Overview
Worried your child isn’t meeting speech or developmental milestones? You’re not alone. This blog helps parents understand when a delay might mean more than just being a late talker—and why enrolling in an early intervention program, especially during the first three years, can make a lasting difference. Don’t wait and wonder. Early support gives your child the best chance to thrive.
Table of Contents:
- What’s Considered Normal: Key Speech and Developmental Milestones
- Olivia’s Story: Finding Support in Time
- The Hidden Cost of Waiting: Why “They’ll Catch Up” Isn’t Always Safe
- A Snowball Effect: Delays That Can Impact the Long Term
- Why Early Help Matters More Than a Diagnosis
- Types of Early Intervention Support
- What Happens Without Support?
- Common Parental Concerns Debunked
- Diagnosis Isn’t a Label—It’s a Tool for Understanding
- Why It’s Better to Be Early Than Too Late
- Take the Next Step: Why Wait, When Help Is Available Now?
What’s Considered Normal: Key Speech and Developmental Milestones
Starting from around 9 months old, a typical child will start to point and wave. By 12 months, he or she will begin saying their first words. By 18 months, that same child should have a vocabulary of around 50 words—at minimum, about 10. When these milestones aren’t met, it may signal the need for closer observation or support. This is where an early intervention can play a crucial role, helping children build foundational skills during the most critical window of brain development.
Olivia’s Story: Finding Support in Time
At 18 months, Olivia had only said “mama” and “ball.” While other toddlers at playgroup could already label daily objects and describe actions, Olivia preferred to play by herself quietly at the side. She didn’t point, rarely responded to her name, and often became overwhelmed by noisy environments.
Her parents were told by well-meaning friends, “She’ll talk when she’s ready.” They tried to be patient—but deep down, they felt unsure.
Eventually, they decided to book an initial assessment. The process wasn’t intimidating—it was reassuring. Olivia’s needs were gently understood, and her parents were guided on how to support her through everyday play and routines. With the help of a personalised intervention plan and play-based therapy, Olivia began engaging more, picking up new words, and reciprocating more during interactions.
Looking back, her parents say their only regret was waiting as long as they did. Taking that first step gave Olivia the support she needed—when it mattered most.
The Hidden Cost of Waiting: Why “They’ll Catch Up” Isn’t Always Safe
What if your child does not meet these milestones? There may be people around you who would advise you to wait and see, and say that your child will eventually catch up anyway. However, let’s take a moment to imagine just what an uphill task this actually is. If a sprinter started even half a second slower than everyone else, the odds are that the sprinter would not be able to catch up to the rest, let alone win the race. Similarly, for a child who has had a later start, trying to catch up to other children who have already met or surpassed those milestones is a mighty challenge indeed.
A Snowball Effect: Delays That Can Impact the Long Term
A late start can easily create a snowball effect if your child does not manage to catch up to other children, who are also constantly learning more and more. Notably, at around the age of 2, the size of a child’s vocabulary is a strong predictor of his or her language abilities throughout childhood (Fisher 2017; Lee 2010; Rice & Hoffman 2015), up to 11-12 years old. Language abilities will also greatly influence general academic outcomes since reading and writing are prerequisites to excelling at any subject taught in school. While research may show that 50-70% of late talkers will indeed catch up on their own, which sounds optimistic, the reality is that 30-50% of late talkers never manage to catch up after all. Unfortunately, it will not be possible to tell which group your child belongs to until it is already too late.
Why Early Help Matters More Than a Diagnosis
Rather than adopting the wait-and-see approach, it pays to be proactive and to take the signs seriously. One of the most common regrets parents share is that they acted too late—never that they acted too early. There is truly no harm in bringing your child in for an assessment and starting support through an early intervention program or 1:1 therapy.
In fact, research consistently shows that the earlier a child receives help, the better—whether they are simply a late talker or have a neurological diagnosis. As highlighted by Harvard University’s Center on the Developing Child, “early preventive intervention will be more efficient and produce more favourable outcomes than remediation later in life.”1
That’s exactly what an early intervention is designed to do: give children the best possible start.
