When I ask parents about their little one's development, the most common concern I get in response is:
They don't know their colors/numbers/shapes/letters yet!
I also have parents frequently say to me like:
"We have been working on our numbers at home!"
"He knows all his letters! Let me show you!"
"He can label shapes!"
"She calls blue, purple! How do I help her?"
Here's my hot take...
As a Speech-Language Pathologist,
I really don't care about colors, numbers, shapes, & letters
*gasp*
To explain why, let me begin with a quick summary of the developmental milestones for these colors, numbers, shapes, & letters (let's call these CNSL).
When Do These Concepts Develop?
Colors
Around 18 months of age, children begin to develop the ability to recognize different colors
By 3 years old, most children can name at least one color
By 4 years old, a child should be able to label most of their basic colors
(Tangible Play, 2021)
Shapes
Around 30 months (2 1/2 years), children begin to understand and recognize basic shapes (e.g., square, circle)
At 3 years, they will be able to identify a range of shapes (e.g., square, rectangle, circle, and triangle with a beginning understanding of ovals, hearts, stars, and diamonds)
(Youthland Academy, 2022)
Numbers
Most children can rotely name their numbers (1-10) by age 2; however, this does not mean they understand the concept.
Children typically begin understanding the concept of numbers by 2-4 years of age.
Most children can pair numbers with their written numerals by 3-4 years of age.
(Speech Blubs, 2020)
Letters
Most children learn to recognize letters between ages 3 and 4.
Children typically recognize the letters in their name first
At age 5, most kindergarteners begin to make sound-letter associations, such as knowing that “apple” starts with the letter A.
(Scholastic, 2021)
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Why SLPs Don't Work on Colors, Numbers, Shapes & Letters
A speech-language pathologist (SLP)'s job is to:
Ensure that a child is reaching their developmental speech and language milestones
Support a child's functional language development & communication needs
Develop a strong language foundation within the critical years of language development
Many young children who require intervention are not yet demonstrating the ability to effectively and functionally communicate. This means that they are not able to get their basic wants and needs met (ex. communicate that they are hungry, what food they want to eat, where they are hurt, or what toy they want to play with).
Functional language should always be the first priority.
Early intervention will look different for every child, but the general idea is to:
Ensure they have the vocabulary and language knowledge to understand what is being said to them.
Support them in using this language to communicate with others.
Establish a preferred method of communication. This can often look different for every child, especially those within neurodiverse populations. It is not uncommon for these children to prefer alternatives to verbal communication, such as core boards, picture communication, or signing.
The bottom line is:
No only is targeting CNSLs with a 2-year old not functional, but it is also not developmentally appropriate.
If a child cannot communicate that they are hungry or need to use the bathroom, I frankly don't have any interest in whether they can label a square.
Let's pause. I don't mean for this to sound harsh. My goal is simply to emphasize why CNSLs are not the focus of language therapy, especially in early intervention. There are often far more important, functional, and developmentally appropriate skills that need to be addressed.
Furthermore, intervention is provided when a child demonstrates a significant need for support because they are not where they are expected to be developmentally. If their brain is not expected to have developed these concepts yet based on their chronological age, then targeting these concepts is not appropriate.
So Who Works on CNSLs, Then?
Surely, they need to learn these concepts at some point.
Please don't get me wrong, there is certainly a time and place for learning about CNSLs.
Parents
Parents work tirelessly to facilitate their child's development and expose their young child to the world. Many parents enjoy exposing their children to CNSL concepts pretty early on. In many cases, this is because they believe that teaching their children these concepts early on will make them more successful when they begin school. Drilling these concepts is also reinforced to parents by toy companies who COVER baby and toddler toys in ABC, 123! (Mize, 2008).
While there is absolutely nothing wrong with exposure in the home, it is important to be mindful of when a child is expected to develop understanding of CNSLs and not to display frustration when the child is not getting it right away. Be aware that just because you begin targeting this skill at 18 months, does not necessarily mean that the child will develop it earlier than is developmentally expected.
Their brain is likely not ready... and that is A - O K!
(Ha. Did you like my letter joke? ...Moving on...)
It is even more important to recognize when your child is not functionally communicating, and work with your speech-language pathologist on ways to address these needs prior to putting energy into overloading the child with academic vocabulary they aren't developmentally ready for.
Pre-School Teachers
In addition to getting this exposure at home with their parents, they will certainly get exposure to academic vocabulary (CNSL) from their teachers at pre-school! Don't stress if your child is not achieving these concepts quite yet or when they begin school. With repeated exposure and practice, it will click. Keep in mind that just because these concepts don't click right away, doesn't mean they won't be academically successful.
