Tag: Baby

  • Top Tips for Supporting Early Communicators

    Top Tips for Supporting Early Communicators

    Learning to communicate starts at birth. Babies and young children gain an understanding of communication by watching others around them and participating in meaningful interactions that support the development of early communication skills. Help your child develop their early communication skills with these top tips!

    1. Communication Starts with Attention

    Young children need to develop their attention to and interest in other people in order to learn how to effectively communicate. You can help your young child develop their attention by:

    • Reducing background noise and turning off the TV and other distractions when interacting with your child.
    • Practicing joint attention skills by focusing on something together during an interaction (e.g., looking at a book together).
    • When possible, creating predictable routines as a part of your child’s day such as bath, books, lullabies, then bed. Young children find it easier to attend and learn when they have the security of routines and know what to expect.

    2. Follow Your Child’s Lead

    Children learn best when they are interested and engaged in the interaction. By observing your child, you will learn what they are interested in; you then can respond to and expand on what your child enjoys to help develop new skills. For example, if your child enjoys rolling cars back and forth, you can sit with your child and roll cars while making a car noise (“vroom” or “beep-beep”).

    3. Be Face-to-Face when possible

    Children learning to communicate benefit from seeing the facial expressions of others as well as how sounds are formed when people move their mouths. Being face-to-face with your child gives them the best opportunity to learn these important communication skills from you.

    4. Practice ‘Serve and Return’ Interactions

    ‘Serve and return’ interactions occur when your child (or you) does something (‘serve’) and the other person does something back (‘return’). Games such as rolling a ball back and forth, peek-a-boo, making facial expressions or noises in turn, and taking turns dropping blocks into a container, are all communication building ‘serve and return’ interactions.

    5. Model Communication

    Children need to hear and see communication to learn to communicate; so talk with your child about what the two of you are doing together and what you see. Use simple language that your child understands, and include nonverbal communication such as facial expressions and gestures in your communicative interactions.

    6. Use Expectant Pauses

    During routine language interactions, pause and look at your child expectantly to encourage them to actively participate in the communicative exchange.

    For children not yet using words, try putting an expectant pause in a motivating interaction. For example, after pushing your child a few times on the swing, pause and look at your child expectantly to let them know you are waiting for them to tell you to keep pushing the swing. Your child may communicate this by making a noise, reaching, or looking toward you.

    If your child has newly started using words, use an expectant pause during a verbal routine such as a favourite song or familiar phrase. For example, just before releasing your child to go down the slide you might say “ready, steady…” and wait for your child to say “go!”.

    7. Offer Choices

    Offering your child a choice by holding up two objects is a great way to encourage communication. Children are naturally motivated to communicate when offered a desired item and giving a visual choice allows your child to communicate through reaching, pointing, vocalizing and/or verbalizing.

    8. Match Plus One

    When your child starts using words, use ‘match plus one’ to help them learn new words and start to build sentences. With ‘match plus one,’ you repeat what your child says and add one word or concept. For example:

    • Child: “Dog” Adult: “Big dog”
    • Child: “Mummy car” Adult: “Mummy’s red car”
    • Child: “Biscuit” Adult: “Eat biscuit”
    • Child: “Baby bed” Adult: “Baby is going to bed” or Baby is tired”

    9. Fewer Questions

    When children are early communicators, it is easy for adults to get in the habit of asking questions. However, for children not yet using words, answering questions is difficult. Plus children learn language by hearing others use language; hearing too many questions limits a young child’s language learning opportunities. Instead of asking your early communicator a question, comment on what he or she is doing. For example, instead of asking “What are you doing?” or “What do you have?”, comment “You are playing blocks” or “Wow, a big block tower!”.

    10. Limit Screen Time

    Babies and young children learn best from in-person, face-to-face interactions with you and other important people in their life. Limit screen time to video calls with friends and family so your early communicator has plenty of practice and learning time with face-to-face interactions.

    If you would like more information about children’s speech and language, please get in touch. Follow us on Facebook for more speech, language and feeding tips and sign up for South Lakes Speech & Language Therapy’s newsletter if you would like new posts sent directly to your inbox.

