LaChone Pitchford, MA/CCC-SLP

"Communication Is The Key", LLC

LaChone Pitchford, MA/CCC-SLP

Chicago Speech Therapy Services

Contact Me Today

Phone: 7735177669

4455 S King Drive, Suite 100
Chicago IL 60653


Hearing/Understanding and Talking Milestones

Hearing/Understanding Talking
0 – 3 Months
  • Startles to loud sounds
  • Quiets or smiles when spoken to
  • Seems to recognize your voice and quiets if crying
  • Increases or decreases sucking behavior in response to sound
  • Makes pleasure sounds (cooing, gooing)
  • Cries differently for different needs
  • Smiles when sees you
4 – 6 Months
  • Moves eyes in direction of sounds
  • Responds to changes in tone of your voice
  • Notices toys that make sounds
  • Pays attention to music
  • Babbling sounds more speech-like with many different sounds, including /p/, /b/ and /m/
  • Vocalizes excitement and displeasure
  • Makes gurgling sounds when left alone and when playing with you
7 – 12 Months
  • Enjoys games like peek-o-boo and pat-a-cake
  • Turns and looks in direction of sounds
  • Listens when spoken to
  • Recognizes words for common items like “cup”, “shoe,” “juice.”
  • Begins to respond to requests (“Come here,” “Want more?”)
  • Babbling has both long and short groups of sounds such as “tata upup bibibibi.”
  • Uses speech or non-crying sounds to get and keep attention
  • Imitates different speech sounds
  • Has 1 or 2 words (bye-bye, dada, mama) although they may not be clear
1 – 2 Years
  • Points to a few body parts when asked
  • Follows simple commands and understands simple questions (“Roll the ball,” “Kiss the baby,” “Where’s your shoe?”)
  • Listens to simple stories, songs, and rhymes
  • Points to pictures in a book when named
  • Says more words every month
  • Uses some 1-2 word questions (“Where kitty?” “Go bye-bye?” “What’s that?”)
  • Puts 2 words together (“more cookie,” “no juice,” “mommy book”)
  • Uses many different consonant sounds of the beginning of words
2 – 3 Years
  • Understands differences in meaning (“go-stop,” “in-on,” “big-little,” “up-down”)
  • Follows two requests (“Get the book and put it on the table.”)
  • Has a word for almost everything
  • Uses 2-3-word “sentences” to talk about and ask for things
  • Speech is understood by familiar listeners most of the time
  • Often asks for or directs attention to objects by naming them
3 – 4 Years
  • Hears you when call from another room
  • Hears television or radio at the same loudness level as other family members
  • Understands simple, “who?,” “what?,” “where?,” “why?” questions
  • Talks about activities at school or at friends’ homes
  • People outside family usually understand child’s speech
  • Uses a lot of sentences that have 4 or more words
  • Usually talks easily without repeating syllables or words
4 – 5 Years
  • Pays attention to a short story and answers simple questions about it
  • Hears and understands most of what is said at home and in school
  • Voice sounds clear like other children’s
  • Uses sentences that give lots of details (e.g. “I like to read my books”)
  • Communicates easily with other children and adults
  • Says most sounds correctly except a few like /l/, /s/, /r/, /v/, /z/, /ch/, /sh/, /th/
  • Uses the same grammar as the rest of the family

Oral-Motor, Feeding, and Speech Development Milestones

Childrens' speech development milestones

34 Weeks Gestation to Full Term (40 Weeks Gestation)

  • Is developing oral-motor coordination to begin bottle or breast-feeding, including a suck-swallow rhythm

0 – 5 Months

  • Takes nutrition primarily through breast milk or formula from a bottle
  • Begins to explore rattles and toys orally
  • Begins to bring hands to the mouth
  • Makes cooing and gurgling sounds during play
  • Cries in a manner that is purposeful and communicative

5 – 8 Months

  • Begins accepting spoon feeding of semisolid foods, such as stage 1 or 2 jar foods or baby cereals
  • Sometimes displays munching pattern with thicker jar foods
  • Begins sitting in a high chair
  • Produces emerging babbling and sound play
  • Holds a bottle and tips it accordingly to receive liquid
  • Begins to use cup around 8 Months with an adult holding the cup and tipping slowly

8 – 12 Months

  • Begins to eat soft-solid foods and some first finger foods and to produce more noticeable up and down movement of the jaw during chewing
  • Picks up and puts to mouth foods such as Cheerios, soft vegetables cut into pieces, and small pieces of toast
  • Is becoming adept at closing lips on a spoon to clear the food off
  • Holds a spoon (will not necessarily feed himself, but will hold and experiment with his or her own spoon)
  • Begins eating cold and warm foods of varying temperatures
  • Tolerates massaging of gums
  • Produces increased drooling with emergence of teeth
  • Continues to mouth objects

12 – 15 Months

  • Starts to hold the cup and take a few sips on his own
  • May begin drinking from a juice box with a straw
  • Blows on a simple and easy instruments or infant blow toys
  • Starts to hold the spoon and get it to his or her mouth with lots of mess
  • May be able to take a bite of a sandwich when it is held by an adult
  • May drool less, even with teeth emerging
  • May continue to mouth toys, but becomes more selective
  • Is introduced to the concept of toothbrushing

15 Months – 2 Years

  • Is pretty independent with mealtime in terms of feeding self, using utensils, and drinking from a cup or straw
  • Should be able to request foods or choose foods when given options
  • May have favorite foods
  • Tolerates foods of all temperatures
  • Has vocabulary of at least 50 words and starts to put two words together
  • Imitates adult’s words and facial expressions

3 – 5 Years

  • Eats independently
  • Participates in mealtime routines at home and at school
  • Is willing to try new foods on a limited basis
  • Is able to blow bubbles and age-appropriate whistles and blow toys
  • Produces speech and language that is similar to that of an adult with occasional articulation, grammer, or syntax errors
  • Is able to imitate rapid oral-motor movements and up to three-syllable words
  • Is able to chew gum when taught in an appropriate manner
  • Brushes teeth independently