Skill· 20mo–2.5y· 3 min

Words Coming!

A three-part conversational observation session targeting expressive language milestones at 20–32mo. Turn 1 probes object naming and word clarity. Turn 2 observes naturally occurring two-word combinations and clothing item identification. Turn 3 tests song phrase imitation, animal sound imitation, and whether the child requests help using words or pointing. Covers eight oral language milestones across WHO GSED and CREDI frameworks.

Start voice activity

Opens a guided voice session in TogetherTime.

What you'll need

Lay out 4–6 familiar small objects on a table or floor. Keep the sock, shoe, and hat nearby. Have a tight-lid jar ready for the help-requesting probe at the end.

How it works

  1. 1~45s

    Hold up the objects one at a time and ask: 'What's this?' Don't give any hints — just wait. Try all 4–6 objects. Tell me: how many did your child name? Were the words clear enough for a stranger to understand, or more like approximations that only you recognise? And did they name them when asked, or only when showing them to you spontaneously?

    Watch for: Child names 4 familiar objects when shown

  2. 2~60s

    Two things for this turn. First, over the next few minutes of normal play and interaction, listen for any two-word combinations — things like 'more milk', 'daddy go', 'big dog'. You don't need to elicit them; just notice. Second: lay out the sock, shoe, and hat. Point to your child and say 'where's your child's hat?' — then sock and shoe. Does your child identify all three? Tell me.

    Watch for: Child spontaneously produces sentences with 2 words combined

  3. 3~45s

    Three quick probes. First: start a familiar song — 'Wheels on the Bus', 'Twinkle Twinkle', whatever your child loves — and pause before the last word of a phrase. Does your child try to fill it in or hum along? Second: make an animal sound and wait — 'moo!' then pause. Does your child moo back? Try a cow, dog, and cat. Third: give your child the tight-lid jar (or something they wants but can't reach) and wait without helping. Does your child ask for help — with a word, a phrase, or by pointing at you and the jar together? Tell me what happened.

    Watch for: Child tries to repeat sounds or words from a familiar song

What this develops

Visual example

Coming soon