Alexis Irazoque, M.S., CCC-SLP
Most children with a speech delay can go to preschool or daycare with the right support. Preschool and daycare give children everyday chances to communicate, play with other kids, and practice skills like asking for help, taking turns, and following routines. This guide explains how to prepare your child, work with their teachers, ask for a speech and language evaluation, and find the right daycare or preschool for your child’s needs.
Key takeaways
A speech delay does not usually mean a child needs to stay home from preschool or daycare. With the right support, children can practice communication, play with peers, and participate in everyday classroom routines.
A teacher or daycare provider may be one of the first people to notice a communication concern in a child. Ask them for examples of what they’re seeing, and tell them what you notice at home.
You can help your child prepare for preschool or daycare by practicing routines and everyday ways to communicate, whether it’s with words, gestures, signs, or pictures.
Classroom supports can make communication easier for children with speech or language delays. Visual schedules, extra time to respond, and small-group activities are some examples.
If you’re worried about your child's speech, you can ask about an evaluation. Children under age 3 may be eligible for Early Intervention, while parents of children age 3 and older can contact their local school district about an evaluation.
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Screener for childrenShould my speech delayed child go to preschool or daycare?
For most children, a speech delay does not mean they need to stay home from preschool or daycare. In fact, spending time with other children can give kids many chances to practice communication! They hear new words and phrases, watch how other children communicate, and get lots of chances to take turns, ask for help, and join play. Snack time, story time, cleanup, and play time all give children reasons to communicate with adults and other kids.
That said, the right setting depends on your child’s needs. Some children may need extra support with sensory needs, communication, transitions, or frustration when they can’t express what they want. A very busy classroom also may be harder for some children to navigate.
These needs usually don’t mean your child should skip preschool or daycare. Instead, they can help you think about what type of setting and support may work well for your child.
What to do when your daycare or preschool flags a concern
It’s common for a daycare or preschool teacher to be one of the first people to raise a concern about a child’s communication. Teachers and childcare providers see children interacting with each other all day long, so they may notice differences that are harder to see at home.
For example, a teacher may notice that your child has trouble:
Following directions or understanding questions
Using sentences that are expected for their age
Joining back-and-forth conversations with other children
Being understood by teachers or other kids
“If a teacher or director asks to talk about your child’s communication, try to think of the conversation as a starting point—not a judgment or a diagnosis,” says Expressable speech therapist Jennifer Collins, M.S., CCC-SLP. “You may feel surprised or worried, especially if your child communicates differently at home. That’s OK! You can use the conversation to learn more about what the teacher is seeing.”
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During the meeting, you can ask questions such as:
“What have you noticed?” Ask for specific examples and how often the teacher sees them. For example, “She has trouble answering questions during story time” gives you more information than “She doesn’t talk much.”
“When did you first notice this?” Knowing whether a concern has been happening for a few days, several weeks, or longer can help you understand the bigger picture.
“What have you tried in the classroom?” Ask what strategies or supports the teacher has used and how your child responded.
“What do you recommend as a next step?” The teacher may suggest continuing to watch your child, trying other classroom supports, or talking with your child’s pediatrician or a speech therapist.
You can also tell the teacher what you see at home. Maybe your child talks much more with family members or uses longer sentences at home. That information matters. At the same time, both things can be true: your child may communicate well at home and still have trouble communicating with teachers or peers.
You don’t need to have all the answers during this first conversation. Ask questions, take notes, and find out what your child’s teachers are seeing. If your child has a speech therapist, you can share the teacher’s concerns with them as well.
For more information about what communication skills to expect at different ages, see our milestones guides:
How to respond to common director concerns
Sometimes a daycare or preschool director may bring up a concern that you weren’t expecting. Having a few responses ready can make the conversation feel easier. You can thank them for sharing their concerns, ask for examples, and talk together about next steps.
If they say: “He’s just a quiet kid, but we wanted to mention it.”
