In this episode of Talking Together, we’re diving into speech and language development for babies under 12 months. We touch on what’s typical, what to watch for, and how to support your bub’s communication in everyday life.

We cover what you can actually do to help: how to talk to your baby, why imitation and repetition matter, simple ways to build turn-taking, and how to make play and book reading powerful for early language.

Finally, we chat about using Australian Key Word Sign and discuss when to seek support, including why hearing checks matter, why “wait and see” isn’t always helpful, and where to find trusted milestone checklists and resources.

Links:

• Raising Children Network Baby Development and Developmental Milestones: https://raisingchildren.net.au/guides/first-1000-days/development/baby-development

• Speech Pathology Australia Communication Milestones: https://www.speechpathologyaustralia.org.au/Public/Public/Comm-swallow/Speech-development/At-12-months.aspx

Welcome back to the first 2026 episode of Talking Together! This episode, Hermione and George chat simple, real-life routines that foster connection between children and the adults in their world.

Drawing on ideas shared by parents, educators, and other allied health professionals, we explore how everyday moments like sitting at the dinner table, sharing highs and lows and family rituals can build language, support problem-solving and make connection thrive.

Links:

• Klemfuss JZ, Peplak J. The influence of parent conversation goal and structure on children's event reports. Cogn Dev. 2023 Apr-Jun;66:101333. doi: 10.1016/j.cogdev.2023.101333. Epub 2023 Apr 25. PMID: 39238806; PMCID: PMC11377029.
  https://pmc.ncbi.nlm.nih.gov/articles/PMC11377029/#S24

Note: This episode has some blurry video content and the video will cut out about 20 minutes in.

This episode wraps up some reflections and learnings from 2025. We chat about mindset shifts, what kids have taught us and what we have changed in our practice over the year

In this week’s Talking Together, Hermione and Georgia unpack the foundation of reading: phonological awareness (PA)—all the sound play that comes before letter–sound correspondence. You’ll get simple ways to practise PA in everyday routines (no worksheets, no apps), plus a quick chat about the rise in sensory needs and why more outdoorsy, heavy-work play still matters.

What You'll Learn:

• PA: what it is and why it sits under early reading and spelling.

• The core skills (in order): rhyming → alliteration → syllables → first/last/middle sounds → sorting sounds → segmenting → blending.

• How to model it naturally: book time, car time, line-up games, “sound hunts”, name play.

• Teacher/parent traps to avoid: don’t lean on letters too soon; skip tricky clusters for sound sorts (e.g., tr- in “tree”).

• When progress stalls: meet kids where they’re at, shrink the step, then level up.

• Sensory link: why less outdoor play can show up as attention/“rough play”—and what to add back in.

  
  

Show notes:

• Grattan Institute: Australia’s reading fail — https://grattan.edu.au/news/australias-reading-fail/

• Nkurunziza, Sheila. (2024). The Role of Phonological Awareness in Early Reading Development. European Journal of Linguistics, 3, 15–26. https://www.researchgate.net/publication/382213485_The_Role_of_Phonological_Awareness_in_Early_Reading_Development

We recap Dr Ross Greene’s Collaborative & Proactive Solutions (CPS) model and share five mindset shifts to reduce meltdowns by solving the real problem: unmet expectations + lagging skills.

You’ll learn:

• How to spot “frustration responses” (and why labels backfire)

• When calm corners help—and when they’re just late

• How to build problem-solving skills through collaboration

Why fair ≠ equal (and how to explain that to kids)
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Lives in the balance

https://livesinthebalance.org/

This week we’re talking speech sounds. We chat about what’s typical for two year olds up to six year olds, what might need support and simple strategies you can start today. We unpack articulators (lips, tongue, teeth, jaw), voiced vs voiceless pairs (s/z, f/v), and why coarticulation makes “water” sound like “warda.” You’ll get practical modelling tips, playful practice ideas (in the car, at the park, during books), and when to consider seeing a speech pathologist.

Links:

• Age of acquisition chart (https://cdn.csu.edu.au/__data/assets/pdf_file/0003/3330309/world-treehouse-chart.pdf)

It’s our Halloween episode…but after the costumes and dad-jokes, we dive into something all parents ask us about: starting school.

If your little one is transitioning to Prep/Kindergarten, this chat is your gentle, practical guide. We cover independence (bags, lunchboxes, self-care), resilience (handling big feelings, problem-solving, asking for help), and why phonological awareness (rhyming, syllable claps, sound hunts) is the pre-literacy superpower.

