Wondering if what you’re seeing is “normal” or worth a closer look? Here are some of the situations parents come to us with. Find the one that sounds like your child — then take the next small step.
These are illustrative examples, not real children. Every child is unique, and a few signs on their own don’t mean there’s a problem. The only way to really know what your child needs is a gentle assessment — but these examples can help you decide whether it’s worth a conversation.
Around 2 years
My 2-year-old isn’t really talking yet — should I worry?
What parents often notice
Fewer than around 50 words, or not putting two words together
Understands you well but says very little back
Uses pointing, pulling or crying instead of words
What might be going on
Many late talkers simply need a boost, but some have an underlying speech or language delay. The reassuring part is that this is one of the most treatable areas — and the earlier you start, the faster children usually catch up.
How we’d usually help
We’d start with a gentle, play-based assessment to see whether it’s a delay, and rule out hearing as a cause. Then short, fun sessions plus simple things for you to do at home to draw the words out.
My child talks a lot but strangers can’t understand them
What parents often notice
Says “wabbit” for “rabbit”, “tup” for “cup”, or drops sounds
Family understands, but teachers and others often don’t
Getting frustrated when not understood
What might be going on
This usually points to an articulation or phonological difficulty — the ideas and words are there, but certain speech sounds aren’t coming out clearly yet. Some sound errors are normal at certain ages; others are worth addressing.
How we’d usually help
An assessment shows which sounds are affected and whether it’s expected for the age. Therapy then teaches the tricky sounds through play, games and lots of encouragement.
My child avoids eye contact, lines up toys and repeats phrases
What parents often notice
Limited eye contact or response to their name
Repeating words or lines from cartoons (echolalia)
Lining up toys, spinning things, or big reactions to change
What might be going on
These can be early signs of autism — though every autistic child is different, and some children show a few of these without being autistic. What matters is understanding your child, not labelling them.
How we’d usually help
A developmental assessment builds a clear picture of your child’s strengths and needs. From there, support may include speech, our autism program and simple strategies that make daily life calmer for the whole family.
My child can’t sit still, won’t focus and is very impulsive
What parents often notice
Constantly on the go, struggles to wait or take turns
Finds it hard to finish tasks or follow instructions
Behaviour is affecting learning or friendships
What might be going on
When activity and attention are well beyond typical toddler energy and affect daily life, it’s worth looking at attention and behaviour more closely — sometimes this is ADHD, sometimes it overlaps with other needs.
How we’d usually help
We look at what’s driving the behaviour and build focus, self-regulation and positive routines through behavioural support — while coaching you on strategies that work at home and school.
My child melts down at loud sounds, textures or busy places
What parents often notice
Covers ears, refuses certain clothes or food textures
Seeks lots of movement, spinning or deep pressure
Meltdowns (not tantrums) when overwhelmed
What might be going on
This often reflects a sensory processing difficulty — the brain is over- or under-responding to everyday sights, sounds, textures and movement, which affects behaviour and comfort.
How we’d usually help
Occupational therapy and sensory integration help your child’s system feel more regulated, and we build a simple “sensory diet” of activities into the day so they can cope and take part more comfortably.
My child is bright but really struggles with reading and writing
What parents often notice
Reading and spelling are far harder than other subjects
Messy, effortful handwriting or reversed letters
Bright and capable, yet falling behind at school
What might be going on
A specific learning difficulty such as dyslexia or dysgraphia can make reading, spelling or handwriting hard despite a child being clever in other ways. It’s about how they learn, not how able they are.
How we’d usually help
Assessment pinpoints the specific gaps, then remedial teaching and occupational therapy build the skills — often with an Individualised Education Plan so home and school pull in the same direction.
My child has started repeating sounds and getting “stuck”
What parents often notice
Repeating sounds or words (“b-b-ball”) or prolonging them
Visible effort, blinking or tension when trying to speak
Starting to avoid talking or getting upset about it
What might be going on
Some early stammering is a normal part of language bursts and settles on its own; other times it benefits from support — especially if it persists, runs in the family, or is upsetting your child.
How we’d usually help
We assess the stammer and coach both your child and you on gentle, pressure-free ways to build smooth, confident talking — the earlier the better for the best outcomes.
My child talks happily at home but won’t speak at school
What parents often notice
Chatty and comfortable at home, silent in other settings
Freezes or whispers when expected to speak elsewhere
It has lasted more than a month and affects school
What might be going on
This pattern can point to selective mutism — an anxiety-based difficulty, not stubbornness or shyness the child can simply switch off. It responds well to the right, gentle approach.
How we’d usually help
We work at your child’s pace to lower the anxiety and gradually widen where they feel able to talk, partnering closely with you and, where possible, the school.
These are just common examples — we support many more situations. If something feels off, trust your instinct. You don’t need to know the right words for it.
