Before Words: Pre-verbal Skills That Help Kids Start Talking - Part 2
- Tamara Gonzalez-Scheulov
- Sep 7
- 12 min read
Updated: 2 days ago
Before children begin to talk, they go through a stage of development where they learn how to connect, engage, and interact with others without using words.
These foundational abilities are called prelinguistic skills, and they play a vital role in preparing children for speech, language, and social communication. When we nurture these early skills, we’re helping children take the first steps toward expressing themselves and being understood.
This three-part blog series explores the foundational prelinguistic skills that prepare kids for talking. These skills are widely recognized across the field of early intervention, and many play-based assessments look closely at them when evaluating a child’s early communication and social development.
To make this information easier for parents and caregivers to follow, I’ve organized the prelinguistic skills into three developmental themes:
Part 1: Becoming Socially Connected
Reacts to the environment
Responds to people
Takes turns during interaction
Part 2: Building Engagement and Attention
Develops sustained attention
Shifts and shares joint attention
Engages in functional, purposeful play
Part 3: Moving Toward Intentional Communication
Understands early words and follows simple directions
Vocalizes with intent
Imitates actions, gestures, sounds, and words
Uses early gestures like waving or pointing
Initiates and maintains interaction with others
If you missed Part 1 of this three part blog series, you can catch up here:
Building Engagement & Attention
In the second part of this series, we’ll focus on three prelinguistic skills that help children deepen their engagement and attention.
Together, these skills support the ability to stay connected during play, share attention with others, and learn through interaction and exploration.
Develops Sustained Attention
When we think about attention, we often imagine a child sitting still and listening. But attention isn’t just about being quiet or following adult directions. For toddlers and preschoolers, sitting still can be especially challenging because their bodies are still learning how to stay regulated. For them, attention is less about quiet compliance and more about being actively engaged. This ability to stay engaged depends on something deeper - a child’s ability to feel organized, regulated, and in sync with their body.
Occupational therapist Dr. Jean Ayres was one of the first to highlight this connection, describing sensory integration as the brain’s ability to take in, organize, and respond to information from the senses in ways that support everyday life and learning. Later, Dr. Winnie Dunn introduced the idea of sensory profiles, showing that children experience and respond to sensory input in different ways.
Understanding your child’s sensory profile is key to supporting sustained attention. Children need their bodies to feel organized and regulated before they can focus and stay involved in play and interaction for longer periods.
4 Sensory Patterns in Young Children
SLP Tips: How to Encourage Sustained Attention
Use Movement to Spark Engagement.
A few minutes of jumping, bouncing, or spinning can “wake up” your child’s body and brain, making it easier for them to play, follow directions, and copy your words. Try alternating quick bursts of movement with short periods of focused play to keep their energy and attention regulated.
Tailor Sensory Input to Support Back-and-Forth Engagement
Adjusting sensory input helps your child’s body feel “just right,” making attention easier to sustain.
If Your Child Is Constantly on The Move
Try offering appropriate play-based opportunities for movement, like sit and spin toy, see-saw toy, rocking chair, or mini trampoline. You can start with active play like animal walks, climbing cushions, or mini obstacle courses. Then, gradually shift to interactive people games that build shared attention, such as peek-a-boo, chase-and-freeze, or rolling a ball back and forth.
If Your Child Tends to Withdraw or Becomes Easily Overstimulated
Try shared reading in a cozy corner, gentle rocking together, or singing a calm, familiar song. A soft, sensory-friendly space, like one with dim lighting, cozy textures, weighted lap pad, and simple visuals, can set the stage for interaction. Try noise cancelling headphones to dull sounds, especially in noisy environments to avoid potential meltdowns.
If Your Child appears Low-Energy or Disengaged
Try energizing activities that activate the body and senses, like swinging, jumping, rolling on a therapy ball or bouncing on a mini trampoline.
Build on Predictable, Repetitive Routines
Familiar routines create a steady rhythm that helps children stay regulated, organized, and engaged. You can build attention through simple play routines like peek-a-boo, We’re Going on a Bear Hunt, or saying “ready, set, go!” before a jump.
Once the steps are familiar, add a playful twist such as a silly verse, an extra action, or a longer pause to gently stretch attention.
