My child asks for things but won't repeat words. What do we work on first?
This is one of the most common situations we see in clinic: a child who can request — pulling you to the fridge, pointing, even using a word or two of their own — but who does not copy the words you model. The instinct is to repeat the word louder and more often. It usually doesn't work, and there's a reason.
Imitation is a skill of its own — and it usually starts with the body, not the mouth
Copying words rides on a more basic system: copying actions. When a child doesn't yet imitate, we don't start with speech — we start with gross motor imitation: clap when I clap, touch your nose when I touch mine, tap the table when I tap. These are easier to prompt, easier to see, and easier to reward. Once the child reliably copies five or more different actions, vocal imitation tends to come dramatically faster.
What this looks like at home this week
Pick two or three big, visible actions your child can already almost do. Sit face to face during play, say “do this,” model the action, and help them through it the first times — then celebrate like it mattered, because it did. Keep rounds short and fun. Track what you tried and what happened; patterns across a week tell you more than any single day.
Should I stop asking my child to say words?
Don't turn every interaction into a speech drill. Keep modeling language naturally, but put your teaching effort into imitation of actions first — that's the doorway.
How long before we see vocal imitation?
Every child is different — that's an honest answer, not an evasive one. The signal to move toward vocal targets is five or more consistent motor imitations. A clinician can tune the sequence to your child.
Get an answer about YOUR child
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Ask Virtual Dr. Q → Book a consultation with Dr. QuiñonesThis article is educational and does not replace an individual evaluation. If you are concerned about your child's development, talk to a qualified clinician.