Types of Early Intervention Support
At The Grounds, every early intervention plan is created and reviewed by certified professionals with expertise in child development, speech-language pathology, occupational therapy, and educational psychology. Our team adheres to internationally recognised standards of care and integrates gold-standard diagnostic protocols aligned with Singapore’s MOH and MOE guidelines. Through collaborative care, ongoing supervision, and regular clinical reviews, we ensure your child receives the most appropriate and effective support—tailored to their unique developmental profile.
What Happens Without Support?
Some children do catch up, but for many, delays can compound over time. Without early help, children may struggle with social interaction, emotional regulation, and school readiness. These early gaps can widen—making intervention later in life more complex, costly, and emotionally taxing for families.
Common Parental Concerns Debunked
- “What if I’m overreacting?”
It’s always better to seek clarity than wait in doubt. You’re not labelling your child—you’re learning how to support them better. - “Will this delay go away on its own?”
Possibly—but there’s no guarantee. A proactive assessment gives you options, not pressure. - “Is early intervention only for autism or severe issues?”
Not at all. Many children in early intervention are late talkers, shy communicators, or show mild delays that benefit from support.
Diagnosis Isn’t a Label—It’s a Tool for Understanding
Understandably, parents are concerned about labelling their child, and getting a diagnosis may be daunting and intimidating due to the fear of the unknown. However, the purpose of a diagnosis is exactly to reveal the unknown so as to educate parents and to equip them with the right skills, and it will not be so scary after all. In fact, you just have to take the first step and ask for help, and we will be with you through the entire journey.
It is important to remember that a diagnosis is more than a label. It can inform professionals on the presentation of the child (though we can still intervene appropriately with or without a diagnosis!). Even if a diagnosis is not an official one (such as Autism or ADHD), it will 1) enable advocating for the child, 2) empower parents to learn about the child’s conditions and how to make appropriate changes in routines, 3) inform how we modify the way we communicate with the child, and 4) inform us on strategies to give the child the best chances he or she can have in developing their skills in navigating the world.
Why It’s Better to Be Early Than Too Late
It is common to find that parents of children with delays may try to reassure others or encourage others to wait and see before taking any real action on social media forums. Even if they have the best of intentions, we must bear in mind that at the end of the day, they are not trained professionals, they do not know your story and your history, they do not live your life, and most importantly, they will not have to live out the consequences of not intervening early for your child. If you are concerned, you should seek help from a professional.
Take the Next Step: Why Wait, When Help Is Available Now?
Every child grows at their own pace, but when delays feel persistent, your concern is valid. Taking that first step toward support doesn’t mean you’re overreacting—it means you’re showing up. An early intervention program is not about rushing your child to meet milestones; it’s about creating space for them to grow, thrive, and feel understood—on their own terms.
At The Grounds, we walk alongside you with play-based, child-led therapy that’s both immersive and tailored to your child’s unique needs. Whether it’s speech, sensory regulation, or social development, our specialists are here to help your family build strong foundations for a more confident tomorrow.
Why wait—when you already have the voice to speak up for your child’s future?
📩 Arrange your child’s assessment with The Grounds today.
This article was reviewed and approved by Jing Ke KOH, MSc (Speech Language Pathology) Sydney Aust – Clinical Director and Principal Speech Therapist at The Grounds
Resource:
1 Center on the Developing Child (2007). InBrief: The Science of Early Childhood Development. Harvard University. Available at: https://developingchild.harvard.edu/resources/inbrief-science-of-ecd/
About the Author
Jing Ke KOH is the Clinical Director and Principal Speech Therapist at The Grounds. With a deep belief in play-based learning and parent collaboration, she has dedicated her career to helping neurodivergent children thrive through early intervention. Jing Ke advocates for the power of immersive, strengths-based therapy and envisions an inclusive society where every child is recognised for their unique potential.