Stage 3: Communicating With Purpose
- Tamara Gonzalez-Scheulov
- Jun 22
- 5 min read
Updated: Aug 3
How Toddlers Learn to Talk Series
By Tamara Gonzalez-Scheulov, M.S., CCC-SLP
In Stage 3 of The Little Chatterbox Framework, toddlers begin communicating with purpose—also known as intentional communication.
During this stage, toddlers begin to:
Understand words and follow simple directions
Use sounds, gestures, and imitation
Initiate communication to share their wants, needs, and interests
Together, these foundational communication skills support first words, early language development, and meaningful interactions with others.
1) Understands Words & Follows Directions
This pre-verbal skill is all about how children understand what you say. This is called receptive language.
Children often need to build strong receptive language skills before they can begin to use those words to communicate.
Tip 1: Keep Directions Short & Simple
Say one step at a time: “Get shoes.” Pause. Then: “Now get hat.”
Tip 2: Use Routines to Teach
Incorporate simple one step directions into your daily routines.
“Throw it away.”
“Time for bath.”
“Shoes on.”
Tip 3: Repeat Important Words Throughout the Day
Choose a few everyday words, like more, go, help, open, or all done, and use them often during routines and play. Repeating the same meaningful words across many different moments helps children learn what they mean and makes it easier for them to use those words over time.
Tip 4: Provide Visual Cues
Point, show the object, use pictures, or simple AAC visuals when helpful.
Tip 5: Make it Playful
During play, model a variety of vocabulary, including action and location words: in, on, under, go, jump, splash, etc.
2) Uses Sounds, Gestures & Imitation
Before children use first words, they communicate through sounds, gestures, facial expressions, and imitation.
These early communication skills help children learn that their actions have meaning and that communication gets a response from others.
What This Can Look Like
Babbling while handing you a toy
Making sounds to keep a game going
Vocalizing and looking at you for more
Pointing to something they want while looking at you
Tip 1: Model Fun Sounds
Use fun sound effects like animal sounds, “vroom,” “uh-oh,” “pop,” or “mmm. ”Say “uh-oh!” when something drops or “mmm!” during snack.
Tip 2: Imitate Your Child
If they make a sound or action, copy it. Imitation teaches children that communication is a back-and-forth interaction.
Tip 3: Pair Gestures with Words
Wave and say “hi,” point and say “look,” tap your chest and say “me.” You can also model a few simple baby signs like more, all done, or help. Gestures such as pointing, waving, and showing often develop before spoken words and support early language development.
Tip 4: Use Predictable Scripts.
Repeat short, familiar phrases during play or daily routines, then pause to let your child fill in the blank.
Examples:
“Ready, set… go!”
“1, 2… 3!”
“1, 2, 3… "wee!” (on a swing or down a slide)
Predictable verbal routines help children anticipate language and create natural opportunities to participate.
Tip 5: Celebrate and Respond to All Attempts
Every look, reach, point, gesture, sound, or babble is an opportunity for communication. Responding consistently teaches children that their communication is meaningful and encourages them to keep trying.
3) Initiates Communication
Initiating communication means your child starts an interaction by looking, reaching, pointing, gesturing, vocalizing, or bringing something to share. Learning to initiate communication is an important step toward first words and conversation.
Adults are great at anticipating needs, but if we respond too quickly, children have fewer opportunities to communicate.
The sweet spot:
Don’t jump in immediately (they don’t need to communicate)
Don’t wait too long (they get frustrated)
Aim to wait until they’re almost communicating—then help and reward.
Tip 1: Watch, Wait, and Respond Quickly
Look for small signals (eye gaze, reach). Fast, positive responses reinforce the idea that “when I try to communicate, people listen!”
Tip 2: Create Communication Opportunities
Set up moments where your child needs to start the interaction—pause a favorite activity, put a toy just out of reach, or give only part of what they need and wait.
Tip 3: Use Expectant Pauses
An expectant pause is a brief moment of waiting that gives your child an opportunity to communicate. During songs, games, or play (e.g., "Ready, set..."), pause and wait for a look, sound, gesture, or word before continuing. These pauses create natural opportunities for your child to take a turn and communicate.
Tip 4: Acknowledge communication attempt even when the answer is “no.”
Treat every attempt to request as meaningful. Even when the answer is no, acknowledge what your child is asking for (“You want the scissors”), then redirect (“That’s not safe - let’s use this play-dough tool instead”). This teaches your child that initiating communication works.
Why Early Communication Skills Matter
These early communication skills teach children two powerful lessons:
1) My actions, gestures, and sounds have meaning.
2) Communication changes what happens next.
When responsive adults notice, wait, and respond, children learn that communication is meaningful and worthwhile. These everyday interactions build confidence, encourage intentional communication, and lay the foundation for first words, language development, and meaningful conversation.
Signs Your Toddler May Need Extra Support
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, developmental specialist, or early interventionist for individualized guidance.
The Little Chatterbox Framework
For Early Communication
Congratulations! You've reached the final article in the Learning to Talk series.
Communication development is a journey, and every child continues to learn and grow through everyday interactions, play, and meaningful relationships.
If you'd like to continue learning, explore more evidence-based articles, parent guides, and practical strategies in our Parent Resources.
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About the Author
Tamara is the owner of Little Chatterbox, LLC and an SLP with experience across early Intervention, private practice, and school-based settings. Tamara's approach combines evidence-based practice with play, connection, and family-centered coaching.
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.
Receptive Language
American Speech-Language-Hearing Association. (n.d.). Communication milestones. ASHA. Retrieved from https://www.asha.org/public/developmental-milestones/communication-milestones/
Centers for Disease Control and Prevention. (2022, February 18). Learn the signs. Act early: Developmental milestones. U.S. Department of Health & Human Services. Retrieved from https://www.cdc.gov/act-early/milestones/index.html
Imitation
Fenson, L., Marchman, V. A., Thal, D. J., Dale, P. S., Reznick, J. S., & Bates, E. (2007). MacArthur–Bates Communicative Development Inventories: User’s guide and technical manual (2nd ed.). Paul H. Brookes Publishing.
Fenson, L., Dale, P. S., Reznick, J. S., Bates, E., Thal, D. J., & Pethick, S. J. (1994). Variability in early communicative development. Monographs of the Society for Research in Child Development, 59(5, Serial No. 242). https://doi.org/10.2307/1166093
Feldman HM. How Young Children Learn Language and Speech. Pediatric Review, 2019 Aug;40 (8):398-411. doi: 10.1542/pir.2017-0325.
Ingersoll, B. (2010). Teaching social communication to children with autism: A practitioner’s guide to parent training and a manual for parents. The Guilford Press.
Gestures
Iverson, J. M., & Goldin-Meadow, S. (2005). Gesture paves the way for language development. Psychological science, 16(5), 367-371.https://doi.org/10.1111/j.0956-7976.2005.015
