Selected signs from American Sign Language (ASL)—a complete visual language with its own grammar—can help babies and toddlers communicate before they can speak clearly. When adults pair signs with spoken words, gestures, and responsive conversation, signing can develop alongside speech rather than replace it. A child might sign "milk" before saying it, then use the sign and word together, and eventually rely on the spoken word. Development rarely follows a neat sequence, so signs, sounds, gestures, and words may overlap for months.
Table of Contents
- Why signs may appear before spoken words
- How signing and spoken words can work together
- Choosing and teaching useful first signs
- Reading progress without comparing children
- When signing is not enough
Why signs may appear before spoken words
A purposeful sign requires the child to connect a hand movement with a meaning. A spoken word also requires that connection, plus precise control of breathing, voice, lips, and tongue. For some children, a visible hand movement is easier to produce and recognize. Before signing, babies often communicate by looking, reaching, pointing, pushing something away, or changing their expression.
A consistent sign gives these early attempts a clearer form. Instead of crying while an adult guesses, a child may sign "more," "all done," or "help." Early signs will not look perfect. A baby may use one hand instead of two, simplify a motion, or apply the same sign to several related things. Respond to the likely meaning and model the standard sign without demanding an exact copy.
How signing and spoken words can work together
Use the sign at the same moment you say the word and encounter its meaning. For "milk," say and sign it while preparing or offering milk. This repeated connection helps the child link the movement, sound, object, and experience. Continue speaking in natural sentences rather than reducing every interaction to single labels.
If the child signs "more," an adult might reply, "You want more banana," while signing "more." This confirms the message and supplies a useful spoken model. A sign may temporarily serve several purposes. "More" might mean more food, repeat the song, or continue a game. Adults can expand the message by naming the specific item or action: "More bubbles," "Sing again," or "You want another cracker." Using signs with speech is not generally considered a cause of speech delay. However, signing also cannot guarantee earlier talking or correct an underlying hearing, speech, language, or developmental difficulty.
Choosing and teaching useful first signs
Start with a small set of words that let the child request, refuse, comment, or ask for assistance. Useful choices depend on daily life, but signs such as "more," "all done," "milk," "eat," "help," and "sleep" often fit recurring routines. Choose signs the family can model frequently and consistently.
A rarely used sign for an interesting animal may be less useful than "help," which works during meals, dressing, play, and cleanup. Keep practice brief and connected to real moments: Signing should feel like conversation, not a test. If the child does not copy a sign, keep modeling it and respond to other communication, including pointing, sounds, facial expressions, and spoken approximations.
- Gain the child's attention without forcing eye contact.
- Say the word while making the sign clearly.
- Respond immediately to a reasonable attempt.
- Repeat the spoken word as you fulfill the request.
- Let other caregivers know which signs you use.
Reading progress without comparing children
Communication growth includes more than counting signs or spoken words. Notice whether the child initiates interactions, takes turns, points to share interest, understands familiar language, imitates actions, and combines different forms of communication. A toddler may sign "eat" and say "cracker," or point at a shelf while vocalizing. These combinations show that the child is joining ideas and using available tools to convey a message.
The exact balance of signs and speech can change from week to week. Children also learn signs unevenly. A sign may disappear after the spoken word becomes easier, return when the child is tired, or remain because it is efficient. Continuing to acknowledge both the sign and the word keeps communication successful while speech develops.
When signing is not enough
Contact the child's healthcare provider if communication seems to stall or regress, the child loses skills, rarely responds to sounds or voices, or has persistent difficulty understanding familiar language. Ask about a hearing check and an evaluation by an appropriate early-childhood communication specialist. For a Deaf or hard-of-hearing child, a few simplified "baby signs" are not a substitute for full access to language.
Families may need guidance from professionals and fluent signers about ASL, spoken-language support, hearing technology, or a combined approach suited to the child. Act on concerns even when a child signs effectively. A large sign vocabulary can show strong communication intent, but it does not by itself rule out hearing, speech-motor, language, or developmental needs.