Daily caregiving routines also work when paired with a verbal routine or phrase. For example, during snack you might sing, “I like to eat, apples and bananas.” Then pause so your child can chime in with a sound, gesture, or word. Eventually you can up the ante by offering two snack choices to keep them motivated and involved.
Shifts and Shares Attention
What Is Joint Attention?
Joint attention is when a child and caregiver share focus on the same thing such as a toy, an activity, or an event. Think of it as a triangle of attention with three points: the child, the
caregiver, and the object or event. True joint attention happens when all three are actively involved.
It’s not enough for a child to play with a toy while a parent talks about it. For it to count as joint attention, the child must include the adult. For example, by making eye contact, glancing at the object, using gestures, showing expressions, or making sounds.
When children can both respond to and initiate joint attention, they are better able to tune in to language, connect with others, and learn through shared experiences.
Two Sides of Joint Attention
There are two key ways children engage in joint attention:
Responding to Joint Attention:
The child notices what you’re looking at and joins in. For example, you point to a balloon, and the child follows your gaze or looks at the balloon too.
Initiating Joint Attention:
The child draws your attention to something. For example, they might point to a dog and look at you as if to say, “Look!”.
What It Looks Like
Why It Matters
Joint attention is one of the most important skills for early communication, but it can also be one of the hardest to teach if a child isn’t demonstrating it naturally.
If your child is struggling to master joint attention, consider reaching out to a speech-language pathologist (SLP) for support and guidance.
SLP Tips: How to Encourage Joint Attention
SHAPE EYE CONTACT
Be Face to Face When Interacting.
Get down on your child’s level and hold a favorite toy or object close to your face so they look at both you and the object. You can also lean in front of them during everyday routines, like when they’re in a highchair or on the changing table so they naturally see your face.
Wait expectantly.
After you’ve drawn attention to the toy or object, pause for a few seconds and give your child the chance to look at you. Lean in slightly, raise your eyebrows, or smile as if you’re “waiting for something.” This gentle, playful pause creates space for your child to notice your face before you hand over the toy.
Provide positive reinforcement.
The moment your child establishes even brief eye contact, immediately hand over the toy or give a joyful response. This teaches them that looking at you is part of how the game works and leads to something they want.
Try playful exaggeration.
Big smiles, silly faces, or funny sounds can make your face more interesting to look at. If your child enjoys it, use these playful exaggerations to invite eye contact. If they seem uncomfortable or overstimulated, keep your expressions softer and gentler instead.
Why it matters:
Consistent eye contact builds the “social loop” needed for shared attention and later word learning.
SUPPORT RESPONDING TO NAME
Make it playful.
Call your child’s name during peek-a-boo, singing, or hide-and-seek, and reward them with a smile, tickle, or favorite toy when they look.
Pair with a verbal or play routine.
Say your child’s name right before something exciting (“Emma… ready, set, go!”) or weave it into a favorite game like peek-a-boo (“Charlie, where are you? Peek-a-boo!”) or chase. This helps your child’s name become associated with fun, anticipation, and connection.
Use a two-adult game.
One adult plays with the child while the other calls their name from nearby. The adult who is playing can gently pause, guide the child to notice the caller, and celebrate when the child looks up. Over time, this helps the child treat their name as an important “cue,” just like any other event in the environment.
Start small.
Begin in quiet, low-distraction settings. Once your child consistently looks when called, gradually practice in busier places like the park or playgroup.
Why it matters:
Responding to name is one of the earliest markers of joint attention. It shows that a child is learning to notice and connect with others, which is an important foundation for communication and learning.
ENCOURAGE EARLY GESTURES
Model showing.
Hold up a toy near your face and say, “Look, my car!” Smile and respond warmly when your child shows you something, even briefly.
Practice sharing.
If your child brings or offers you a toy, join in with enthusiasm: “Thank you for sharing the ball with me!” Expand the interaction by rolling it back and forth, trading toys, or handing blocks. Each exchange shows your child that including you makes play more fun.
Model pointing often.
Point to pictures in a book, objects across the room, or things outdoors, pairing your gesture with simple words like “Look!” or “Ball!” Instead of guiding your child’s hand, add your gesture alongside theirs. If your child reaches for bubbles, point too and say, “Bubbles! You want bubbles!”
