Understanding
When we talk about understanding we mean how children understand the environment and the words that are used. Sometimes it's called comprehension or receptive language.
Usually children develop their situational understanding first. This means they can understand the situation based on context clues and the routine. For example, if you put your coat and shoes on your child will understand you are going outside.
When children start understanding words they will begin by understanding single words. This is often the words they hear most and that are supported by context clues for example drink, nappy, bye bye.
As understanding develops children will start to understand longer and more complex sentences. They also develop their understanding of question words like what, who and where.
It’s easier for children to understand language associated with things they have experienced. Language that is connected to more abstract ideas, such as time and because sentences, take longer to develop.
Many children grow up in multi-lingual homes. This should be celebrated; understanding more than one language is an amazing skill to have. There is no evidence that learning more than one language at the same time makes it any more difficult in the long term.
What you might notice if your child would benefit from support with their understanding skills
Your child might:
- find it tricky to follow instructions
- look like they copy what other children are doing
- give unrelated responses to questions
- seem like they are ignoring you or look confused
How you can help
Check out our Five Top Tips Video to find out more about how you can help:
Our advice leaflets contain lots of helpful information and ideas of things you can try at home to help.
Understanding - 5 Top Tips [PDF 211KB]
Recommended links
You might also find the following trusted websites helpful:
Family Corner: The importance of parents’ involvement in their children’s learning
Speech and Language UK: Information for multilingual families
What we can offer
Advice service
You can speak to one of our Speech and Language Therapists via our advice service. We can make suggestions about what might help and answer any questions you might have.
Our advice service is open every Thursday 9.30am to 12.30pm.
Tel: 01228 608177
Email: CumbriaCommmunicates@ncic.nhs.uk
Advice and support sessions
We run online advice and support sessions for parents and carers. A few may be helpful for your child.
These sessions include information on:
- how children learn to understand language
- what children might find difficult when trying to understand
- strategies to support children with understanding
To book a place email: SLTCumbriaTraining@ncic.nhs.uk
Making a Request for Support
Anyone, including parents and carers, can request support from Speech and Language Therapy. You can do this via our Request for Support Form.
The support we offer is always tailored to the needs of your child. Some children benefit from individualised support, others benefit from support in their environment. Speech and Language Therapy support children with their talking where there is an impact on their
- making friends
- learning
- joining in at home and at school
- making choices and responding to change
Some children need more time to develop their talking. A child’s talking is always considered alongside the rest of their milestones, like walking and cognition.
Speech and Language Therapy do not work with children whose difficulty is with talking in English when they are talking as expected in their first language. Speech and Language Therapy support multilingual children when they have difficulties with talking in all their languages.
Speech and Language Therapy might look like:
- a Speech and Language Therapist assessing a child’s talking through play
- a language assessment in clinic to look at strengths and needs
- a Speech and Language Therapist visiting their setting, or home
- coaching with our Speech and Language Therapy Assistants
- recommendations and strategies for practice at home and in their setting
- an explanation of strengths and needs and how these can be supported
When a child continues to have difficulty with their expressive language beyond Reception age, they might be supported by the Specialist Advisory Teaching Team for Speech and Language.
Cumberland Specialist Advisory Teaching Team for Speech and Language
Westmorland and Furness Specialist Advisory Teaching Team for Speech and Language
We discharge at a point when:
- adults around the child are confident supporting their continued communication development
or
- the child is Year 1 and above and has continued receptive language needs. A child's school need to make an onward referral to a Specialist Advisory Teacher for Speech and Language
or
- progress means they are able to successfully follow instructions and participate in activities