Intentional

(Using sounds/gestures/ movements to communicate a message)

May follow familiar directions if they can see what they have to do.

Purposeful ‘messages’ conveyed without words, e.g. ‘it’s gone’, ‘more’. 

Turn taking and repetitive games.

Communicates needs by pushing adults hand to items, leading by the hand.

Wide range of non-verbal communication, e.g. facial expression, hand gestures.

Request for a physical game to continue by using non-verbal communication, including eye contact.

Understanding and playing with everyday objects.

Get the child’s attention first.

Label things.

Comment on what your child is doing/wants with one or two words.

Extend the child’s use of non-verbal communication by consistently modelling non-verbal communication.

Build on the child’s play, with you and others. 

Turn take. 

Use positive phrases.

Words and ideas

(Using words with meaning)

Begins to use first words such as “no” “yes” “want” “mine” “it” “that”.
 
Uses simple words to name/request things.

Needs adult to model language.

Requires adult to respond.

May initiate interaction, 1 or 2 turns.

Able to sort objects.

Can relate large doll to self/another person.

Comment on what the child is looking at/doing.

Keep your comments simple using 1-2 words. 

Repeat repeat repeat.

Model single words that are useful for the child (e.g. drink, coat, shoes).

Model how to use/play with toys appropriately.

Avoid questions.