You can say: “Thanks for letting me know. What have you noticed about how he communicates during the day? I’d also like to check in again in a few weeks so we can see how he’s doing and decide if he needs more support.”
If they say: “We think you should get him evaluated.”
You can say: “I appreciate you bringing this up. Can you share some specific examples of what you’re seeing? I’d like to talk about those concerns with his pediatrician. If we schedule an evaluation, I can also share them with the speech therapist.”
If they say: “We don’t think this is the right setting for him.”
You can say: “Can you help me understand what parts of school are challenging for him? What have you noticed, and what supports have you tried so far? I’d like to understand what he needs and talk through our options before making any decisions about his placement.”
If they say: “Have you thought about holding him back a year?”
You can say: “I’d like to understand what skills are making you concerned about his readiness. Can we talk about what support he needs now and whether a speech or language evaluation would be helpful before we make a decision?”
“You don’t have to make a major decision during the first conversation,” Collins notes. “It’s OK to ask for examples, learn more about your options, and schedule a follow-up meeting if you need more time.”
Learn what happens during and after a speech therapy evaluation, plus a handy evaluation checklist to help you prepare.
How to prepare your speech delayed child for preschool or daycare
Preparing for preschool or daycare is about more than practicing words. You can help your child get ready by practicing daily routines and ways to communicate.
Your child doesn’t need to be talking like other children their age before they start preschool or daycare. Instead, focus on communication skills that can help them participate, ask for help, make choices, and connect with others.
Here are a few things you can work on in the weeks before the first day:
Practice the daily routine. Create a simple visual schedule that shows what your child will do at school, such as arrival, play, snack, story time, nap, and pickup. Talk about the routine and point to each activity as you go.
Practice useful ways to communicate. Help your child use words, gestures, signs, pictures, or another communication method they already use to express needs such as “more,” “all done,” “help,” “bathroom,” or “hurt.” If your child uses augmentative and alternative communication (AAC), make sure their communication system is ready to use at school.
Visit the school or daycare before the first day. If possible, take your child for a short visit. Show them where they will enter, where they will put their belongings, and where they will play. A few visits can help make a new place feel less overwhelming.
Make your child’s belongings easy to identify. For young children who aren’t yet reading, adding a photo or simple picture to their belongings can help them recognize their backpack, cup, cubby, or other items.
It’s common for kids to be frustrated when they can’t tell you what they want or need. These speech therapy techniques will help them communicate.
What to tell your child’s preschool teacher about their speech delay
If possible, Collins recommends scheduling a meeting with your child’s teacher before school starts or during the first few weeks. If your child has more than one teacher, talk with each person who regularly works with them.
The goal is to give the teacher information they can use during the school day. You don’t need to give them every detail from your child’s medical or therapy history. Focus on how your child communicates, what they do well, what’s hard for them, and what helps.
Before the meeting, think about these questions:
What does my child do well?
What communication situations are hardest?
How does my child communicate when they have trouble expressing themselves?
What strategies already work?
What support would I like the teacher to try?
How will we stay in touch about progress?
What to share
Describe your child’s communication in everyday terms. Instead of only sharing a diagnosis, explain what your child can do right now and where they may need support. For example: “She uses about 40 words and is starting to put two words together,” or “He understands directions better when you show him what to do.”
Explain how your child communicates without words. Your child may point, gesture, bring you an object, lead an adult by the hand, use signs, or use an AAC device. Share these communication methods so the teacher knows how your child asks for something or shows what they need.
Tell the teacher what helps. Maybe your child does better when given two choices, needs extra time to answer, or understands directions better when they are paired with a visual. These small details can make classroom routines easier.
Explain any other support your child receives. If your child sees a speech therapist or another provider, let the teacher know. You don’t need to share every therapy report. Focus on information that can help the teacher support your child at school.
Ask the teacher how you can stay updated. You might say, “Could we check in once a week for the first month and then decide what schedule works best?” During those check-ins, you can ask about specific areas, such as how your child is communicating with peers, participating in routines, or handling frustration.
