Early intervention critical for child speech and language development

Dr. Aşena Karamete Güdül, an assistant professor from Atlas University, warns against the ‘wait-and-see’ approach regarding speech and language disorders in children. She emphasizes that early childhood is a critical period due to high brain plasticity, making timely intervention essential for long-term success.

Key areas for parents and educators to monitor include phonological awareness—such as distinguishing sounds, finding rhymes, and syllable counting—which serves as a prerequisite for reading, writing, and mathematics. Additionally, social communication skills, including the ability to initiate conversations with peers and respond appropriately to topics, should be closely observed.

Specific conditions that require prompt professional evaluation include receptive and expressive language difficulties, speech sound disorders, fluency issues, and persistent hoarseness. Regarding stuttering, Dr. Güdül notes it should be viewed as a neurodiversity-based developmental difference rather than a disease. She advises that delaying intervention until school age can lead to loss of self-confidence and social withdrawal.