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Autistic Children
While neurotypical children often do not demonstrate an interest in CNSLs until they are developmentally ready, autistic children typically demonstrate a strong interest from a young age.
Autistic kids are often very interested in CNSLs because they demonstrate visual strengths. These children often enjoy activities such as labeling magnetic letters as they line them up, repetitively completing shape puzzles, labeling colors, or counting objects! (Treffert, 2021). Another consideration is that autistic children may sometimes exhibit characteristics of hyperlexia.
Hyperlexia = "Advanced and unexpected reading skills and abilities in children beyond what is developmentally expected at their chronological age" (Treffert, 2021).
A hyperlexic child typically demonstrates a strong interest in letters and numbers and enjoys manipulating them. They often begin reading at a very young age, memorizing signs and license plates, and enjoy memorizing configurations of letters and numbers (Treffert, 2021).
My kid is autistic and loves CNSLs... So how do I move away from them and toward functional language?
Short answer—
You don't have to move away from them!
I know. Right now you're like... but you just sai... didn't you jus? ... What is going on?!
Allow me to explain.
Overloading a neurotypical child with CNSL concepts because you want them to learn these concepts is one thing. Typically, there is no true interest there from the child. On the other hand, an autistic, or otherwise neurodiverse, child may demonstrate a genuine interest in CNSLs.
When an autistic child demonstrates a genuine interest in CNSLs alongside limited functional language, this is a great opportunity to use their interest in CNSLs to facilitate development of their language skills. Attempting to divert their attention away from their interests is not likely to lead to improved connection, language skills, or increased communication.
*Side note: There are times where neurotypical children will demonstrate an "interest" in CNSL. There are certainly instances where this interest is sincere. However, consider the possibility that if you are giving your young child praise for engaging with CNSL, it is likely that they are demonstrating interest in your validation, praise, attention, and connection, and perhaps not a true interest in the concepts.
...
So what do we do?
Use what they love and are interested in to facilitate functional language & communication as well as develop an intrinsic desire to communicate!
Here are some ideas to get you started:
If your child enjoys magnetic letters or numbers, get your child moving and bring them outside! Watch A go "up, up, up" the stairs and down the slide. Include exclamatory words, "Wee!", "Go A!" or model some functional language gestalts, "Ready, set, go!", "Let's go again!", "My turn!". Provide some descriptive words or actions, "Go fast A!", "B is jumping!", "D is hanging. Oh no, don't fall D!".
If your child enjoys shapes, engage in a shape puzzle. Sing about what they are doing to their favorite tune or song (make it up!), or engage in parallel talk about what they are doing (ex. "Circle is on", "Square is off!").
If your child enjoys labeling things by colors, simply expand. For example, if they point to a red crab and say "Red", repeat it back and expand, "Yes, red crab!" you can even take it further, "Pinch, pinch, pinch crab!" while you pretend to pinch them!
Remember, the goal is flexible & spontaneous communication
& the path to get there is following your child's lead.
Working on CNSL will likely not improve functional communication for a neurotypical child who has not developed these concepts and/or demonstrates no interest in it.
However, using CNSL in therapy as a tool to expand language & functional communication could be a GREAT tool for a neurodiverse child who demonstrates a strong interest in these concepts.
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Sources:
Treffert, D. (2021). Hyperlexia in children. SSM Health Treffert Center. Retrieved from:
Mize, L. (2008). Beyond Colors, Letters, and Numbers….. Expanding Your Child’s Vocabulary. Teach me to Talk. Retrieved from:
Youthland Academy (2022). When and How to Teach Your Toddler about Colors and Shapes. Retrieved from: https://www.youthlandacademy.com/blog/teach-toddler-colors-shapes/#:~:text=The%20most%20prevalent%20age%20for,%2C%20triangle%2C%20and%20rectangle).
Speech Blubs (2020). When Do Kids Start Counting to 10? Retrieved from: https://speechblubs.com/blog/toddler-activities-learning-numbers/#:~:text=Children%20don't%20actually%20start,often%20see%20this%20during%20playtime.
Scholastic (2021). FAQ: Your Reading Child. Retrieved from:
https://www.scholastic.com/parents/books-and-reading/reading-resources/developing-reading-skills/faq-your-reading-child.html#:~:text=Q%3A%20How%20old%20should%20a,letters%20in%20their%20name%20first.
Tangible play (2021). When Do Kids Learn Colors?. Retrieved from: https://www.playosmo.com/kids-learning/when-do-kids-learn-colors/
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