As a toddler and/or preschool teacher, you hear lots of different children say lots of new words every day BUT you have likely noticed some children seem to have perfectly clear speech while others are taking longer to say their sounds correctly. It can be hard to know what’s typical!
As a pediatric speech therapist that provides supports in child cares every week, I am often asked, “Is their speech development on track?”
The good news: speech sounds develop in a fairly predictable progression. (Children will still vary in which sounds come in when — but there's a typical path.) This guide will help you recognize what's expected at each age, what's worth a closer look, and how to support both children and families with confidence.
Before we talk about sounds, it helps to clear up two words that get used as if they mean the same thing but actually mean two totally different things.
Speech is how we say things. It's the physical act of producing sounds: getting the lips, tongue, and voice to work together to form words clearly. The sounds we'll talk about in this guide (like /k/, /r/, and /th/) all fall under speech.
Language is what we say and understand. It's the words themselves and the meaning behind them — a child's vocabulary, how they put words into sentences, how well they understand what's said to them, and how they use words to connect with others.
Here's why the difference matters in your classroom:- A child can have strong language but still-developing speech — a big vocabulary and long sentences, but hard to understand because their sounds aren't all in yet.
- A child can have clear speech but delayed language — every sound crisp, but only a handful of words.
They're related, but they're not the same. This guide focuses on speech sounds — the articulation piece. If a child's understanding or use of words seems behind, that's a language question.
Here's a general guide to when sounds are typically mastered.
Seeing how certain sounds develop at different ages means we expect children to simplify words and make errors when they are learning to talk. Its normal!
Because sounds come in over several years, we expect young children to
simplify words and make errors while they learn to talk. It's normal!
We call these developmental errors — predictable errors that fit a child's age and improve naturally over time.
The key question isn't "Is this child making errors?" (they all do) — it's "Are these errors expected for this age?"
2 year old says, “Want tootie pwease” (Want cookie please)
- We don’t expect them to have the /k/ or /l/ sound yet (/k/ comes around 3 and /l/ around 4) so they simplify these sounds- It’s typical!
3 year old says, “I dot a wed one!” (I got a red one)
- We expect a child to have /g/ by the end of 3 (so this is still ok) and we don’t expect them to have the /r/ sound yet (that comes around age 5), so they simplify the /g/ to /d/ and /r/ to /w/. It’s typical!
4 year old says, “It’s over dare, by da bafwoom” (It’s over there, by the bathroom).
- We don’t expect a 4 year old to say the /th/ sound until 5 and 6 so they simplify it to /d/ and /f/. We also don’t expect /r/ yet. It’s typical!
Remember- We call these types of errors developmental errors. They are expected errors within a child's development and typically improve with age. This is also why knowing which sounds children typically can say at each age is so important for early childhood educators. It gives you confidence to know when a child’s speech is on track and helps you support families in making decisions about when to seek extra help, such as an early intervention referral.
3 year old says, “I unt uh-a-uh peate” (I want banana please)
- We expect a child to have /w/ /b/ and /n/ by the end of 2 (and this child is 3) so this is not typical. It’s ok they didn’t say the /l/ or /s/, we don’t expect that until 4. We would want to talk to the parents and share some resources.
4 year old says, “My tar is dibin on a pish” (My car is driving on a fish).
- We expect a 4 year old to say the /k/, /ing/, and /f/ sounds so this is not typical. It’s ok they said /d/ for /dr/ and /b/ for /v/, we don’t expect those sounds yet.
You're often the first person to notice a delay or atypical development.
Here are some "look fors" that it's worth encouraging a family to talk with their pediatrician or refer to Early Intervention:- The child is much harder to understand than other children the same age.
- The child is missing sounds expected for their age (use the chart above).
- The child is frustrated, gives up, or avoids talking because they aren't understood.
- The child has lost words or skills they previously had. )
- A family member is already concerned. Parent concern alone is a good reason to take a closer look.
A helpful reminder for families: In the U.S., evaluations are free. Children under 3 can be evaluated through Early Intervention and children 3 and older through their local school district.
This is often the hardest part for early childhood education teachers but you can do it in a way that does not jeopardize your relationship with the family:
1. Lead with what you observe. "I've noticed Mia is hard to understand when she's talking about something at home and I don't have any context" lands very differently than "I think Mia has a speech problem."2. Be specific and factual. Share what you actually hear, with examples.
3. Frame an evaluation as information. Share with families that their taxes pay for it and they should take advantage of this support to get answers.
4. Avoid things you can't promise. "They'll grow out of it" feels kind, but it can delay help a child could benefit from now.
5. Set them up with resources. Let families know who to contact, and that earlier support tends to be easier and more effective.
Earn required training hours toward your professional development requirements! As an IACET-approved organization, our continuing education is recognized and accepted across many states, so your time counts toward the hours your program already needs.
What's the difference between speech and language?Speech is how sounds are produced and language is what words mean and how they're used. A child can be strong in one and still developing in the other.
At what age should a child say all their speech sounds correctly?
Most children have mastered nearly all their sounds by age 5–6. Later sounds like /r/ and /th/ are often the last to fall into place, so don't expect them early.
Is it normal for a 3-year-old to be hard to understand sometimes?
Yes, a 3-year-old is typically about 75% intelligible to a familiar listener. Some unclear moments are expected but if you are consistently having a difficult time understanding them, share your observations with families.
Will a child just "grow out of" speech errors?
Many developmental errors do resolve on their own. But when a child is behind for their age, earlier support is easier and more effective than waiting. Remember my moto, refer and see- don't wait and see.
Can an early childhood education teacher refer a child for speech therapy?
For children under 3, you can make an Early Intervention referral. For children 3 and older, only the parent can make a referral. No matter their age, you can absolutely encourage families to seek a free evaluation and guide them to the right contact.