  • Tongue-Tie: A Controversial Band of Tissue

    Tongue-Tie: A Controversial Band of Tissue

    As a speech and feeding therapist, I regularly am asked whether a tongue-tie may be a factor in a child’s speech or feeding difficulties. Over the course of my career, I have completed additional training in tongue-tie and have worked alongside colleagues who sit on both sides of the tongue-tie debate. Increasingly, I find myself squarely in the middle which got me thinking; why are tongue-ties controversial and why do we not have a definitive, universally agreed upon way to diagnose and manage tongue-ties in children?1

    A Brief History of the Tethered Tongue

    If you are wondering whether tongue-tie is a fad or a condition with historical roots, wonder no longer! Almost 2000 years ago, Cornelius Celsus, a Roman encyclopaedist, described ankyloglossia or what we more commonly refer to as ‘tongue-tie’. A reference to tongue-tie can also be found in the bible, where it is noted that speech was improved when “the string of his tongue was loosened”.2 As early as the 1600s tongue-ties were regularly treated in newborns with midwives keeping one fingernail longer and sharper to cut a tethered tongue.2 3 However in the 1900s, as formula milk grew in popularity, this practice fell out of favour.2

    The diagnosis and medical management of tongue-tie has ebbed and flowed with many linking it to the rise and fall of breastfeeding rates; in other words, when breastfeeding is more common, so is the diagnosis and treatment of tongue-tie.4 So, where does that leave ankyloglossia today, at a time where The World Health Organization (WHO) recommends exclusive breastfeeding for the first six months of life?5 You guessed it, diagnosis and treatment of tongue-tie has sky rocketed in the developed world. It is estimated that between 4% and 11% of babies are born with tongue-tie.6 With one study finding an almost 10-fold increase in the diagnosis of ankyloglossia between 1997 and 2012 and a further doubling between 2012 and 2016.7 As the diagnosis of tongue-tie increases, so do the number of tongue-tie surgeries with rates of tongue-tie surgeries more than quadrupling in high-income countries over the past ten years.6 This increase in tongue-tie diagnoses and surgical procedures however, is not without controversy.8

    An Agreed Upon Definition and Response?

    Surprisingly (or perhaps not so surprisingly) the controversy over tongue-tie starts with the definition. Most professionals agree that a tongue-tie involves an abnormally tight lingual frenulum, the band of tissue that connects the tongue to the floor of the mouth; but that is where the agreement ends. Some tongue-ties are attached close to the front of a person’s mouth with a visible short and tight lingual frenulum (resulting in a heart shaped tip of the tongue); while others are attached toward the back of the mouth where the lingual frenulum may not be visible but there is restricted tongue movement (a ‘posterior tongue-tie’).9 So, the question becomes, ‘Should we diagnose a tongue-tie when we see the ‘tie’, or should we diagnose a tongue-tie when we ‘see’ decreased tongue function?’ (Professionals have yet to agree on an answer to this.) And, ‘What do we do when we diagnose a tongue-tie?’

    The most common and immediate fix for a tongue-tie is a lingual frenectomy which involves cutting or lasering the lingual frenulum. For babies under 6 months, this generally can be done as a part of an office visit with a skilled practitioner, but older babies and children will need an anaesthetic.10 Following a lingual frenectomy, most practitioners recommend specific aftercare to prevent re-attachment.11

    But, does every tongue-tie warrant a lingual frenectomy or are there some tongue-ties that can be managed with specialist input and a ‘wait and see’ approach? And how do we know which is which? (Professionals have yet to agree on an answer to this as well.)

    Commonly Agreed Upon Symptoms

    Despite not agreeing on a definition or response, there are a generally agreed upon set of symptoms of a tongue-tie (although not every person has every symptom). These include:12 13

    • Difficulty with breastfeeding for both baby and mother.
    • Difficulty managing solid foods, especially as a part of early weaning.
    • Poor oral hygiene for older children and adults (due to an inability to use the tongue to clear food from between the teeth and cheek).
    • Difficulty producing speech sounds that involve the tongue tip making contact with the roof of the mouth such as ‘t, d, l, and n’.
    • Difficulty with other activities involving specific tongue movements such as licking an ice cream cone, licking one’s lips, and playing a wind instrument.
    • A change in oral structures such as the palate, jaw, and teeth (due to an altered resting position of the tongue).

    Given this list of clear symptoms, you may wonder why diagnoses and treatment is controversial; can’t we simply agree that a person with the above symptoms has a tongue-tie (and ‘fix’ it)? Unfortunately no, we can’t. Many of the above symptoms can have causes other than tongue-tie, and delaying investigation of other causes in favour of immediately defaulting to tongue-tie as the cause can delay the individual receiving the appropriate treatment (and may put the person through an unnecessary medical procedure).

    What Does this Mean for My Child?

    The answer to this question is not simple and depends on what medical professional your child sees (much like the answer to the questions of how we identify and treat a tongue-tie). I have met parents whose child had a lingual frenectomy and they found that following the procedure their child’s symptoms improved or resolved; other parents I have met whose child had the procedure reported little or no difference in symptoms. Some families I have worked with who have been offered the procedure and declined, have found that their child’s symptoms improved with therapy and time.

