By Rebeca Schvartzman, SLP, reg. CASLPO – Talk & Bloom®

 

Many parents wonder:

• “How many words should my child be saying?”
• “Is my toddler talking enough?”
• “Should I be worried about a speech delay?”

These are some of the most common questions parents ask about speech and language development.

The good news is that children develop language at different speeds. However, there are general milestones that help us understand whether speech and language are developing as expected.. This blog explains how many words children typically say at different ages, what is considered typical, and when it might be helpful to seek support.

Difference Between Milestone and Average

Before looking at the numbers, it helps to understand two important terms: Milestone and Average.

A milestone indicates when most children (about 90%) reach a particular skill. It represents the minimum expected level of development.

For example:

About 90% of children say at least one word by 12 months of age.

An average represents what about 50% of children can do by a certain age. It gives us a picture of what typical development often looks like.

For example:

About 50% of children say around five words by 12 months of age.

Important points to remember:

• Missing a milestone it may be a sign that the child needs extra support and may warrant further evaluation.
• Being below the average means a child is in the lower half of the typical range and may still be developing normally.

Understanding the difference between milestones and averages is important. Confusing the two can lead parents to believe a child is “on track” when they may need additional support.

What Counts as a Word

When children are learning to talk, their words do not always sound like adult words.

It is important to understand what speech-language pathologists (SLPs) count as a word when measuring vocabulary.

SLPs typically count the following as words:

• Real words like “dada” and “mama”.
• Words in other languages
• Word approximations = simplified or partial versions of words such as “ba’ for ball, “mo” or “mah” for more, “wawa” for water, “nana” for banana, “tat” for cat.
• Vehicle/Animal Sounds like “moo” for cow, “kak”/quack for duck, “vroom” for car, “choo-choo” for train.
• Social words, sound effects, & fun expressions like “weee” for down or slide, “boom” for fall, “uh-oh”, “oops”, “yay”, “bye” or “ba”, “hi”.
• Baby signs & gestures like “all done”, “help”, or “more’, and ‘pretend to eat’ to mean eat, ‘tap on the chair’ to mean sit.
• Numbers & letters = if the child says “two” to request for ‘two cars’, it counts as a word. If the child is rote counting or reciting the ABCs, then it does not count as a functional word (although it is still useful information to share with the SLP).

How SLPs Decide if Something Counts as a Word

SLPs usually look for three key factors when deciding whether something counts as a word.

1. Intention

Is the child using the word to communicate something?

We consider questions such as:

-Is the word used  in the correct context?

-Does the child use it in more than one situation?

For example, a child says “ba” for ball when:

• Playing with a ball
• Seeing a ball in a book
• Noticing a ball at the park

Even if the pronunciation is not perfect, the word can still count if the meaning is clear.

When the child uses a word in different situations, it suggests that the word is part of their active vocabulary, rather than something they said once.

If the word appears only once or twice, SLPs may wait to see if the word appears again before counting it as part of the child’s vocabulary. In that case, the word may be considered part of their developing or emerging vocabulary.

Example:

A toddler says “wa” for water:

Early stage

Says it once during snack

Developing

Says it at snack several days

Established word (part of functional vocabulary)

Says it at snack

Says it seeing a cup

Says it when thirsty during play

2. Consistency

Does the child use the word the same way each time?

Consistency shows that the child has connected the word with a specific object, action, or idea.

For example:

“Ba” always refers to ball

“Wa” always refers to water

“Opa” always refers to open

If the word changes meaning each time it is used, it usually does not count as a word yet.

3. Independence

Does the child use the word without being prompted?

SLPs usually count words when they are used spontaneously, rather than only copied someone else.

Imitation is an important step in language learning, but words typically count when they are used independently.

For example:

Count as a word

Child sees a cow and says “cow”

Does not count yet

Parent says “Say cow”

Child repeats “cow”

Why This Matters

Understanding what counts as a word helps parents and professionals more accurately estimate a child’s vocabulary size.

Vocabulary growth is an important part of speech and language development and can help identify whether a child is progressing as expected or may benefit from additional support.

How Many Words Should My Child Say?

Children’s vocabulary grows rapidly during the first five years of life.

While every child develops at their own pace, research shows that most children reach certain vocabulary milestones within predictable age ranges.

Children’s vocabulary grows rapidly during the first five years of life.

While every child develops at their own pace, research shows that most children reach certain vocabulary milestones within predictable age ranges.

The table below shows vocabulary milestones and averages from 12 months to 5 years of age

Vocabulary Growth: Milestones vs Average Number of Words

 

AGE	MILESTONE (90% of children)	AVERAGE (50% of children)
12 months	1 word	5 words
15 months	3 words	10 words
18 months	10–20 words	50+ words
24 months (2 years)	75–100 words + 2-word combinations	250–300 words
30 months (2½ years)	200–300 words	~450 words
36 months (3 years)	250–350 words + 3-word sentences	~1,000 words
42 months (3½ years)	350–500 words	~1,200 words
48 months (4 years)	~1,000 words	1,500–1,600 words
54 months (4½ years)	~1,600 words	1,900–2,000 words
60 months (5 years)	~1,900 words	2,200–2,500 words

 

Important Reminder

Vocabulary size is only one part of language development.

Children also need to develop skills such as:

• Understanding what others say
• Social interaction
• Emotional regulation
• Play
• Speech sound development
• Grammar
• Focus and attention
• Imitation
• Memory and problem-solving

All these abilities work together to support strong communication.

When Should Parents Seek Advice?

Consider speaking with a speech-language pathologist (SLP) if your child:

• Is not babbling or using gestures by 12 – 15 months
• Is not saying words by 15 -16 months
• Says fewer than 24 words at 18 – 20 months
• Has fewer than 40 words at 21 – 24 months
• Uses fewer than 100 words at 2 – 21/2 years and is not combining two words
• Is not using 3-word sentences by age 3
• Has persistent difficulties with sentence structure or pronunciation by ages 4 – 5
• Is consistently difficult for others to understand
• Shows frustration when trying to communicate
• Has difficulty understanding simple instructions
• Stops using words or social skills at any age
• Shows little interest in communicating

If you are wondering whether your child is talking enough, speaking with a speech-language pathologist (SLP) can provide reassurance, practical strategies, and support if needed.

Early questions are always welcome – and early support can make a meaningful difference.

At Talk & Bloom®, we support children and families in building strong communication skills through personalized, evidence-based therapy.

If you would like support for your child’s language development, contact us today for a free consultation.