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You can read more information about speech and language development for children aged 2 to 4 years to give you an idea about what your child should be doing between the ages of 2 and 4 years.

If you're concerned about your child's speech and language you could:

• talk to your child's nursery or early years setting
• talk to your health visitor
• attend a 'Talking Walk-in' drop in session with a speech and language therapist – 
• get in touch with 
• find out about Family Learning courses available in libraries that are focused on topics including literacy, parenting, routines, transition to school etc

There are lots of groups around ������ϲ�����ͼ�� you can go to with your child to read stories, sign songs and listen to nursery rhymes. ������ϲ�����ͼ��'s Library Services have lots of groups around the county as well as schemes to give free book packs to children aged 0 to 4 years. These include:

• bounce and rhyme sessions in every library (21 libraries) to support speech and language development and reading for pleasure
• story times and holiday activities focused around literacy
• wide range of books for children to support starting school
• wide range of books to support parenting e.g. potty training, sleep patterns etc
• summer reading challenge during the summer holidays for 4 to 12 year olds and under fives

There are also some tips on the  around reading with your child

gives free books to every child in England and Wales at two key stages before school. The programme also gives free packs for children with additional needs, tips and guidance on reading together, resources and activities and much more.

As the world's first national book-gifting programme, Bookstart aims to encourage a love of books, stories and rhymes in children from as young an age as possible.

In ������ϲ�����ͼ��, your pre-schooler will receive their special gift envelope when they are 4 years old, from their early years setting or library

I will begin to understand:

• two main ideas in a sentence e.g. “give the apple to teddy”
• basic actions
• simple stories with pictures
• “who, what, where” questions used in everyday situations

I will begin to:

• use two word phrases
• use at least 50 words (objects, actions, people)
• use my own name
• ask “what’s this?”, “where’s?”

My speech may still be very unclear at the moment.

I will begin to understand:

• simple ideas about time, place and colour
• most everyday words and actions
• what objects are used for e.g. “what flies in the sky?”

I will begin to:

• use three to four word phrases
• use words related to past events e.g. “me falled over”
• use the following sounds: p m b n d t w

My speech may still be unclear and I may still miss off sounds at the ends of words.

I will begin to understand:

• three main ideas in a sentence e.g. “give daddy the little ball”
• words like “in, on, under, big and little”
• some “why” questions

I will begin to:

• use four or more words in a sentence
• use words like ‘and’ to link words together
• use words like “I, he, she” (when I am nearly three and a half)
• use plural words e.g. “cats”
• talk about past and present activities
• use the following sounds: k g h f s y

My speech is becoming clearer.

I will begin to understand:

• four main ideas in a sentence e.g. “the man is walking up the big hill”
• “when” questions
• story sequences

I will begin to:

• use five to eight words in a sentence
• ask lots of ‘wh’ questions
• use language for a variety of reasons
• retell favourite stories
• use a lot more vocabulary
• play make believe games
• use words like “I will, I’m going to…”

I will now be able to talk clearly.

1. talk about what you can see
2. follow your child’s lead and talk about what they are doing
3. turn off the TV and set aside at least five minutes a day to play together
4. use short, simple, clear language
5. when your child talks, repeat back what they have said and add a little more language
6. encourage your child to play turn-taking games
7. give your child a choice eg “do you want a biscuit or an apple?”
8. if your child has a dummy, take it out
9. avoid using lots of open questions such as “what’s this?”, talk about what is happening
10. praise your child’s attempts at talking and avoid correcting them