“How many words does your toddler say?”

It may sound like a routine question when your have young tot, until you try to actually count the words or ask yourself, “what counts as a word?” Your child might say “go,” sign “more,” point toward a toy, and say “ba” when you bring out a ball. You may remember that something new happened during lunch, but forget the details by the time an appointment comes around.

Parents are keeping track of a million and one things at any given time throughout the day. Trying to keep track of your child’s words in your head isn’t reasonable! A communication tracker can help you keep those observations together. The purpose is practical: notice what your child does, record a few clear examples, and make your questions easier to explain. Get it out of your head and onto paper so you can free up precious head space to be in the moment.

You do not need to turn every interaction into a test or document the entire day.

Communication includes more than spoken words

Spoken words are one part of communication. Guess what!? There’s more than just spoken words that count towards communication. Gestures such as pointing, showing objects, waving, and nodding also appear in early communication development. ASHA’s milestones include both gestures and spoken language, rather than word counts alone.[1] Yippee!

Gestures don’t completely equate to a spoken word, it does means both are worth recording (in separate categories) when you are describing how your child communicates.

For a practical observation log, you might notice:

• Words: Your child says “go” as you start a game.
• Word approximations: Your child says “ba” for “ball.”
• Signs: Your child signs “more” during a meal.
• Gestures: Your child points to the toy they want.

What the heck is a word approximation? “Word approximation” describes an attempt that sounds like part of the intended word. Write the actual sound and what you think it meant. You do not have to decide by yourself whether it belongs in a formal vocabulary count. ASHA notes that toddlers’ early speech may not always sound clear.[2] My tiny tot has a funny word approximation for the work fork – I won’t type it out but I think you get where I’m going.

Record what happened, not just the category

“Used a gesture” gives you a starting point. “Pointed to the duck during bath time to request it” gives you a much clearer example.

A useful note can include the date, the routine, what your child did, and what seemed to be the purpose. Were they requesting something, refusing, sharing interest, or asking for help? If you are unsure, record what you saw rather than guessing.

For example: “Reached toward the shelf and made a sound; I wasn’t sure which toy they wanted.” That is still useful information. Notes do not have to sound clinical to be specific.

Note whether it happened independently or after a model

The context around an attempt matters. Did your child initiate it, or did they repeat something you had just said?

For your notes:

• On their own: Your child uses the word, sign, or gesture without you prompting that response or demonstrating it first in that moment.
• After a model: You say the word or demonstrate the sign first, and your child repeats it.

If you asked a question or gave another kind of prompt, add that detail too. You do not need to squeeze every situation into a perfect checkbox. These labels organize observations; they are not a clinical scoring system.

Here are three examples:

What happened	What to record
Your child signs “more” during a meal to ask for more food, without a prompt.	Sign; mealtime; request; on their own.
You say “ball” during play, and your child repeats “ba.”	Word approximation: “ba” for “ball”; play; after a spoken model.
Your child points to a toy during bath time, without a prompt, to request it.	Gesture; bath time; request; on their own.

Keep tracking manageable

Choose a routine you already share, such as breakfast, play, books, or bath time. Record a few moments that stand out rather than trying to catch everything.

Use exact examples where you can. “Said ‘ba’ after I said ‘ball’” is more informative than “talked more.” Include the language used when relevant, especially when your child hears or uses more than one language.

Later, look back for patterns. Perhaps you have several examples from meals and fewer from other routines. That may reflect where you were taking notes, rather than a difference in your child’s skills. A home journal is a sample of what you noticed, not a complete assessment.

Bring your notes and your questions

If you have concerns about your child’s communication, you do not need a completed journal before asking for help. NIDCD recommends talking with your child’s doctor about concerns; a speech-language evaluation may also include a hearing test because hearing can affect speech and language development.[3]

You can bring a few examples and questions such as:

• What do these observations tell us, and what else would you want to know?
• Would a speech-language evaluation or hearing assessment be helpful?
• What should our next step be?

Milestone resources can provide context, but a tracker cannot diagnose a delay or replace an individualized evaluation. ASHA recommends seeking assessment when a child is not meeting many milestones in their age range.[1]

Keep your observations in one place

If a ready-made format would help, the My Speech Hive Toddler First Words Tracker & Communication Journal includes word trackers, communication observation pages, monthly reflection, and space for notes and professional questions. It is an 18-page printable PDF available on Etsy.

Whether you use the journal or a notebook, start with one clear example from your day. Useful observations begin with noticing.

References

1. American Speech-Language-Hearing Association. Communication Milestones: 13 to 18 Months (https://www.asha.org/public/developmental-milestones/communication-milestones-13-to-18-months/).

2. American Speech-Language-Hearing Association. Communication Milestones: 19 to 24 Months (https://www.asha.org/public/developmental-milestones/communication-milestones-19-to-24-months/).

3. National Institute on Deafness and Other Communication Disorders. Speech and Language Developmental Milestones (https://www.nidcd.nih.gov/health/speech-and-language).