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Language Milestones by Age

Children communicate long before their first word. Smiling, crying, pointing, and babbling are all communication, and they're the groundwork that words are built on.

This guide shows what most children understand and say at each age from 12 months to 5 years, based on milestones from the American Speech-Language-Hearing Association (ASHA) and the CDC.

Two ways to count words

Ask how many words a toddler should say and you'll hear different answers, because there are two common ways to measure it:

  • The milestone is the number about 90% of children have reached by that age. Pediatricians usually go by this one.
  • The average is the number about 50% of children have reached. Speech-language pathologists often look at this, along with the full range.

At 2 years, for example, the milestone is 50 words but the average is 200 to 300. The timeline shows both. A word count on its own never decides whether a child has a delay; it's one of the things an SLP looks at, alongside how well your child understands and gets their needs across. Read more on our blog: How many words should my kid be saying?

How old is your child?

Pick an age to jump to it.

  1. 12 months

    1 word90% of children say at least this many

    2–6 words50% of children say this many

    Understanding

    • Turns to look when you call their name.
    • Pauses or stops when you say "no".
    • Responds to simple words and phrases, like "bye-bye".

    Talking

    • Says a first word or two, like "mama", "dada", or "hi".
    • Points, waves, and shows or hands you things.
    • Copies your sounds and games, like peekaboo or blowing kisses.

  2. 15 months

    Understanding

    • Looks at a familiar object when you name it.
    • Follows a direction when you say it and gesture, like holding out your hand for a toy.

    Talking

    • Tries a word or two besides "mama" or "dada", like "ba" for ball.
    • Points to ask for something or to get your help.

  3. 18 months

    10 words90% of children say at least this many

    50 words50% of children say this many

    Understanding

    • Follows a one-step direction without a gesture, like "Give it to me".
    • Looks around when you ask "where" questions, like "Where’s your blanket?"
    • Points to at least one body part.

    Talking

    • Says at least three words besides "mama" or "dada".
    • Shakes their head for "no" and nods for "yes".
    • Babbles in long, speech-like strings mixed with real words.

  4. 2 years

    50 words90% of children say at least this many

    200–300 words50% of children say this many

    Understanding

    • Follows two-step directions, like "Get your shoes and bring them here".
    • Points to pictures in a book when you name them.
    • Points to at least two body parts when asked.

    Talking

    • Puts two words together, like "more milk" or "go outside".
    • Uses words like "me", "mine", and "you".
    • Uses words to ask for help.

  5. 2½ years

    200 words90% of children say at least this many

    450 words50% of children say this many

    Talking

    • Names things in a book when you point and ask "What’s this?"
    • Combines words with an action word, like "doggie run".
    • Uses words like "I", "me", and "we".
    • Uses some plurals and -ing words, like "birds" or "eating".

  6. 3 years

    250 words90% of children say at least this many

    1,000 words50% of children say this many

    Understanding

    • Answers simple questions, like "What do you do when you’re sleepy?"
    • Says what’s happening in a picture, like "running" or "eating".

    Talking

    • Has a short back-and-forth conversation, at least two turns each.
    • Asks "who", "what", "where", and "why" questions.
    • Says their first name when asked.
    • Is understood by others most of the time.

  7. 4 years

    Understanding

    • Understands location words, like "inside", "on", and "under".
    • Answers "what is it for?" questions, like "What is a coat for?"

    Talking

    • Uses sentences of four or more words.
    • Tells you about something that happened during their day.
    • Retells a story from a book or show.
    • Is understood by most people, most of the time.

  8. 5 years

    Understanding

    • Follows simple rules to play a game.
    • Understands words for time, like "yesterday" and "tomorrow".
    • Answers simple questions about a story after hearing it.

    Talking

    • Tells a story, heard or made up, with at least two events.
    • Keeps a conversation going for more than three turns each.
    • Uses longer, grammatically correct sentences.
    • Recognizes or makes simple rhymes, like "cat" and "hat".

Good to know

  • Gestures count. Pointing, waving, nodding, and signing are all ways of communicating.
  • If your child is learning more than one language, count the words they know in all of them.
  • How clearly your child says their words is a separate skill. See speech sounds by age and our guide to phonological processes.

When to talk to a speech-language pathologist

  • Your child isn’t reaching several of the milestones for their age.
  • Your child has stopped using words or skills they used to have.
  • Your child seems to understand much less than other children their age.
  • You’re worried for any reason. You know your child best.

You don't need to wait and see. We offer free phone consultations: talk with one of our speech-language pathologists about what you're hearing and whether an assessment makes sense.

Ask about a free consultation

Sources

  • American Speech-Language-Hearing Association. Communication Milestones: Birth to 5 Years.
  • Centers for Disease Control and Prevention. Learn the Signs. Act Early. Milestone Checklists.
  • Nicolosi, L., Harryman, E., & Kresheck, J. (2006). Terminology of Communication Disorders (5th ed.). Lippincott Williams & Wilkins.
  • Owens, R. E. (1996). Language Development: An Introduction (4th ed.). Allyn & Bacon.
  • Rescorla, L. (1989). The Language Development Survey: A screening tool for delayed language in toddlers. Journal of Speech and Hearing Disorders, 54(4), 587–599.