Weebou Editorial Team
9 min read
In this article
A little preparation
Start by deciding when to notice rather than test. The most useful information comes from ordinary moments: getting dressed, talking about a picture book, asking for a snack or telling you about the day. Keep a note on your phone or a small notebook and jot down a short example once or twice a week instead of running through sounds on demand. A child who feels quizzed often clams up, and a sample of real talking is worth more than a list of correct answers.
Choose a quiet moment to listen, and avoid comparing siblings in front of them. Write down the exact words you heard, who was listening and what was happening, because context matters as much as the sound itself. If your child is learning more than one language, note which language each example came from. These notes are preparation for a conversation, not a diagnosis, so keep them factual and kind.
What to know and try
What the ages on a chart actually mean
A milestone chart usually lists an age by which most children can say a particular sound, not a deadline your child has to meet. Early sounds such as m, b and p tend to arrive first, while r, th and some blends often come later. Reading the whole row tells you more than ticking off what is missing, because charts describe a broad pattern rather than one child's path.
How to do it
- Find the age column that matches your child and read the whole row, not just the sounds that seem missing.
- Check whether the chart gives an age by which most children have the sound, rather than an age at which they must.
- Notice the general order: early sounds such as m, b and p tend to arrive before r, th and consonant blends.
- Look for the note about typical variation that most careful charts include.
- Remind yourself what the chart is for: it guides a conversation, it does not decide anything.
Make it your own: If you are reading a chart for a toddler, look at the earliest columns and expect wide variation. For an older child, compare two or three charts and notice where they disagree, then ask a professional which one they use and why.
Separate sounds from language and understanding
Pronunciation is only one part of talking. A child might say sounds unclearly yet understand everything, follow instructions and tell long stories; another might speak clearly but struggle to find words or put sentences together. Naming the specific concern, rather than saying 'speech is behind', helps a professional know where to look first.
How to do it
- Ask yourself what actually worries you: the sounds themselves, being understood, or finding words.
- Note whether your child understands what others say, even when their own talking is unclear.
- Try a short retelling: ask them to tell you what happened in a story you have just shared.
- Write down two or three real examples rather than a general impression.
- Keep pronunciation, understanding and word-finding as separate notes so the picture stays clear.
Make it your own: For a younger child, focus on whether their needs are understood in everyday routines. For an older one, notice whether they avoid certain words or situations. If several areas seem hard at once, mention all of them rather than choosing one.
Notice the listener and the setting
The same child can be easy to understand at breakfast and hard to follow in a noisy playgroup. Familiar adults often understand more than new listeners, and tiredness, excitement or a runny nose change clarity too. Noting the setting turns a vague worry into something specific a professional can use.
How to do it
- Pick two very different moments to notice: a quiet one and a busy one.
- Note who was listening and whether that person knew your child well.
- Write down whether your child was tired, excited, unwell or in a hurry.
- Try one simple repair: ask a genuine question and see whether they repeat or rephrase.
- Compare your notes at the end of a week and look for the pattern.
Make it your own: With a toddler, notice mostly whether you understand their needs in familiar routines. With a five- or six-year-old, include how they manage in group settings and with unfamiliar adults.
Count every language your child speaks
Children who hear or speak more than one language often mix sounds and words between them, and that is a normal part of learning. A chart built for English-only speakers may describe patterns your child's other language does not share. Telling a professional which languages your child hears, and from whom, gives a much more accurate picture.
How to do it
- List every language your child hears, including from grandparents, carers or screen time.
- Note which language they seem to prefer and with whom.
- Record whether the same difficulty appears in each language or only in one.
- Ask for a professional who can assess in the languages your child uses, or with an interpreter.
- Bring your list to the appointment so nothing important is missed.
Make it your own: For a child learning one language at home and another at nursery, note both settings separately. If you are unsure whether something is a difference or a difficulty, ask rather than assume.
Check hearing before you practise anything
Hearing comes before speaking, and repeated ear infections, glue ear or a room where sound is muffled can all affect how clearly a child picks up sounds. A hearing check is a simple, non-invasive first step and gives any later conversation about speech a firmer footing.
How to do it
- Notice whether your child turns towards quiet sounds and follows instructions without watching your face.
- Think about the volume they use and whether they often ask for things to be repeated.
- Mention any ear infections, discharge or family history of hearing difficulty to your doctor.
- Book a hearing check rather than practising sounds at home first.
- Keep the results with your notes for the speech appointment.
Make it your own: For a child with a cold or a recent ear infection, wait until they are well before judging clarity. If concerns continue afterwards, ask again rather than waiting for the next routine check.
Support talking through play while you wait
While you wait for advice, everyday play is the best support. Children pick up sounds by hearing them used naturally, so repeating your child's sentence back with the tricky sound said clearly, without asking them to try again, does more than a drill. Turn it into a game and keep sessions short: a few minutes of word and sound play is plenty.
How to do it
- Repeat back what your child says, saying the tricky sound clearly, then carry on the conversation.
- Play naming games with pictures or toys and let your child take the lead.
- Read a favourite book and pause so your child can fill in a repeated phrase.
- Avoid asking your child to say a word again and again; model it instead.
- Stop while it is still fun, and note anything you notice for your records.
Make it your own: For a two-year-old, model single words and accept approximations. For an older child, play with rhyming, silly sentences and storytelling. If your child becomes self-conscious, step back and simply enjoy the game together.
Make it work for your family
Charts can raise a worry as easily as settle one, so treat yours as a map rather than a rule book. If you notice a pattern that concerns you, write it down with an example and book a conversation with your child's doctor or a speech and language professional. Waiting lists can be long, so asking early is sensible, and a professional can tell you whether watching and waiting is reasonable or whether an assessment would help. Nobody is judging your parenting from a checklist.
If you want to support talking in the meantime, keep it playful and pressure-free. Gentle speech and language games and shared vocabulary-building games give children lots of chances to hear sounds used well, without turning talking into a lesson. Say your child's sentence back clearly, read together, and narrate what you are doing. If your child is learning more than one language, keep using the language you are most comfortable in. Trust your instincts: if something feels off, it is always reasonable to ask.
Parents also ask
At what age should a child be understood by strangers?
By around four, many children are understood by unfamiliar adults most of the time, though some sounds take longer and every child is different. If you often have to translate for your child with people outside the family, it is worth mentioning to your doctor or a speech and language professional rather than waiting.
Which speech sounds usually come last?
Sounds such as r, th and clusters like str or spl are often among the last to settle, and some children are still refining them at six or seven. A chart shows a general pattern, not a fixed rule, so ask a professional if you are unsure whether your child's pattern is within the usual range.
Should I stop using our home language to help my child's English?
No. Children who keep a strong home language usually transfer skills and sounds across to their other language, and losing it can affect family relationships and identity. A speech and language professional can assess your child in both languages and tell you what is typical for a bilingual learner.
Sources & further reading
Explore these primary sources for further context on this topic.
Choose materials and activities that suit your child, supervise as needed and adapt the ideas to their interests and abilities. About our editorial approach