Celebrate all gestures.
Clapping, waving, showing, or reaching all count. Respond with enthusiasm so your child learns that gestures are a fun way to get your attention and share experiences.
Why it matters:
Researchers describe early gestures like showing, giving, and pointing as important ways children learn to share attention with others. These early gestures are powerful predictors of language growth.
Engages in Functional, Purposeful Play
Play is more than just fun for young children. Play is the primary way children explore, learn, and build the foundation for communication.
As children grow, the way they play changes. Developmental researchers have shown that play follows predictable patterns, moving from simple exploration to more complex, social, and imaginative activities.
Here are some of the key forms of play seen in the toddler and preschool years.
Forms of Play
Exploratory (Sensorimotor) Play
What it is: Exploring objects with senses by mouthing, banging, shaking, dropping.
Purpose: Learn what objects are and do through sensory exploration.
Language link: Vocalization and sound play emerge here, laying the foundation for babbling.
Relational Play
What it is: Exploring how two objects go together (stacking, nesting, clapping, shape sorters).
Purpose: Discover simple relationships.
Language link: Babbling emerges and develops, laying the foundation for first words.
Functional Play
What it is: Using objects as intended (rolling a car, feeding self, drinking from cup). Includes big-body play like climbing or throwing.
Purpose: Practice cause-and-effect, problem-solving, and coordination.
Language link: Receptive vocabulary grows as children connect words to actions and objects. First words often emerge.
Symbolic (Early Pretend) Play
What it is: Using objects in pretend ways (block as phone, feeding a doll, tucking in a toy).
Purpose: Build imagination and abstract thinking.
Language link: Vocabulary grows toward 50+ words and early two-word combinations (“more juice,” “go car”).
Constructive Play
What it is: Creating something new (towers, puzzles, art, sandcastles).
Purpose: Experiment with building and problem-solving.
Language link: Descriptive words like colors, size words (big, little), and action words (build, fall) , along with simple two-word combinations.
Pretend/Dramatic Play
What it is: Imaginative role play (cooking, store, “teacher”).
Purpose: Build abstract thinking, social understanding, and storytelling.
Language link: Role-play dialogue develops, with past and future tense.
Socio-dramatic/Cooperative Play
What it is: Shared pretend play with peers (house, superheroes, store).
Purpose: Practice cooperation, perspective-taking, and storytelling.
Language link: More complex sentences and sequenced stories (“First we went shopping, then we cooked dinner”).
Functional play happens when children use objects and toys for their intended purpose. Instead of only mouthing, banging, or shaking, they roll a car across the floor, stack blocks into towers, or push buttons to make a toy work. Functional play also includes physical activities such as swinging, climbing, or throwing and kicking balls. Through this kind of play, children strengthen cause-and-effect thinking, coordination, and early problem-solving skills.
Why Functional Play Matters
Functional play bridges the gap between simple exploration and more complex pretend play. It also lays the groundwork for communication by linking language to real-life actions and events (for example, “car go,” “block fall,” or “swing high”). Because of this, functional play is considered a powerful foundation for both learning and communication.
SLP Tips: How to Encourage Functional Play
JOIN IN AND PLAY
The best learning happens in play. To make the most of playtime, try playing your child’s way by following their lead. The Hanen Centre offers many strategies to help parents support communication during play. Here are five of the most effective strategies you can start using:
Follow your child’s lead.
Even if your child isn’t using toys the “expected” way yet, notice what they’re doing and join in. If they’re banging blocks, bang your blocks too. This helps your child see you as a play partner and lays the groundwork for functional play. Once you’re connected, you can model new ways to use the toy, like stacking the blocks or rolling a car.
Observe, Wait, and Listen (OWL).
Watch closely to see how your child is exploring. Maybe they’re banging blocks or mouthing a spoon. By pausing and waiting, you learn what interests them most and give them space to show you how they want to play.
Join in at their level.
Hold your own toy or prop to show you’re truly part of the play. If your child is rolling a car, grab another car and roll it alongside them. If they’re drumming on a pot, get your own “drum” and join in. Having your own toy makes it clear you’re part of the play, not just watching.