You’ll get easy, everyday ways to model routines, use visual schedules and “think aloud”, plus books and free resources to make the transition feel familiar, not frightening.

Listen now, share with a friend, and check the show notes for our school-starter resource list.

In this episode

• Independence before Day 1: bags, lunchboxes, toilets, buttons, shoes (velcro vs laces), and morning routines.

• Resilience in real life: modelling “big feelings,” normalising nerves, and praising effort over outcome.

• Problem-solving you can model today: “I wonder…” statements, collaborative choices, and turning routine changes into learning.

• Phonological awareness made fun: rhyming games, syllable claps, I-Spy by sounds, sound sorts, scavenger hunts, and Lego.

• Social stories, transition visits, and making the new feel known.

In the final episode of our Neurodiversity series, we share simple, real-life ways to raise inclusive kids—at home, in kindy, and everywhere in between. From modelling language and emotions to “I wonder…” prompts, books, and AAC-friendly tips, this is your practical guide to turning curiosity into compassion.

This week, we answer a big parent/educator ask: How do I help children accept, include, and support neurodivergent peers—without making it awkward or performative?
We cover:

• Modelling inclusion in everyday life (and thinking aloud as you do)

• Teaching empathy: naming feelings in faces and bodies

• Talking about differences & similarities (sensory needs, routines, play)

• Normalising multiple communication modes (speech, AAC, sign, bodies)

• Using “I wonder…” statements to invite—not force—social connection

• Turning “disruptions” into teachable moments in the classroom

• Simple ways kids can be a good friend (persistence, shared ideas, play alongside)

• Book reading: starting with stories when you don’t know where to start

💡 Parent/educator takeaway: Inclusion is mostly modelling + language. Narrate what you notice, invite kids to wonder, and celebrate both differences and overlaps.

In Episode 2 of our Neurodiversity-Affirming Care series, we explore one of the most misunderstood parts of language development: Echolalia and Gestalt Language Processing (GLP).

You’ll learn:

• What Echolalia really is — and why it’s more than just repeating

• How some children learn language in chunks (gestalts) rather than word by word

• Why scripted language from TV shows, books, or songs can be meaningful communication

• The stages of Gestalt Language Processing

• Practical strategies to support Gestalt Language Processors at home and in the classroom

• Why phrases like “say thank you” might not help — and what to do instead

Whether you're a parent, educator, or support worker, this episode offers real-world insights and affirming practices to connect with kids who communicate differently.

Content warning: Episode includes discussion of mental health, anxiety and mention of self-harm.

In this powerful and emotional episode of Talking Together, Hermione and George dive deep into neurodiversity-affirming practise, a significant shift happening not only in speech pathology, but wider healthcare, education and our community.

They cover:

• What "neurodiversity-affirming practise" actually means
• Why old therapy models (like ABA) can be harmful
• The dangers of masking and its mental health impact
• What parents should look for in a therapist
• How schools need to evolve
• How language and identity matter deeply to neurodivergent kids

With powerful personal stories, honest reflection, and up-to-date research, this episode is a must-listen for anyone supporting neurodivergent children.

Plus: A crash course on terms like “neurokin”, “ADHDer”, “identity-first language”, and the “double empathy problem”.

Whether you're a parent, teacher, therapist, or just someone trying to understand — this is the episode that will change how you see neurodiversity forever.

References and Links:

1. Crompton CJ, Ropar D, Evans-Williams CV, Flynn EG, Fletcher-Watson S. Autistic peer-to-peer information transfer is highly effective. Autism. 2020 Oct;24(7):1704-1712. doi: 10.1177/1362361320919286. Epub 2020 May 20. PMID: 32431157; PMCID: PMC7545656.

2. Crompton, C.J., Foster, S.J., Wilks, C.E.H. et al. Information transfer within and between autistic and non-autistic people. Nat Hum Behav 9, 1488–1500 (2025). https://doi.org/10.1038/s41562-025-02163-z

3. Diagnosis of common health conditions among autistic adults in the UK: evidence from a matched cohort studyO'Nions, Elizabeth et al.The Lancet Regional Health – Europe, Volume 41, 100907. https://www.thelancet.com/journals/lanepe/article/PIIS2666-7762(24)00073-5/fulltext

4. Chazin KT, Ledford JR, Wilson-Moses JM, Rajaraman A, Juárez AP. Centering Autistic Perspectives: Social Acceptability of Goals, Learning Contexts, and Procedures for Young Autistic Children. J Autism Dev Disord. 2025 Mar;55(3):812-831. doi: 10.1007/s10803-024-06242-4. Epub 2024 Feb 17. PMID: 38367102.