My daughter just turned two, and every single day, she continues to amaze me. From the moment she could walk, she’s been showing signs of a sharp, observant mind. At just 14 months old, she already knew how to identify animals in pictures, especially during one of our favorite games. We’d hold up different cards—maybe a pizza, a cat, a zebra—and ask, “Where’s the pizza?” and without hesitation,…

Okay, real talk. Almost every parent has had this quiet little worry at some point:

"Should my child be saying more by now?"

You are not alone. It comes up all the time. One kid says their first word at 10 months. Another barely talks until they are two… then suddenly never stops. Both can be totally normal.

So here is a friendly little map of what speech usually looks like from age 1 to 5. Not a test. Not a checklist to stress over. Just a guide.

First, breathe.

Milestones are helpful, but they are guides, not deadlines. Some kids walk first and talk later. Some are just quiet by nature. A small gap is usually nothing to worry about.

What matters most? Steady progress. Is your child picking up new words and skills month by month? That slow, steady growth says more than any single age does.

Around 12 months (1 year)

A word or two, like "mama," "dada," or "bye"

Lots of babbling that sounds like real talking

Waving, pointing, reaching up

Turns when you say their name

Understands little words like "no"

Fun fact: understanding usually comes before talking. They get your words long before they can say them back.

Around 18 months

About 10–20 words (sometimes more)

Points at stuff they want or want to show you

Follows simple instructions like "give me the ball"

Copies sounds and words

Understands way more than they can say

Unclear words are fine here. "Wawa" for water? Perfect. ☺️

Around 2 years

50+ words

Starts joining two words: "more milk," "daddy go"

Names familiar people and toys

Follows two-step instructions

Family understands maybe half of what they say

This is often when talking really takes off. New words almost daily.

Around 3 years

Short sentences, three or four words

Asks questions: "what's that?" "where daddy?"

Knows a few hundred words

Gets ideas like "in," "on," "under"

Most people can understand them now

Some sound mix-ups are still expected. No stress.

Around 4 years

Longer sentences, four or five words plus

Tells little stories about their day

Asks "why" about… everything 😅

Uses grammar like "dogs" and "jumped"

Speaks clearly enough for most people

Around 5 years

Full, clear sentences

Tells longer stories with a beginning, middle, end

Follows multi-step instructions

Uses most sounds correctly

Easily understood by pretty much everyone

By now, chatting feels natural. Hello, school readiness. 🎒

Quick word on speech sounds 🔤

Some sounds are easy and come early. Others are tricky and take ages. All normal.

Early: p, b, m, n, h, w (often by 3)

Middle: k, g, t, d, f, y (around 3–4)

Later: s, z, l, sh, ch, j (around 4–5)

Trickiest: r, th, and blends like "str" (can take until 6 or 7)

So if your 4-year-old says "wabbit" instead of "rabbit"? Honestly, right on track. "R" is one of the very last sounds to settle in.

The big reminder: every child is different.

These ages are guides, not goals. Being bilingual, being a younger sibling, or just having a chill, quiet personality can all shape how speech develops. None of that means something is wrong.

Keep watching for steady growth. A kid at the later end of a range can still be doing just fine.

When might it help to chat with a speech pathologist?

It can be worth reaching out if your child:

Has no words by around 18 months

Is not joining words by around 2 and a half

Is really hard to understand by age 3

Gets very frustrated trying to communicate

Has lost words or skills they used to have

And honestly? Asking early is never "too soon." Sometimes a quick check-in just gives you peace of mind that everything is on track. That alone is worth a lot.

If you want to read more, there is some lovely info on how early talking develops here and on how speech sounds grow over time here.

Most parents spend a lot of time wondering whether their child is hitting the right milestones. You find yourself comparing notes at playgroup, scanning articles at midnight, and quietly watching your toddler to see whether they are doing what other kids their age seem to be doing. 

That instinct to pay attention is a good one. Child development milestones exist as useful guides, not strict deadlines, but they do help us notice when a child might benefit from a closer look. Early developmental concerns, when identified early, can open the door to support that makes a real difference. 

Here are ten things that may be worth discussing with a professional if you notice them in your toddler. 

Signs that may be worth exploring 

Not babbling or using words by 12 to 15 months. Most toddlers begin experimenting with sounds well before their first birthday. If your child is not babbling by around 12 months or not using any recognisable words by 15 months, it may be worth mentioning to your GP or child health nurse at your next visit. 

Limited or no eye contact. Eye contact is one of the earliest forms of social connection. If your toddler rarely makes eye contact, even with familiar caregivers, it could be something a professional would want to explore further as part of a broader developmental picture. 

Not pointing or gesturing by 12 months. Pointing to share interest, waving, or reaching up to be held are all important communication markers. If these gestures are not emerging around the expected time, it may be worth raising at your next health check. 

Loss of skills they previously had. If your child was saying a few words and then stopped, or seemed to be progressing well and has become more withdrawn, this is always something worth bringing to a professional’s attention promptly, rather than waiting to see if it resolves on its own. 

Significant distress around changes in routine. Many toddlers resist change, but if your child becomes extremely distressed by minor shifts in routine or needs rigid sameness to get through the day, it may be helpful to discuss this with a paediatrician to understand what might be going on. 

Limited pretend play. By around 18 months, most toddlers begin simple pretend play, like feeding a toy or pretending to talk on the phone. If imaginative play does not seem to be emerging by age two, it could be useful to mention this during a developmental check. 