How to make the information useful
Focus on practical information. Using clinical terms can be helpful, especially if your child’s teacher is working with their speech therapist or other care team members. But it’s also helpful to explain what those terms look like in everyday situations. For example, instead of only saying, “She has an expressive language delay,” you might add, “She understands a lot of what we say but may have trouble putting her thoughts into words.”
Share strengths along with challenges. Tell the teacher what your child enjoys, what they do well, and how they like to communicate. Then explain which situations are more challenging and what helps. This gives the teacher a fuller picture of your child and helps them see both their strengths and their support needs.
The overall goal is to help the teacher get to know your child!
How to get a speech and language evaluation for your child
If you’re concerned about your child’s speech or language, you can ask about an evaluation without waiting for a pediatrician to make the request. The process depends on your child’s age and the type of evaluation you’re seeking.
A speech and language evaluation can help you better understand your child’s communication skills and whether they may need speech therapy. Keep in mind that an evaluation through an early intervention program or public school district is different from a private speech therapy evaluation.
Under age 3: Early Intervention
Children under age 3 may be eligible for their state's Early Intervention (EI) program under The Individuals with Disabilities Education Act (IDEA), Part C. Parents can contact their state’s EI program directly to make a referral. You do not need to wait for a pediatrician to make the referral.
You can search online for your state’s Early Intervention program or ask your child's pediatrician, childcare provider, or local health department where to start. When you call, you can say:
“I'm calling to make a referral because I have concerns about my child’s speech and language development. I'd like to learn more about the evaluation process.”
Under IDEA Part C, the evaluation, child and family assessment, and initial Individualized Family Service Plan (IFSP) meeting generally must be done within 45 days of the program receiving the referral. The cost and eligibility rules for Early Intervention can vary by state.
Ages 3 and up: Public school evaluation
After age 3, you can contact your local public school district if you have concerns about your child's development or educational needs. Under IDEA Part B, a parent can ask for an evaluation to determine whether a child may have a disability and need special education or related services.
Your child does not have to attend public school to ask about an evaluation. Children who attend private preschools or daycare may also be covered by Child Find requirements, although the services can be different for children who attend private schools.
You can contact your local school district's special education office and say:
“I'm concerned about my child's speech and language development, and I'd like to request an evaluation. Can you tell me how to get started?”
Under IDEA Part B, the evaluation should be done within 60 days after the school receives parental consent, unless the state has a different timeline.
The evaluation helps the school determine whether your child meets IDEA's eligibility requirements and what educational needs they may have. For more information, see our guide: Does Speech Delay Qualify for an IEP?
Is your 3-year-old on track? Learn the speech and language milestones to look for in your toddler and when speech therapy may be needed.
Any age: Private speech therapy evaluation
You can also schedule an evaluation with a private speech therapy provider at any time. In many cases, you can set up the evaluation right away, without having to wait.
Speech therapists in schools are required to follow state-mandated eligibility guidelines when qualifying children for services, and they can only provide services that directly support a child in the classroom. In private speech therapy, educational requirements aren’t a factor. You can target any speech, language, or communication goals to ensure you’re addressing all aspects of your child’s needs.
With private speech therapy, it’s also easier for parents to attend sessions and stay updated on what their child is learning. That way they can help their child practice at home, which leads to faster progress.
Many private speech therapy providers take a range of health insurance. In some cases, a written script is needed from a pediatrician before a child can have a private evaluation.
Talking with your pediatrician
You don’t need a pediatrician’s referral before contacting Early Intervention or your school district. At the same time, your pediatrician can be a helpful part of your child’s care team.
Tell them what your child’s teacher or daycare provider has noticed, along with what you are seeing at home. You can also ask whether your child should have a hearing evaluation. Hearing can affect speech and language development.
It can also help to keep copies of important information, such as evaluation requests, reports, therapy notes, school documents, and emails. If you talk with your child’s teacher or director about a concern, jot down the date, what you discussed, and any next steps. Having these details together can make it easier to keep everyone on the same page.
