What speech & language therapy actually is
Speech and language therapy is the work of helping a child communicate. Not just talk — communicate. That distinction matters: a child with no spoken words can communicate beautifully, and a child with hundreds of words can struggle to.
The therapy spans a wide range. For a 2-year-old not yet using words, it might mean building the foundations — joint attention, imitation, the first sounds. For a 5-year-old whose speech is hard to understand, it might mean articulation work. For a 9-year-old who struggles to follow conversations, it might mean pragmatic language — turn-taking, reading social cues, understanding what’s said and what’s meant.
Our job is to figure out which kind of work your child needs, and to do it in the way they can take in.
Who speech therapy is for
You might be reading this if:
- Your child is 2 or older and has fewer words than you expected
- Their speech is hard to understand — for you, for teachers, for other children
- They have words but struggle to put them into sentences
- They speak well but struggle in conversation — interrupting, going off-topic, missing the point
- They are non-verbal, and you want to explore both spoken and alternative communication options
- A school, paediatrician, or family member has flagged speech or language as a concern
A speech delay isn’t always a sign of something else. Sometimes a child is just a late talker. An assessment helps tell you which.
What a speech session looks like
Sessions are usually 45 minutes. The shape of the work depends on what we’re targeting.
For a young child building foundational language, it often looks like play — songs, picture books, structured games chosen to elicit specific sounds or word combinations. For an older child working on articulation, it’s more focused — mirror work, sound drills, increasingly complex word and sentence practice.
For children using or learning Augmentative and Alternative Communication (AAC) — picture systems, communication boards, speech devices — the session integrates the device into real conversation, not just practice.
How we approach speech therapy
Communication first, speech second. The goal isn’t to make a child sound a certain way. It’s to give them a way to be understood — and then to expand that. For some children, that means spoken words. For some, that means a device, signs, or pictures alongside speech. We follow what works.
Senior-led, child-paced. A senior speech therapist owns the plan. The pace is set by the child’s nervous system, not by a schedule. We don’t push past where the child can engage.
Parent involvement is non-negotiable. Speech generalises only if it lives outside the session room. Your therapist will give you specific, do-able things to bring into daily routines — meals, bath, the car ride home.
What you can expect
Pace. Speech work is slow at first and often visible later. A child can spend weeks on foundations that look like nothing, and then language opens up. We hold the line on the foundations.
Reports. Detailed written progress reports go home regularly. They name targets, progress, and what’s coming next.
PTMs. Senior-led, on cadence.
What we don’t promise. A timeline for “first words” or “clear speech.” We promise the right work, in the right order, with senior eyes on it.
Frequently asked
My child is 2 and barely speaking. Is something wrong? Maybe. Maybe not. Some children are late talkers and catch up on their own. Some need help. The only way to know is an assessment — which is itself often reassuring even when nothing is wrong.
Should I worry about screen time? Heavy screen use can absolutely affect language development in young children. It’s worth looking at, but it’s almost never the only factor. We’ll ask about it as part of understanding your child’s day.
Will my child need to learn sign language or use a device? For most children, no. For some, yes — and those tools, used well, support spoken language rather than replace it. Research is clear on this. If your child might benefit from AAC, we’ll talk through it together.
What if my child speaks two languages at home? Bilingual children develop language at the same rate as monolingual children. They may have fewer words in either language at a given moment, but their total vocabulary is the same or larger. Don’t drop a language to “help” — it almost never does.
Will I be in the session? Often, especially with young children. Parent participation is part of how language transfers. With older children, sessions are usually parent-out.