ON MATERNITY LEAVE UNTIL AUTUMN TERM 2025

Useful Links and Myth Buster

USEFUL LINKS

Whether you’re a parent or a professional, the following links are a great resource for information and advice:-

MYTH BUSTER

There are lots of myths surrounding communication development. Below I’ve listed some of the more common ones I hear alongside the facts:-

MYTH: Learning more than one language will cause or worsen a communication delay.

FACT: Learning more than one language does not increase the risk of a communication delay.

First words may appear slightly later for bilingual/multilingual children but this is to be expected. It will take a few years for children to separate each language. You may find that one language is dominant or that children prefer using different languages for different types of communication, i.e. you may find your child prefers to talk socially and about school topics in English but about the home and food in your native language. It is strongly advised that parents and caregivers communicate with children in their native language. It is far more important for children’s communication development that they hear good language models, rather than attempts at a particular language from a less fluent speaker.

MYTH: A child not talking at 2 years of age is likely just a ‘late talker’.

FACT: If a child of 2 is still not using words this is of significant concern and support and advice should be sought immediately.

Children naturally progress at different rates and there will be some who learn to talk later than others. However this is not a reason to avoid seeking support if the child is not meeting milestones. As a guide, first words usually appear at around 1 year of age. Children of 18 months should be using a handful of words and children of 2 years old are typically able to put words together. A child of 2 who is not using words would be classed as ‘severely delayed’. Since early intervention is key, if you are at all concerned about your child’s development, it is advised to seek advice as soon as possible.

MYTH: Using signs to communicate with your child will stop them from using the words.

FACT: There is no evidence that using signs to support your child’s communication early on will prevent them from using the words.

In fact, very often children who were taught to use signs from an early age have better vocabulary range and show less frustration than their peers, as they are able to communicate more successfully. Words are easier to use (once a child is able) than signs. Once children know and can say a word, they will drop the sign for it.

MYTH: “That child cannot be autistic because he uses words”.

FACT: A child who uses words, even one who was an ‘early talker’, may still be given a diagnosis of autism if s/he fits enough criteria.

Autistic people may or may not have difficulty acquiring language, depending on the severity of the condition. Autism is foremost a difficulty with social communication, not necessarily a difficulty with using or acquiring words. Children and adults with autism who do use words may still find knowing how to communicate in a social context more challenging and/or have difficulties during conversation such as staying on topic.

MYTH: ‘Educational’ TV programmes and apps can help a child to acquire language.

FACT: ‘Educational’ television programmes and apps do not adequately support children’s social and communication development.

Screen time has been shown to have a negative impact on attention, behaviour, and social and communication development. Communication by definition is a two-way process. Screens cannot talk back to your child in a natural way, responding to the particular phrasing and tone of voice your child has used. While it might appear that your child has learnt a new word from watching a television programme, or using an app, screens cannot teach your child the subtleties of using language in functional and social contexts. The context in which they will have heard the word will naturally be limited and they will not have had the opportunity to practise using it for themselves in a conversation with another person. Young children also need rich social experiences to develop their skills in interacting with other people, even without using words. Too much screen time limits the time left in the day for children to engage in social activities. It is recommended that children under the age of 2 do not have any screen time and that children over the age of 2 have very little, such as 10 minutes per day.