Is delayed speech a symptom of a learning disability? Can learning disabilities cause speech delay? Learn about the connection here.
Accommodations that help a child with a speech delay in preschool
Simple classroom accommodations, or supports, can make it easier for children to understand routines, communicate their needs, and participate in activities.
If your child has an IEP or 504 plan, specific supports may be included based on their needs. If your child does not have a formal plan, you can still talk with their teacher or director about strategies that may help. The right supports will depend on your child’s communication skills and the classroom they’re in. Here are some examples:
Visual and environmental supports
Visual schedules: Use pictures or simple words to show the day’s activities, such as arrival, snack, play, and pickup. Keep the schedule where your child can see it.
Choice boards: Offer pictures that let your child choose between activities, foods, toys, or other options.
Picture labels: Pictures paired with words can help young children identify their cubby, backpack, classroom materials, or other belongings.
Communication supports: Give your child access to the communication tools they already use, such as gestures, signs, pictures, or AAC.
Teacher and interaction supports
Give extra time to respond: After asking a question, pause and give your child time to process what they heard and respond. The amount of wait time a child needs will vary.
Model and expand language: If your child says “car,” the teacher might respond, “Yes, a red car!” This gives the child a slightly longer language model without requiring them to repeat it.
Help your child join activities with other children: Model simple ways they can take turns, ask for toys, or join play.
Accept different forms of communication: Respond to the message your child is trying to share, whether they use words, sounds, gestures, signs, pictures, or AAC.
Classroom and routine supports
Offer a quieter space: A calm area can give children a place to regroup if the classroom becomes overwhelming.
Use small-group activities when helpful: Working in smaller groups of students can give a child more chances to participate and communicate. The amount of small-group time will depend on the child’s needs and the classroom.
Coordinate with your child's speech therapist: If your child sees a speech therapist outside of school, ask whether they can share helpful strategies with the teacher, with your permission.
If your child receives school-based speech therapy, you may hear terms such as “push-in” and “pull-out.” Push-in services happen in the classroom or another natural school setting, while pull-out services take place separately from the classroom, often with a small group of students. The approach used will depend on your child's needs and the goals.
“Preschool can be a valuable place for children to practice communication skills in real-life situations,” Collins emphasizes. “When teachers, families, and speech therapists work together, they can help children use their communication skills throughout the school day—not just during therapy.”
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Get startedSigns your preschool or daycare may not be the right fit for your child
Not every preschool or daycare is right for every child. A speech or language delay may make some parts of a busy classroom more challenging, but that doesn’t always mean your child needs a different school.
Instead, pay attention to patterns over time, especially after you have shared your concerns and talked with the teacher about possible supports. You can consider whether the setting is meeting your child’s communication needs and whether the adults caring for your child are willing to work with you to find helpful strategies.
Some signs that it may be worth having a deeper conversation with the school or daycare include:
Your child may need more support. You have shared specific concerns, but it is not clear how the program can support your child’s communication or participation.
You’re having trouble finding supports that work. You have talked about strategies, such as visual supports, extra response time, or your child’s usual communication methods, but you haven’t yet found an approach that works well in the classroom.
Communication-related frustration may be mistaken for misbehavior. For example, your child may become frustrated when they can’t communicate, and their teacher focuses mainly on their behavior rather than helping them express what they need.
Your child often has a hard time participating. They may withdraw from activities, become very distressed during routines, or have a hard time joining play, with little improvement after different supports have been tried.
You find it challenging to work with the adults caring for your child. Your concerns may not feel fully heard. You may not get much specific information, so you don’t know how your child is communicating, participating, or interacting with other children during the day.
If you notice several of these concerns, Collins recommends asking for a meeting with the teacher or director. “Talk about what you’ve noticed, what has been tried, and what changes might help. If your child’s speech therapist is involved, you can also ask for their input.”
And remember: Changing daycares or preschools is not a failure. Sometimes a different classroom, teaching approach, or level of support may be a better match for a child’s needs.
