The teacher stops you at pick-up and says, “We notice that your child is not speaking as much as the other children.” Your heart drops. At home, your child says a few words, sings parts of favourite songs or pulls you towards what they want. You may immediately think, “But my child does talk. Maybe the teacher has not spent enough time with them.”

That reaction is understandable. A comment about development can feel personal, as though someone is judging your child or your parenting. However, the teacher’s observation is not a diagnosis and it is not a final conclusion. It is one piece of information from a setting that places different communication demands on your child.

The most useful response is neither panic nor dismissal. It is to find out exactly what the teacher has observed, compare it with what happens at home and decide whether your child needs more time, closer monitoring or further professional input.
 

For that reason, the question should not only be, “How many words can my child say?” Parents can also observe:

• Can my child show me what they want?
• Can my child understand and follow simple instructions
• Does my child join group activities or play with other children?
• Does my child call or show me when they see something interesting?
• Is my child using more words or clearer ways to communicate than before?

What parents can do now

Start with simple, responsive communication. Get close to your child’s level, follow what interests them and use short phrases that are slightly above what they currently say. If your child says “car,” you might respond, “Red car” or “Car is moving.” If they reach for bubbles, model “More bubbles” and pause briefly, accepting a look, gesture, sound or word as an attempt.

Create opportunities to communicate, but do not deliberately frustrate the child. Offer a choice between two visible items. Pause during a familiar song. Put a desired item in sight but not immediately in hand, then help the child communicate. Respond warmly to attempts instead of correcting every sound.

Reading together is useful when it feels interactive. Comment on pictures, imitate actions and connect the story to the child’s life. You do not need to finish every page or ask questions after every sentence.

When should parents seek further advice?

Consider speaking to a qualified healthcare or child-development professional if communication concerns are persistent, progress appears limited, your child loses skills previously used, frequently seems not to hear, has difficulty understanding familiar language or cannot communicate basic needs. Hearing should be considered because a child may respond to some sounds while still having difficulty hearing speech clearly.

Seeking advice does not mean accepting a label. Screening helps identify areas that may need closer assessment or support; it does not by itself diagnose autism, language disorder or another condition. Depending on the concern, a doctor, developmental paediatrician, audiologist, speech-language therapist or other qualified professional may be appropriate.

How early support may help

Early support should be based on the child’s actual needs, not only on a diagnosis. For one child, the priority may be functional requesting. For another, it may be understanding instructions, taking turns, joining play or coping with classroom routines. Clear goals allow families and educators to look for meaningful change in daily life rather than vague promises to “improve speech.”

At Lullabee Puchong, an initial discussion or screening can help the team understand the concerns reported at home and school and explain whether the programme appears suitable. Where a concern falls outside the centre’s scope, parents should be guided towards an appropriate qualified professional.

Frequently asked questions

Does late talking always mean autism?

No. Speaking later than expected can have different explanations, and one sign alone cannot diagnose autism. A broader assessment considers communication, social interaction, play, behaviour, development and health history.

Should I wait until my child turns four?

Age alone is not a good reason to ignore a persistent concern. If both parents and teachers notice limited progress or communication is affecting daily life, seeking advice earlier can provide clarity.

Is using two languages causing the delay?

Growing up with more than one language does not by itself cause a language disorder. A multilingual child may distribute vocabulary across languages. Concerns should be considered across all languages the child understands and uses.

Can teachers diagnose speech delay or autism?

Teachers can document classroom observations and recommend further consultation. Diagnosis must be completed by appropriately qualified professionals.

Next step

If a teacher has raised a concern and you are unsure what it means, collect a few specific examples from school and home. You may then WhatsApp Lullabee Puchong to discuss an initial developmental screening and find out whether our Early Intervention Programme (EIP) matches your child’s current needs.