\u201cThere\u2019s a very low number of actual words that they\u2019re using, so their vocabulary is very restricted.\u201d<\/p>\n
Easterbrook said the limited communication meant children were not progressing to create sentences.<\/p>\n
\u201cWhen they talk, it often tends to be single words or gestures or pointing or no reaction at all, which is very concerning.\u201d <\/p>\n
As a rough guide, Easterbrook said children should be using single words by age 1, combining words by 2, speaking in three-word sentences by 3, and using sentences of at least four words by 4.<\/p>\n
\u201cSo often all we need to do with parents is say, \u2018Talk with your child a bit more and let them reply,\u2019 and we see a huge improvement.\u201d<\/p>\n
While hearing issues such as glue ear remain a factor for some Northland children, Easterbrook said reduced face-to-face interaction and increasing device use might also be contributing.<\/p>\n
\u201cScreen time itself isn\u2019t necessarily the problem, but children need a person with them talking about what they are seeing and doing. The connection comes before communication.\u201d<\/p>\n
The campaign\u2019s website offers practical advice, activities and information designed to help families better understand language development and create more opportunities for conversation at home.<\/p>\n
\u201cIt\u2019s not a big extra effort,\u201d Easterbrook said. \u201cIt\u2019s about talking about what you are doing, what the child is doing and making the most of everyday opportunities to connect.<\/p>\n
\u201cWe can never talk too much to children, as long as you give them a turn in the conversation.\u201d <\/p>\n
The Ministry of Education says oral language skills form the foundation for literacy, social development and educational achievement. <\/p>\n
Antony Harvey, the ministry\u2019s general manager for Te Pout\u0101h\u016b (Curriculum Centre), said delayed language development could affect children\u2019s behaviour, literacy and future educational outcomes. <\/p>\n
\u201cPeople with speech, language and communication needs are at greater risk of lower education levels, higher unemployment rates, psychological distress and contact with the criminal justice system.\u201d<\/p>\n
The ministry advised managing screen time, especially for young children. For education professionals, it highlighted recommendations from the Paediatric Society of New Zealand that screen use should be limited according to age, with children up to 6 years old having minimal screen time in sessions of no more than 10 to 15 minutes.<\/p>\n
Harvey said the ministry had seen rising demand for learning support in recent years, driven by factors including more learners with complex learning and communication needs. <\/p>\n
\u201cWe are taking steps to increase supports available. Budget 2025 provided a multi-year investment to support more students and meet growing demand.\u201d<\/p>\n
Implementation started in Term 1 this year.<\/p>\n
\u201cThis included funding for additional learning support specialists and teacher aide hours, as well as expanding the Early Intervention Service (EIS) to support children from birth through to the end of Year 1 of school.\u201d Previously, EIS ended when a child started school.<\/p>\n