Supporting Early Communication

Understanding expressive language, receptive language, non-speaking children, and communication beyond words.

Why Early Communication Matters

Communication is one of the most important foundations of child development. It shapes relationships, emotional regulation, learning, behaviour, play, and a child’s sense of agency in the world.

When a child is not yet using words, uses fewer words than expected, or communicates differently from peers, adults often focus only on speech.

But communication is broader and more complex than spoken language alone.

Children may communicate through:

• gestures

• eye gaze

• facial expressions

• body movements

• vocal sounds

• signs

• pictures or AAC systems

• play

• behaviour

• scripts or repeated phrases

• silence or withdrawal

Neurodivergent or not, all children develop differently and at their own pace. Some may simply follow a unique developmental timeline, while others may benefit from more targeted support along the way.

The most helpful question is often not: “Why isn’t my child talking?”

It is: “How is my child communicating, and what support does he/she need next?”

Understanding the Different Parts of Language

Language development is not one skill. It includes multiple systems that may develop unevenly.

A child may be strong in one area and need support in another.

Language development follows a general progression in early childhood, although there is a wide range of what may be expected. Children often develop communication in bursts, with periods of rapid growth followed by quieter stages. It is also common for skills to emerge unevenly, especially in neurodivergent children.

A general guide to early language development:

• 0–12 months: eye contact, babbling, responding to voices, gestures such as reaching or waving.

• Around 12 months: first words may begin to emerge, alongside pointing and showing objects.

• 18–24 months: vocabulary often grows quickly, with some children beginning to combine two words (e.g., “more milk”).

• 2–3 years: short phrases and simple sentences, following basic instructions, increased understanding.

• 3–4 years: longer sentences, asking questions, sharing ideas, beginning to tell simple stories.

By around 4 years plus, many children are becoming mostly understood by others and using more complex language, although some speech sounds may still be developing.

These milestones are a guide, not a checklist. What matters most is looking at the whole child, including understanding, connection, gestures, play, and attempts to communicate, rather than speech alone (Owens, 2020; ASHA, 2023).

1. Receptive Language (Understanding Language)

Receptive language is the ability to understand what others say.

It includes:

• responding to name

• following directions

• understanding questions

• recognising vocabulary

• processing stories

• understanding concepts like in/on/big/little

• making sense of social language

A child may understand far more than they can express.

Signs a child may need support with receptive language:

• difficulty following simple instructions

• appearing to ignore adults (when hearing is fine)

• confusion during routines

• delayed responses

• difficulty understanding questions

• becoming frustrated in group settings

Why it matters

If a child cannot fully understand language around them, daily life can feel unpredictable and stressful.

2. Expressive Language (Using Language)

Expressive language is the ability to communicate thoughts, needs, and ideas.

It includes:

• gestures

• single words

• combining words

• asking questions

• commenting

• storytelling

• requesting help

• using AAC or signs

Some children have strong understanding (receptive language) but limited expressive language (putting thoughts and needs into words).

Signs a child may need support:

• few spoken words compared with developmental expectations

• difficulty combining words

• relying heavily on behaviour to communicate

• frustration when needs are not understood

• difficulty finding words

Why it matters

Children who cannot express themselves easily may experience more frustration, dysregulation, or withdrawal.

3. Pragmatic / Social Communication

This is the social use of language.

It includes:

• turn-taking in conversation

• reading facial expressions

• staying on topic

• understanding tone

• repairing misunderstandings

• adapting language to context

Children may have good vocabulary but still struggle socially.

This is common in many neurodivergent profiles, including autism and ADHD.

4. Narrative Language

Narrative language is the ability to tell stories, explain events, sequence ideas, and describe experiences.

Examples:

• “I went to the park and then I fell over.”

• retelling a storybook

• explaining what happened at school

• sequencing beginning, middle, end

Narrative language is strongly linked to later literacy, comprehension, emotional expression, and academic success.

Some children can name many objects but struggle to tell coherent stories or explain experiences.

Why it matters

When children cannot explain what happened, adults may misread behaviour or miss emotional needs.

What About Non-Speaking Children?

A child who is not using spoken language is not without language, intelligence, personality, or connection.