Add playful language.
As your child explores, talk about what’s happening in short, fun bursts: “Bang, bang!” “Car roll!” “Jump!” Using simple words or sound effects links actions to language and makes it easier for children to connect words with objects and actions.
Take turns to keep the play going.
Match your child’s pace and keep your turns short. Sometimes silently counting to 10 helps give them time to respond. Every gesture, sound, or look is a turn. You can also cue them to take a turn by leaning in, widening your eyes, smiling, or pointing to what’s caught their interest.
GET OUT AND PLAY
Outdoor play offers endless opportunities for functional play and language learning.
Slides, swings, balls, buckets, and sticks all encourage children to explore what objects can do. Rolling a ball down a hill, filling and dumping sand, or climbing and sliding all give children hands-on practice with cause-and-effect, problem-solving, and turn-taking.
As you and your child play together, add simple words like “up,” “roll ball,” or “down slide!” so your child links actions with language.
OFFER A VARIETY OF TOYS AND OBJECTS
Different toys and household items give children chances to explore new ways of playing and problem-solving. You don’t need to buy every toy on the market. Rotating just a few at a time keeps things fresh. Many functional play opportunities come from everyday items like cups, spoons, boxes, or scarves.
Need help picking toys that encourage development?
Why These Skills Matter
Building engagement and attention are the building blocks for learning. When children can stay connected to people and play for longer stretches in developmentally appropriate ways, they notice more, imitate more, and practice the back-and-forth rhythm of interaction.
These moments of sustained engagement create the foundation for understanding and using language, as well as for building relationships. By nurturing your child’s ability to stay engaged, you are helping them take important steps toward intentional communication.
What if my child isn’t showing these skills yet?
If your child is older than 12 months and not yet showing many of these early communication skills, consider reaching out to a speech-language pathologist for individualized guidance.
Additional Parent Resources:
If you’d like to take a deep dive on some of the topics covered today, here are some highly recommended parent-friendly books:
The Out of Sync Child, By Carol Kranowitz
Living Sensationally: Understanding your Sense, By Winn Dunn
It Takes Two To Talk, By Elaine Weitzman
These links are Amazon affiliate links. Proceeds will go toward the Little Chatterbox Toy Fund, which helps provide new play materials for therapy sessions.
References
Prelinguistic Skills
Mize, L. (2017). Let’s talk about talking: Ways to strengthen the 11 skills all toddlers master before words emerge. Teach Me To Talk.
Sustained Attention and Sensory Integration
Ayres, A. J., Parham, L. D., & Mailloux, Z. (2005). Sensory integration and the child: Understanding hidden sensory challenges (25th anniversary ed.). Western Psychological Services.
Dunn, W. (2001). The sensory profile: User’s manual. Psychological Corporation.
Routines and Sensory Regulation
Fiese, B. H., Tomcho, T. J., Douglas, M., Josephs, K., Poltrock, S., & Baker, T. (2002). A review of 50 years of research on naturally occurring family routines and rituals: Cause for celebration? Journal of Family Psychology, 16(4), 381–390.
Parham, L. D., & Mailloux, Z. (2010). Sensory integration and the child: 25th anniversary edition. Western Psychological Services.
Spagnola, M., & Fiese, B. H. (2007). Family routines and rituals: A context for development in the lives of young children. Infants & Young Children, 20(4), 284–299.
Joint Attention
Bruner, J. (1975). The ontogenesis of speech acts. Journal of Child Language, 2(1), 1–19.
Scaife, M., & Bruner, J. (1975). The capacity for joint visual attention in the infant. Nature, 253(5489), 265–266.
Carpenter, M., Nagell, K., & Tomasello, M. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 63(4), i–174.
Play
Fromberg, D. P., & Bergen, D. (Eds.). (2015). Play from birth to twelve: Contexts, perspectives, and meanings (3rd ed.). Routledge.
Pellegrini, A. D. (Ed.). (2011). The Oxford handbook of the development of play. Oxford University Press.
Greenspan, S. (1999). Building Healthy Minds: The Six Experiences That Create Intelligence and Emotional Growth in Babies and Young Children. Cambridge, MA: Da Capo Press.
