When should a parent or teacher be concerned about a child's phonological production?

A child's phonological production should be closely monitored, particularly as they develop language skills in their early years. By the end of the first year, most children are expected to begin producing recognizable sounds and words, which is an important milestone in speech development. Parents and teachers should be aware of this timeline because delays or atypical patterns in sound production can indicate a need for further evaluation or intervention.

Focusing specifically on phonological development, if a child has not begun to produce sounds or recognizable words by the end of this critical period, it may signal underlying issues that could affect their future language and communication skills. Thus, being concerned at this stage encourages proactive engagement to support the child’s language development.

As children progress beyond the first year, such as by the end of the second year or at age six, there are established norms for phonological development that help gauge whether a child is on track, but initial concerns ideally arise much earlier if foundational skills are not being established. The emphasis on the end of the first year highlights the importance of early intervention, which can be crucial for a child's language acquisition journey.