Some children are:

• pre-verbal (speech still emerging)

• minimally speaking

• situationally speaking

• selectively mute due to anxiety

• non-speaking autistic children

• children with motor speech disorders such as apraxia

• children with hearing or developmental differences

Research consistently shows that speech is not the only valid measure of communication ability.

Many non-speaking children understand far more than others assume, especially when given access to AAC, visuals, and responsive communication partners (Light & McNaughton, 2012).

Important reminder:

Lack of speech does not equal lack of comprehension.

Communication Differences in Neurodivergent Children

Neurodivergent children may communicate differently because of differences in:

• sensory processing

• motor planning

• social communication

• attention regulation

• language processing speed

• anxiety

• executive functioning

• speech production systems

Examples:

Autistic children may:

• use echolalia or scripting

• prefer visual communication

• need extra processing time

• communicate through behaviour or play themes

Children with ADHD may:

• interrupt

• struggle to organise thoughts verbally

• miss verbal instructions

• speak impulsively

Children with Developmental Language Disorder may:

• have difficulty understanding or expressing language despite otherwise typical development

Children with apraxia may:

• know what they want to say but struggle to coordinate the movements for speech

What Research Tells Us

Research shows:

• Gestures predict later spoken language development (Iverson & Goldin-Meadow, 2005)

• AAC does not prevent speech development and may support spoken language growth (Millar et al., 2006)

• Early responsive adult interaction strongly supports communication outcomes (Tamis-LeMonda et al., 2014)

• Narrative language skills are linked to later literacy and academic achievement (Westby, 2005)

This means early support should focus on communication access, not waiting for speech alone.

How Parents, Educators & Teachers Can Support Communication

1. Assume Competence

Speak respectfully. Include the child. Presume understanding unless proven otherwise.

Why this matters

Children thrive when adults believe they are capable.

2. Reduce Pressure to Perform

Instead of constant quizzing:

“What’s this?”“Say truck.”“What colour?”

Try comments:

“You found the truck.”“You’re driving fast.”“You want more.”

Why this matters

Reduced pressure often increases spontaneous communication.

3. Use Visuals, Signs, and AAC

Use:

• picture choices

• key word sign

• routine charts

• communication boards

Why this matters

Multiple pathways increase understanding and expression.

4. Pause and Wait

Give processing time after speaking.

Why this matters

Many children need longer to understand, organise, and respond.

5. Build Narrative Skills Through Daily Life

Try:

• “Tell me what happened first…”

• sequencing photos of the day

• retelling books together

• talking about feelings after events

Why this matters

Narrative language builds literacy, memory, and emotional expression.

When to Seek Professional Support

Consider support from a speech pathologist, GP, paediatrician, occupational therapist, psychologist, or play therapist if a child:

• is not using gestures by around 12 months

• has few or no words by expected milestones

• loses language previously used

• seems frustrated communicating often

• struggles to understand language

• communicates differently and needs support participating

In Australia, some children may access early intervention supports through the National Disability Insurance Scheme, even without a formal diagnosis, depending on functional needs.

Early support is about building access, not labelling children.

Books & Resources

For Parents and Educators

1. It Takes Two to Talk — Pepper & Weitzman

2. More Than Words — Fern Sussman

3. The Power of Play — Karen Stagnitti (Australia)

For Children

1. A Day With No Words — Tiffany Hammond

2. Come Over To My House — Eliza Hull & Sally Rippin (Australia)

3. Press Here — Hervé Tullet

A Final Word

Some children speak early. Some later. Some use many words. Some use few. Some communicate through movement, signs, devices, scripts, eye gaze, behaviour, or play.

All communication matters.

When adults widen the definition of communication, children are no longer seen only for what they cannot yet do, but for the many ways they are already reaching toward connection.

To every parent and educator learning to listen differently: your responsiveness can change a child’s world.

References

• Iverson, J. M., & Goldin-Meadow, S. (2005). Gesture paves the way for language development. Psychological Science.

• Light, J., & McNaughton, D. (2012). AAC and communication access. Assistive Technology.

• Millar, D., Light, J., & Schlosser, R. (2006). AAC and speech production outcomes. JSLHR.

• Tamis-LeMonda, C., et al. (2014). Responsive parenting and language development. Child Development.

• Westby, C. (2005). Narrative language development. Seminars in Speech and Language.

• Stagnitti, K. (2021). The Power of Play.