What I’m REALLY Looking for During a Toddler’s Language Evaluation

When I sit down with your toddler and pull out my toys, books, bubbles, and pictures, it might look like we’re “just playing.”

But behind every question, instruction, or silly interaction, I’m actually gathering a lot of information about your child’s developing communication skills.

This week, for example, I gave the Preschool Language Scale, Fifth Edition (PLS-5) - a common tool that helps assess both auditory comprehension (what your child understands) and expressive communication (how your child communicates).

But what many parents don’t realize is that during this process, I’m not simply checking whether your child got the “right answer.” I’m watching for a variety of subtle skills that tell me how your child is processing and using language.

When I say something simple like, “Give me the cup,” I’m actually observing several different skills at once that help me understand how your child processes and uses language. I’m quietly noting things like:

Does your child understand the action word (“give”)?

Do they understand pronouns like “me” and “you”?

Can they identify the object (“cup”) by name?

In addition, I might note:

Do they use an object functionally (pretending to drink from a cup) or combine items in relational play (feeding a doll with the cup)?

Can they identify objects in pictures, or only when they’re 3D and right in front of them?

Do they follow one- and two-step directions, both with and without gestures to help them?

Each of these details tells me something important about how your child processes language, connects meaning, and uses context clues, which are all essential building blocks for communication.

When I look at how your child communicates, I’m paying attention to far more than just how many words they say or if they pronounce the words correctly. I’m looking for:

Do they initiate play or routines (like starting peek-a-boo)?

Do they use words more often than gestures, and for a variety of reasons (not just to request things, but also to label, comment, or get your attention)?

What kinds of word combinations do they use - like noun + verb (“Mommy go”), verb + noun (“Eat cookie”), or more complex ones like noun + verb + location (“Ball go down”)?

Can they name objects both in real life and in pictures?

Are their early sentences functional and meaningful, or mostly imitations?

These observations help me see where your child’s language is today, and gives me ideas for what the next steps are for helping them grow.

Parents often tell me, “I didn’t realize you were testing all that!” A good toddler language evaluation feels natural and fun because it should feel like play.

That’s how toddlers learn best! But behind the play is a very structured process that allows me to see exactly how your child understands, processes, and expresses language.

When you see me giving directions, asking questions with specific words, or pretending with toys, know that I’m not just checking off milestone boxes. I’m learning how your child learns!

Language is complex. It’s not just words, but how those words connect to thinking, play, and relationships with peers or caregivers.

During an evaluation, I’m not just asking “Can they say it?” I’m also asking “Do they understand it?”, “Can they use it in context?”, and “Do they know what to do with it in play?”

Each interaction provides insight into your child’s current communication skills and what supports will best help them grow.

Thanks for reading, I hope you’ve had a great week!

Casey

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