    As I finish writing this, I find that I am no closer to shifting my ‘middle of the road’ position when it comes to tongue-ties. Children who have difficulty with feeding or speech need a thorough assessment, including an oral motor examination. If a tongue-tie is identified or suspected, parents should be given the opportunity to discuss their child’s symptoms with a practitioner who specializes in tongue-ties and performs lingual frenectomies to determine whether this is an appropriate consideration for their child. Equally, their child needs quality feeding or speech therapy to directly address their symptoms and improve outcomes whether or not a lingual frenectomy is performed.

    If you have concerns for a tongue-tie in your child and would like information about feeding or speech therapy with South Lakes Speech & Language Therapy, please get in touch. Follow us on Facebook for speech, language and feeding tips and sign up for South Lakes Speech & Language Therapy’s newsletter if you would like new posts sent directly to your inbox.

    1. Becker S, Brizuela M, Mendez MD. Ankyloglossia (Tongue-Tie) [Updated 2023 Jun 9]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2025 Jan-. Available from: https://www.ncbi.nlm.nih.gov/books/NBK482295/ ↩︎
    2. K. Ganesan, S. Girgis, S. Mitchell,
      Lingual frenotomy in neonates: past, present, and future,
      British Journal of Oral and Maxillofacial Surgery,
      Volume 57, Issue 3,
      2019,
      Pages 207-213,
      ISSN 0266-4356,
      https://doi.org/10.1016/j.bjoms.2019.03.004.
      ↩︎
    3. Johns Hopkins Medicine: A Clinical Consensus on Tongue-Tie ↩︎
    4. ENT Today ↩︎
    5. WHO ↩︎
    6. Evans L, Lawson H, Oakeshott P, Knights F, Chadha K. Tongue-tie and breastfeeding problems. Br J Gen Pract. 2023 Jun 29;73(732):297-298. doi: 10.3399/bjgp23X733221. PMID: 37385756; PMCID: PMC10325602. Download .nbib Format: ↩︎
    7. HealthyChildren.Org ↩︎
    8. Obladen M. Much ado about nothing: two millenia of controversy on tongue-tie. Neonatology. 2010;97(2):83-9. doi: 10.1159/000235682. Epub 2009 Aug 25. PMID: 19707023. Format: ↩︎
    9. Infant Journal ↩︎
    10. NHS: Tongue Tie ↩︎
    11. Alabama Tongue-Tie Center ↩︎
    12. Mayo Clinic: Tongue-Tie ↩︎
    13. Guy’s and St Thomas’: Tongue-Tie in Children ↩︎
  • The Amazing Baby Brain: Zero to 3 is Key!

    The Amazing Baby Brain: Zero to 3 is Key!

    Have you ever wondered what is going on in your baby’s brain? The answer is a lot! Babies are born with billions of neurons and all those neurons are bumping around in their brain looking for connections.1 And as these neurons form connections, or synapses, your baby is learning new skills like smiling, reaching, cooing, babbling, chewing, and talking (to name a few).

    Use It or Lose It

    Between birth and three years of age, your baby’s brain is developing one million neural connections per second.2 However, after about three years of age, brain connections slowly reduce through a process called synaptic pruning where connections that are used strengthen, and connections that are not used are lost. Synaptic pruning helps your child’s brain connections become more efficient and effective in their environment3 (which in part explains why a child exposed to two languages from birth will find it easier to learn both languages compared to someone who is not exposed to a second language until later in life).

    What Does this Mean for My Child ?

    For all children, this means that early experiences (along with genetics) play a key role in future outcomes. Baby’s brains are the most flexible and primed to learn during the early years with sensory pathways such as hearing, language and higher cognitive function peaking by the first three years of life.2 As a parent, you play a key role in your child’s early brain development through the experiences that they have with you and their environment.

    How Can I Support My Baby’s Feeding and Communication Development?

    Early, repeated enjoyable back-and-forth interactions (also known as reciprocal serve and return interactions) are essential to building strong neural connections.3 Serve and return interactions occur when your baby (or you) does something (‘serve’) and the other person does something back (‘return’). It can be as simple as you smiling at your baby when they vocalize or picking them up when they cry. As you baby develops, serve and return interactions may involve rolling a ball back and forth, playing peek-a-boo, or your child holding up their foot so you can put on their sock.

