Yep. So we don't really get a whole lot concerned about language and language communication until they're right around that one year mark, so between 12 and 15 months. In earlier practice, I made reference, but it's still super important to know that the first part of language that grows is the understanding of language, or receptive language. So do I understand what a ball is. Long before I say ba for ball, or say the word ball. I understand and know what a dog is, and I know my family dog, really quite a long time before I point to a picture of a dog, when you say, show me dog in a book. So when the first things you get kind of concerned about, especially at around that one year old age, is, are they seeming to understand language? Are they doing things like anticipating highly routine things? When you say, let's go take a bath, do they start going to the bathroom, walking towards the bathroom to get ready for it, or, if you say, time to eat, do they get up and start heading towards the kitchen. So you don't say it in exact words, go get an apple. You're just like time to eat. And they know this is where I got to go for that. If at one year, or between 12 and 15 months, those kind of like understanding things seem not to be there, that when someone says, where's mommy?, do they turn and look for you and highly family names that are highly familiar, do they turn and look for that? Or when you say, when people mention things in conversation and you say something like, Oh, I'm you know, it'd be great if I could have an apple right now, and the next thing you know, they've got an apple or are going to get one because they're matching that in language. That's those early receptive things, and that's the part that you watch for in the early ages, am I understanding. We also talked about early on having eye contact and joint engagement. So do I look at you most of the time when you're talking to me? Do I turn to you when you say my name and I was like, even if it might take like, two or three times, because little brains, when they're focused on something, they're they literally can't hear us. They're like, so focused. But do you say it, and it's kind of quiet, and there's a pause, and you say their name, Noah, and they turn and they look. When you're looking in a book, or you're playing with a toy, or you're playing with something on the floor, and they look at the toy, they look to you, and they look back, and they wait for you to do that pop box, do that cause effect thing again, to make it keep going, that's joint engagement. Do they have that? So those are the early things that you want to look for. Then, as they get older, I start to get concerned about language. And true talking is around that like 15 to 18 month age, when I expect them to start having now at least one word for labeling something. So mama, book, ball, puppy. Are they making animal sounds for things? Kids the development of animal naming things seems to always start with sounds. So first it's a moo, then it's, then they call it a moo cow, yeah, and then it's a cow, okay. But the animal sound as a label is natural. That's the first thing that's so when you go to the doctor and they ask how many words they have, count those, count those words. As a speech therapist, I'm counting words that show me that it's a label for an object. So can they say cow? Because a place I'm calling a car of voom, voom, or, you know, a train a choo choo? Yeah, that's normal, they make play sounds to label things, but I want them, as they're getting to that 18 month to two year old age, to have labels that show me it's the word as a symbol for a thing, and they know that. Two year olds too, that 18 month to two year old age is when they're starting to maybe they can't necessarily sing a song, and they probably can't do the gestures. It seems like finger play should be so easy, but it's hard to sing and do the motions to somehow, yeah, so that's like a two and three year old thing. But do they vocalize like singing? Because most, most 18 months ish to two year old kids do, and they'll, like, make up their own tune and they're just singing, or you'll start to recognize and some song they really like. I'm I am learning pretty much every day, a new Miss Rachel song, because she's now all the rage, and people, and because I'll be humming in tune and I'll be like, Oh, that's the Put It In song from Miss Rachel and so. But they do, they learn it, and they vocalize. And singing is is easier than talking. The song always stays the same. The words always stay the same. So being able to start to vocalize like singing and starting to fill in, I love kids when they first learn a song, too, that its just one word, twinkle, twinkle, twinkle, twinkle, twinkle, twinkle, twinkle, twinkle. You're like, yep, that is how we sing, twinkle, star, you are, right. So, yeah, those kinds of, those kinds of things. A lot of times people are concerned about, well, they're not talking and so then that's where I, as a speech therapist have to look and decide, is this a person who is a late talker, or are they a delayed talker? And the difference being that a late talker, it seems they understand everything. Their receptive skills are intact. They're right where they should be, and they have some of those early labeling things, or those early sounds, and the other big mark is when they can imitate after me, and pretty consistently imitate single words, just single words after me. So even though I might not have a whole lot of words when I'm playing with a toy, we're looking in a book I'm just talking to you, you're kind of parroting words after me. That shows me that you're trying to store that language in and make it words for you. So a two year old I want to have at two, they should have consistently about 20 to 25 words. You'll see on or I should probably drop that down, say 10 words or more so 10 labeling words as a base kind of a thing, because late talkers, that's what they'll have someone else, and a lot of times our developmental checklists, they'll say like 100 words. Know that when you're, this is important too, when you're reading developmental checklists on whatever site you're looking at, they're usually talking about the child who's at the 50th percentile. So the just like height and weight on that chart, their a kid at the middle of the normal curve, right there at the 50th percentile, but statistically and for someone who provides services in early childhood special education, a child down to the 16th percentile is still within normal, they will not qualify for kinds of services, and that's just the range of what is normal. So just like some kids are really early walkers, and that gross motor thing might be at the 60th percentile, well then the language might be at the 30th percentile, but it tends to all even out by the time they turn six. I always, I always joke, it's, it's maybe wasn't so arbitrary, we wouldn't we decided what age children should start kindergarten at in Minnesota, yeah, and that all of their developmental skills, they'll still have stronger gross motor skills, but they tend to fall within, like, a range that's much closer. You don't have this big gap where I'm a super good talker but I'm not walking, yeah, you know, or vice versa. So it does it all kind of comes together between four and six, where it all kind of evens out in a typically developing child. So being concerned, and then that two and a half, so the bar goes from basically 10 words at two years old and consistently imitating to a two and a half they should be using consistent two word phrases, yeah, so, my juice , more go, baby sleep.. And then at three, is pretty much three word little, simple sentences. So in that two to three year old year, language grows and grows fast. And then, and by four, I'm having conversations, so kind of watching for those and I think where people get really concerned is that 15, 18, month old, it doesn't have words. So watching, checking the receptive language first, and making sure they have intact hearing and make seeing if they're at least trying to imitate some of the sounds you're making.