Learn tips for understanding and communicating with your child when they're nonverbal, not yet talking, or have a speech or language delay.
What to look for in a preschool or daycare
There is no single type of preschool or daycare that works for every child with a speech or language delay. Instead, look for a place where adults understand your child’s needs and are willing to support their participation and communication.
A supportive setting may have:
Teachers who understand your child’s communication style. They know how your child asks for help, makes choices, joins play, and expresses their needs when talking is difficult.
Lots of chances to interact with peers. Your child has chances to communicate and play with other children while adults give support when needed.
Staff who understand early communication development. Ask how teachers support children who are still developing speech or language skills.
A collaborative approach. The program is willing to listen to you, share what they see during the day, and communicate with your child’s care team when appropriate and with your permission.
A classroom that matches your child’s needs. Consider the classroom size, activity level, routines, and amount of adult support—not just the number of children.
You may come across different preschool options, including inclusive programs, language-focused programs, private preschools, and public early-childhood programs. If your child has an IEP, ask your school district what preschool services or placement options may be available based on your child’s individual needs.
How online speech therapy fits into a preschool schedule
Finding time for speech therapy can be challenging when your child already has a busy preschool or daycare schedule. With Expressable, speech therapy happens online, which can make it easier to fit sessions into your family’s routine without adding a drive to and from a clinic. You may be able to choose a time before or after preschool, or another time that works for your child.
With your permission, your child’s preschool teacher or other caregiver may be able to join a session or talk with the speech therapist. This way, your child can practice the same techniques they’re learning in therapy at preschool or daycare.
The goal is to make speech therapy practical for your family and help you use what your child is learning in the places where they communicate every day!
How online speech therapy helped a 4-year-old preschooler with an articulation delay speak more clearly.
Supporting your child through preschool and beyond
If you’re reading this because your child's daycare or preschool just raised a concern, take a breath. A speech delay does not tell you what your child’s future will look like. Children develop communication skills at different rates, and early support can help them better communicate, learn, and connect with others.
You don’t have to figure everything out at once. Consider an evaluation if you’re concerned about your child's development, and ask questions along the way. If your child already works with a speech therapist, include them in the conversation.
Expressable's free online speech and language screener can also help you learn whether your child is on track or you should seek an evaluation.
Your child doesn’t need to be “caught up” before they can enjoy preschool or daycare. They need caring adults who understand how they communicate, support their strengths, and give them chances to keep growing.
Frequently asked questions (FAQs)
For most children, a speech delay doesn’t mean they need to stay home from preschool. Preschool can give children everyday opportunities to communicate with teachers and peers, practice taking turns, ask for help, and participate in routines. The best setting depends on your child’s communication skills and other needs, so look for a program that’s willing to learn how your child communicates and give them the support they need.
Start by talking with your child’s teacher or daycare director about how your child communicates, what situations are challenging, and what strategies already help. Depending on your child’s needs, supports may include visual schedules, extra time to respond, access to gestures or AAC, and opportunities to communicate in small groups. You can also ask your child’s speech therapist to share helpful strategies with the daycare, with your permission.
Yes. Parents can contact their state's Early Intervention program directly for children under age 3. Parents of children age 3 and older can contact their local public school district about an evaluation. The process, eligibility requirements, and timelines can vary depending on your child's age and where you live, so ask the program or school district how to begin.
How Expressable Can Help
Concerned your child isn't reaching age-expected milestones? Looking for communication support from a professional? Expressable is a national online speech and occupational therapy practice serving children and adults. We treat all major areas of communication, feeding, and developmental skills, offer flexible hours including evenings and weekends, and accept most major health insurance plans. We’re proud to have earned more than 4,500 5-star reviews from our clients (4.83/5 average).
Our therapy model is centered on parent and caregiver involvement. Research proves that empowering caregivers to participate in their loved one’s therapy leads to better outcomes. That’s why we combine live, 1-on-1 speech and occupational therapy with personalized education and home practice activities for faster progress.
