Can you briefly introduce yourself and tell us about your background as a speech therapist?

My name is Chloé De Laubier. I retrained as a speech therapist after a first professional career, as I was deeply interested in all issues related to voice and communication. I discovered a multifaceted profession in which one can work with a wide range of patients, from babies to elderly people, including both children and adults.

As a speech therapist, I have worked extensively in hospitals with adults who had lesions in the oro-pharyngeal area (the mouth, vocal cords, etc.), but also with many children. I have dealt with various conditions such as hearing impairments, stuttering, and more common issues like dyslexia, which are sometimes less severe than other pathologies.

I opened my private practice in Tokyo, where I worked independently for five years. I have now been in Singapore for three years, working in a small school where I have been regularly supporting students for the past two years.

At what point should parents start questioning their child’s language development?

Language development is a very broad topic. I would say it begins as early as birth, because before a child is able to speak, they develop what we call the prerequisites for communication. From infancy, parents should observe whether the child hears well, whether their gaze can follow objects, as many interactions take place even before speech emerges.

That said, parents often intuitively sense if something is not developing normally. In terms of speech milestones: first words typically appear around one year old; at two years old, children start combining two words, such as “daddy gone” or “ball fell”; and by three years old, they combine three words, for example “cat in garden.”

These general milestones—one word at one year, two words at two years, three words at three years—can be helpful for parents, bearing in mind that some children develop more slowly while others progress faster.

In a multilingual environment like ours, what impact can this have on language development?

The stages of language development remain the same whether a child grows up in a monolingual or multilingual environment. A child will first absorb the language(s) around them, understand, and then begin to speak.

The difference lies in vocabulary distribution. Around the age of two, a child typically has a vocabulary of 50 to 100 words, which must be divided across multiple languages. As a result, it may sometimes seem that the child speaks more slowly or that their language is less developed than that of a monolingual child.

However, this is only a temporary difference in the number of words mastered in each language, and it resolves naturally and quickly. A multilingual environment also brings richness, enhancing the child’s ability to differentiate languages and master their distinct sounds.

It also depends on the age at which the child is exposed to each language. If they grow up with both languages from birth, these develop in parallel. If one language is introduced later, there may be some gaps depending on the timing.

What signs may indicate that a child could benefit from speech therapy?

Once again, parents should trust themselves. If they feel the child does not hear well, does not respond to their name, or does not engage in interaction, these signs can appear quite early.

From around 18 months to two years old, parents should not hesitate to seek advice if they have concerns, as they spend the most time with their child.

A key milestone is school entry at age three. At this stage, a child should be understandable to people outside their immediate family. If only the parents can understand the child, it may be a sign of difficulty. Even if their sentences are still simple, a three-year-old should be intelligible and able to make themselves understood.

What does a typical session with a young child look like?

This is what makes speech therapy quite remarkable: there is no typical session. Each session is tailored to the child and to the specific difficulties being addressed.

With a very young child experiencing communication or interaction difficulties, the first step is to build a trusting relationship so that the child enjoys coming to sessions. Everything is done through play, as children learn best when they are engaged and having fun, even though each activity serves a specific goal.

For a child with interaction difficulties, we work on communication prerequisites such as turn-taking, joint attention, and imitation.

For a child with dyslexia or reading difficulties, we use a more structured approach, revisiting the fundamentals needed to make reading automatic and to access meaning.

Each session usually begins with a moment of welcome to assess how the child feels and how the session can start. Sometimes, it is necessary to address emotions or frustrations before engaging in activities. Then, at least two objectives are worked on through different games.

What simple advice would you give parents to support language development on a daily basis?

A very simple piece of advice is to speak to your child at their level. Try to kneel down and look them in the eye, so they can clearly see your facial expressions and lip movements, and feel that communication is truly mutual.

Nowadays, even as parents, we are often on our phones and sometimes respond without looking. Seek eye contact, interaction, and be a strong communication model for your child.

What would you say to parents who are worried about their child’s development?

A concerned parent is the expert on their own child. It is important for them to seek reassurance by consulting a specialist such as a speech therapist, and never hesitate to discuss concerns with teachers or professionals.

Do not keep doubts or worries to yourself—always talk about them.

What motivates you most in your daily work with children?

What is wonderful about children is their spontaneity. What I find most motivating is their incredible brain plasticity, which often leads to impressive progress in a short time.

There is also a strong sense of resilience: even when they face difficulties, once they feel supported and understand they are not alone, they persevere. This strength and vitality in children are deeply motivating and inspire speech therapists to continuously give their best.

If you had to share one key message with parents, what would it be?

My key message, without any intention of making parents feel guilty, would be to spend as much time as possible with your child. This is how you will notice if something is troubling them.

Show them that you are present and attentive. We do not always realize what we might miss if we do not make time and remain available. Spending time can be as simple as playing, reading a story, or sharing a moment together.

So much of a child’s development is built through play and interaction, and no one is better placed than a parent to provide this.