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 5 top tips video to find out more about how you can help.

If you need to make 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 referral 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 understanding 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 understanding. A child’s understanding is always considered alongside the child’s other milestones, like walking and cognition. 

Speech and Language Therapists do not work with children whose difficulty is understanding in English when they are understanding as expected in their first language. Speech and Language Therapy support multilingual children when they have difficulties with understanding in all of their languages.

Speech and Language Therapy might look like –

• a Speech and Language Therapist assessing a child’s understanding 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 receptive language beyond Reception age, they might be supported by the Specialist Advisory Teaching Team for Speech and Language

Cumberland Specialist Advisory Teaching Team

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