top of page
Search

Understanding Stuttering in Young Children (Ages 2–7)

What Parents and Teachers Need to Know

Understanding Stuttering in Young Children (Ages 2–7)

Stuttering is a common concern that can emerge in early childhood, often raising questions among parents and educators about what is “normal” and when to seek professional support. While stuttering can be part of typical speech development, some children may exhibit persistent patterns that suggest a need for further evaluation. This article presents a research-informed overview of early childhood stuttering, particularly in the context of bilingualism, and outlines when and how caregivers and educators should respond.


What is Stuttering?

Stuttering is a fluency disorder that interrupts the natural rhythm of speech.

In young children, these disruptions often include:

  • Sound or syllable repetitions (e.g., “I-I-I want that.”)

  • Prolongations (e.g., “Ssssee my toy.”)


These patterns typically emerge between 2½ and 5 years of age, a period marked by rapid language development and neurological changes (Yairi & Ambrose, 2013). It’s during this time that many children, especially those learning more than one language, experience disfluencies in their speech.


Is Stuttering a normal part of Development?

Yes, for many children, stuttering is a transient phase during language growth. It is particularly common among:

  • Children exposed to two languages from an early age

  • Children undergoing a language transition, such as shifting from a home language (e.g., Mandarin, Tamil) to English in school


Bilingualism, while not a cause of stuttering, can temporarily increase disfluencies as the child adjusts to navigating multiple linguistic systems (ASHA, 2024). In most cases, these speech disruptions resolve naturally without intervention.


What causes stuttering?

There is no single known cause of stuttering, but current research points to a combination of contributing factors:

  • Genetic predisposition

  • Neurological differences in speech motor control

  • Rapid language development that outpaces motor coordination

  • Environmental stressors, such as fast-paced or high-pressure conversations (Ntourou et al., 2011; Bernstein Ratner, 2023)


The presence of two languages in a child’s environment does not lead to stuttering, but it may make the child’s disfluencies more noticeable or confusing for caregivers.


Stuttering and Language Disorders: Is there a link?

Yes, there is evidence to suggest a relationship between persistent stuttering and co-occurring language delays or disorders.


Children who stutter over a prolonged period may also show:

  • Restricted vocabulary

  • Short or grammatically incomplete sentences

  • Difficulty following directions

  • Lower performance in expressive or receptive language tasks (Singer et al., 2020; Leech et al., 2007)


This link reinforces the need for comprehensive language evaluations, especially when stuttering is accompanied by broader communication concerns.


When should teachers refer a child for SLP evaluation?

Teachers play a vital role in early identification. Referral to a speech-language pathologist is recommended when:

  • Stuttering persists for more than six months

  • The child exhibits struggle behaviours, such as physical tension or avoidance

  • Disfluency impacts classroom participation or social interaction

  • The child shows signs of emotional distress (e.g., frustration, withdrawal)

  • There are additional signs of language delay


It is especially important not to overlook children who are learning English as a second language. While some disfluency is expected during language acquisition, persistent patterns that cause distress should still be assessed.


What can Parents and Teachers do?

Here are evidence-based strategies that caregivers and educators can adopt:

  • Be patient: Pause, listen, and allow the child to finish their thoughts

  • Model slow, calm speech: It sets the pace for the child to follow

  • Avoid mid-sentence corrections: These can increase pressure and anxiety

  • Offer consistent encouragement: Celebrate the child’s efforts and communication

  • Collaborate with an SLP: Monitor progress and share observations regularly


Supportive environments that reduce communication pressure can be as impactful as direct therapy in many cases.


Early Awareness Matters

Most stuttering in young children resolves naturally, particularly with sensitive adult support. However, persistent or emotionally distressing patterns, especially those paired with language difficulties, should not be dismissed as “just a phase.” When educators and parents collaborate with speech-language professionals, children are more likely to receive timely interventions that reduce long-term impacts on communication, confidence, and learning.



Worried about your child's speech fluency?

At Total Communication, our expert speech-language pathologists provide evidence-based support for children experiencing stuttering or language delays.


WhatsApp us at 9115 8895 or




Recommended Readings and Resources

References

Ntourou, K., Conture, E. G., & Lipsey, M. W. (2011). Language abilities of children who stutter: A meta-analytical review. American Journal of Speech-Language Pathology, 20(3), 163–179. https://doi.org/10.1044/1058-0360(2011/10-0016)


Yairi, E., & Ambrose, N. G. (2013). Epidemiology of stuttering: 21st century advances. Journal of Fluency Disorders, 38(2), 66–87.


Singer, C. M., Tu, H. L., & Howland, J. (2020). The impact of language complexity on stuttering in preschool children. Journal of Speech, Language, and Hearing Research, 63(10), 3441–3455.


Leech, H. M., Bernthal, J. E., & Manning, W. H. (2007). Language abilities of children who stutter: A preliminary study.


Bernstein Ratner, N. (2023). Fluency development and disorders in early childhood. In R. Paul & C. Norbury (Eds.), Language Disorders from Infancy Through Adolescence (6th ed.). Elsevier.



Comments

bottom of page