A toddler may point, bring you a shoe, use a familiar word or make a sound that only the family understands. These moments give you something to respond to. Supporting communication does not require a subscription or constant questions. This guide helps you make room for everyday exchanges, include your family’s languages and raise concerns with useful information.

Notice the communication already happening

Choose an ordinary routine and watch what your child is trying to share. Are they requesting help, showing something interesting or asking to repeat a game? Respond to the meaning as well as the words. A gesture or sound can start an exchange without becoming a quiz.

You might say “You found the sock” while helping with dressing or name the vehicle your child points at. Keep the response connected to the moment. There is no need to narrate every movement all day or turn silence into a sign that you are not doing enough.

Leave space for a response. If you ask a question, pause instead of answering it immediately and asking several more. Choose a moment when neither person is trying to complete another task in a hurry.

Use books as a shared activity

The Canadian Paediatric Society encourages reading, speaking and singing from early life. For toddlers, pointing at pictures, naming familiar things and allowing the child to participate make books interactive. A short attention span does not mean the activity has failed; follow interest rather than requiring every page in order. [1]

Keep a few sturdy books where you sit together. If your child repeatedly returns to one page, talk about that page. You might relate it to a real event: “That dog looks like the one we saw outside.” Borrowing from a library can give variety without a large purchase.

A book can travel between caregivers with a note about a favourite picture or phrase. Ask relatives to read or tell stories in their own comfortable style. The goal is a shared exchange, not identical pronunciation or a performance for an adult audience.

Keep your family’s languages

CPS supports talking, singing and telling stories in the languages that are comfortable for your family. Children exposed consistently to more than one language can learn those languages. You do not need to abandon a home language to provide meaningful conversation or connection with relatives. [1]

Make a practical plan that reflects who spends time with the child. One adult may tell stories in Arabic, another may use English, and childcare may have a different language environment. Explain this background to anyone assessing communication rather than presenting only the words heard in one setting.

Choose books, songs and family stories you enjoy. A grandparent’s familiar story can be useful even without a printed translation. Do not buy a programme because it promises a particular language outcome by a birthday. Ask a qualified speech-language professional about individual concerns.

Make play conversational

Try a small activity that leaves room for turn-taking: put a block in a container, pause, and see what your child does next. Follow their interest and add a few relevant words. If they move to another activity, you can follow rather than insisting the language game continue.

Use words for actions and requests during routines: open, more, help, stop, wash. Model the phrase while responding appropriately; do not withhold an essential care need until your child says it correctly. A family can encourage communication while still meeting the child’s needs promptly.

Give another caregiver two or three examples of words or gestures the child uses. This may prevent frustration during a handover and helps the adult recognise an attempt to communicate. Update the note when the meaning changes rather than building a permanent label around an early pronunciation.

Avoid turning progress into a public comparison

A list of another child’s words does not show their whole development. Keep observations about your own child specific and private. A short note may include what they understand, how they communicate needs and which languages they hear.

If someone says “just wait” but you remain concerned, you can still request an assessment. Equally, an online checklist cannot diagnose a condition. Use observations to begin a conversation with a qualified professional rather than assigning a label yourself.

Ask about hearing and development when concerned

HealthLink BC lists reasons to seek assessment, including no consistent words by eighteen months, no word combinations by twenty-four months, limited interest in communication or concerns about hearing and understanding. These signs need professional interpretation. A loss of previously acquired abilities at any age should be addressed immediately, rather than waiting for the next milestone. [2]

Contact your child’s provider or local speech-language service to ask about referral and access. Bring examples from all languages and caregivers. Ask whether hearing assessment or another developmental review is appropriate, what to do while waiting and when to follow up if no appointment arrives.

A week of small opportunities

• Share one book or familiar story without requiring completion.
• Pause during a favourite song for the child to join in however they can.
• Respond to pointing and requests during everyday routines.
• Invite relatives to use their comfortable languages.
• Write down a concern and arrange a conversation rather than repeatedly checking an app.

The useful measure is whether you are making room for connection and responding to concerns. You do not need to turn family life into a continuous lesson.

General education for parents and caregivers. These guides do not assess your child or replace care from a qualified professional. For advice about your pregnancy or child, contact your care team.