Strong or unusual responses to sensory input. A child who is very sensitive to sounds, textures, or touch, or who seems to seek out intense sensory experiences, may benefit from a conversation with a professional about whether further assessment could be helpful. 

Not walking independently by 18 months. While there is a natural range in when children walk, most are walking independently by 15 months. If your child is not walking by 18 months, a developmental assessment for toddlers is a reasonable next step to explore. 

Difficulty engaging with other children. Toddlers are not expected to play cooperatively until around age three, but showing very little interest in other children, or becoming consistently distressed in social settings, can be something worth discussing during a paediatric developmental check. 

Your gut is telling you something is not quite right. Parents know their child better than anyone. If something feels off, even if you cannot name exactly what it is, that is a valid reason to seek a professional opinion. Trusting that instinct is not overreacting. It is good parenting. 

What are the early signs of developmental delay in toddlers? 

Some patterns that professionals may look at when considering a developmental assessment include limited communication (few or no words, minimal babbling, or difficulty following simple instructions), reduced social engagement such as limited eye contact or little interest in others, and motor differences such as late walking or difficulty with coordination. It is important to remember that no single behaviour tells the whole story. If you notice a pattern across several areas, or if something has changed in your child’s development, it is worth raising with your GP rather than trying to interpret it on your own. 

When should a child have a developmental assessment? 

There is no single right age. In Australia, routine child health checks are offered at key ages including one, two, and three and a half years, and these are natural opportunities to raise any concerns. But you do not need to wait for a scheduled check if something is on your mind. Early intervention services tend to be most effective when accessed as early as possible, so if you are noticing something that does not feel right, a conversation with your GP is a straightforward first step. They can assess whether a referral to a developmental paediatrician in Perth would be appropriate. 

If several of the signs above resonate with you, the most practical next step is to bring them up with your GP. They can review your child’s development, discuss your concerns, and refer you on for a more detailed paediatric developmental check if needed. From there, a specialist can help make sense of what they observe and guide you on whether any further support would be beneficial. 

Getting a developmental check does not mean something is definitively wrong. It means you are being proactive, and for many families, it is the first step toward getting their child the right support at the right time. 

Not sure where to start? Your GP is a great first point of contact. With a referral, your child can be seen by a paediatrician or psychologist at Smart Paeds for a thorough developmental assessment, with support tailored to your child and your family. 

Annual Day celebrations are a great achievement for all day care centres and preschools. Toddlers are not focusing on performing with perfection; rather, they are developing self-confidence, having fun, expressing themselves creatively through movement, and taking increasingly larger developmental steps. While parents and teachers are excited and proud of what is happening with their children, children experience Annual Day differently; for example, they may find new people, bright lights, loud sounds, costumes, and being in front of an audience overwhelming.

Why Annual Day Matters for Toddlers?

Annual Day is much more than a stage performance, and it plays a very significant role in promoting the development of children in their early childhood years by developing confidence and self-expression, social interaction, overcoming stage fear, and listening and coordination skills. If the Annual Day is organised with care and sensitivity, it becomes a memorable event in the school, and children look back at it with happiness rather than anxiety.

What Helps Toddlers during Annual Day Preparation?

Keep Expectations Realistic

At the toddler age brackets, children still have much more to learn about how to follow directions and secure memory of basic movement patterns and focus their attention for short periods of time. Expecting them to demonstrate perfect execution at that age is unrealistic. Therefore, it is an important achievement for any child to be able to stand confidently on a stage while smiling for all to see.

2. Practice in Short, Playful Sessions

Children at this age have short attention spans, and this is why short practice sessions are much more effective than long rehearsals. Activities such as singing, dancing, and role-playing should be done in a way that they seem like fun activities rather than practice sessions. When practice is fun and not stressful, children are more likely to take part in it.

3. Maintain Routine & Rest

Well-rested children are better able to cope with excitement and new experiences. Children who maintain regular routines for sleep, meals, and naps during preparation days are better able to stay calm and focused. Children who are tired or hungry may have a harder time coping with their emotions.

What to Avoid During Annual Day Preparation?

Avoid Pressure & Comparison

Comparing toddlers to other children or asking them to perform like older kids can be very pressuring and may even affect their confidence. Each child grows at his or her own rate, and development is different for every child. It is essential not compare children or say something like “Look how well others are doing”, and instead encourage every child’s efforts.

2. Avoid Over-Practising

When a child practices for too long, they become tired from practising and normally would not experience this while participating in an activity. If an expert teacher were working with a kid for an extended period of time using the same materials, the child may lose interest or not want to do the activity. Practice can be a heavy activity. It should be balanced with other activities. Kids need to keep lighthearted about doing things so they’re willing to do them again.

3. Avoid Scolding or Strict Discipline

Learning involves mistakes, and young children are no exception to this. When parents yell or pressure children to be perfect when performing, they can create fear and anxiety towards performing in front of others. Gentle teaching and encouragement are generally more effective than corrective actions towards young children.

4. Avoid Ignoring Emotional Signals

A toddler can exhibit emotional distress through crying, clinging, or withdrawing from others. When they demonstrate signs of distress, they should not be urged to participate in an activity; however, they must be provided comfort and reassurance as well as validation of their feelings. A child’s emotional security will always be more important than the actual act of participation in an activity.

Role of Parents in Annual Day Preparation

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