    In addition to serve and return interactions, there are many other things you can do with your baby and young child to support their feeding and communication development including:

    • Respond to your baby’s feeding cues and keep feeding times relaxed with an emphasis on bonding with your baby in addition to providing nourishment.
    • As your baby starts to wean, encourage them to actively explore their foods with their hands. Continue to focus on enjoying time together with food and keeping meal times pressure free.
    • Read books together while looking at and talking about the pictures.
    • Sing songs with your baby and toddler, including songs with gestures so your child can hear the words and watch your hand movements.
    • Talk with your baby and young child throughout the day about what you are doing together.
    • Play and interact face-to-face whenever possible so your child can see your eyes and mouth when you are talking to them.
    • Provide your baby and toddler with a range of sensory experiences including baby teethers, rattles and toys that make different types of noises, and textured toys to explore.
    • Ensure your baby has many opportunities to practice tummy time and moving on the floor (this helps strengthen your baby’s core muscles which are essential for coordinating respiration with eating and speaking).
    • Limit screen time to video calls with friends and family (babies and young children learn best from in-person, face-to-face interactions with you and other important people in their life).

    If you have concerns for your baby or toddler’s development, seek advice immediately. I frequently am asked by parents how old their child needs to be before starting services with South Lakes Speech & Language Therapy; my answer is always the same, ‘if your child is struggling with communication or feeding, they are ready to start speech, language or feeding therapy’ (usually using a parent coaching model). Early intervention is key and can make a huge difference in the rapidly developing brain of a young child; so, the earlier the better!

    If you would like more information about baby and young children’s communication development or feeding, please get in touch. Follow us on Facebook for speech, language and feeding tips, and sign up for South Lakes Speech & Language Therapy’s newsletter if you would like new posts sent directly to your inbox.

    1. Happiest Baby: Your Baby’s Brain: Why the First 3 Years Matter So Much ↩︎
    2. Zero to Three: Baby Brain Science ↩︎
    3. Harvard University Centre on the Developing Child: Brain Architecture ↩︎
  • Ready to Wean – Top Tips

    Ready to Wean – Top Tips

    Top Tips from South Lakes Speech & Language Therapy to make weaning easier for you and your baby.

    1. Set Your Baby Up for Success

    Make sure your baby has a comfortable and supportive seat for feeding; and start by offering food at a time of day when your baby is well-rested and has a content belly. No one likes to try something new when they are uncomfortable, tired or overly hungry; and that includes your baby.

    2. No Pressure

    Early weaning is a time for babies to learn about food through play. Between 6 and 12 months breastmilk or infant formula will continue to be your baby’s primary source of nutrition as they learn about solid foods. Don’t worry if they don’t swallow much food when you start weaning; the most important thing is that they enjoy weaning and feel happy exploring a variety of solid foods.

    3. Mess is Good

    Babies need to explore and play with food in order to learn about it. This will be messy. To make clean up easier, put a plastic sheet under your baby’s chair and dress your baby in old (or no) clothing. Try offering food immediately before bath time.

    4. Calm is Key

    Your baby looks to you to help them regulate their emotions and know whether a new situation is safe. If you are calm around food, that lets your baby know that they can be calm around food too. If you feel anxious about weaning, your baby will too.

    5. Gagging will Happen

    Gagging is a normal part of weaning. It is the body’s way of preventing choking, and new feeders will gag while their body learns how to respond to and manage different food textures and sizes. Remember Top Tip number 4, ‘Calm is Key’.

    6. Be a Role Model

    Family meals are an important part of your baby learning to eat solid foods. Include your baby in family mealtimes so they can see you eat and learn about family foods and mealtimes. When possible, give your baby the same foods as the rest of the family so they start to develop a taste for family foods early on in their weaning journey.

    7. ‘No’ Doesn’t Always Mean No

    Babies and young children need multiple exposures to a food before developing a like or dislike for that food. So, if your baby makes an unhappy face the first time they taste broccoli, offer it again (and again) at different meals.

    8. Baby-Led vs Traditional Weaning

    Both weaning styles can lead to happy, healthy eaters; so do what works best for you and your baby, and don’t feel pressure to choose one method over the other.

    9. Store-Bought vs Homemade Baby Foods

    Store-bought baby foods are great for when you are out and about or short on time, but if you want your baby to eat family foods when they have transitioned to table foods, use
    predominantly family foods during weaning.

    10. Batch Cook and Freeze

    If you are making your own baby food, freeze it in ice cube trays so you have a variety of foods and flavours in small portion sizes ready to defrost and serve to your baby when you need it.

    For more information about weaning and children’s feeding, see South Lakes Speech & Language Therapy’s Information and Resources page and follow us on Facebook. Sign up to our newsletter if you would like new posts sent directly to your inbox. If you would like support with feeding your child, please get in touch.