Is My Child Stuttering? A Preschool Speech Guide for Parents

One of the most common concerns I hear from parents of preschoolers involves “bumpy” speech, or what many worry might be stuttering. A child stuttering can be unsettling to hear your little one struggle to get their words out. Maybe you’ve heard them repeat sounds (“M-m-m-mommy!”), stretch sounds out (“Sssssstop!”), or even seem stuck, unable to speak at all for a moment. 

First, take a deep breath. Many, many preschoolers go through a period of disfluent speech. Their language skills are exploding, but their ability to smoothly coordinate all the thoughts, words, and mouth movements needed for fluent speech is still developing. Think of it like learning to ride a bike – there are bound to be some wobbles!

My goal today is to help you understand the difference between typical developmental “bumps” and speech patterns that might signal true stuttering, discuss factors that might increase the risk of stuttering continuing, and give you practical ways you can support your child at home.

“Normal” Bumps vs. Stuttering-Like Bumps

It’s crucial to know that all speakers, including adults, are disfluent sometimes. We say “um,” repeat words, or change our minds mid-sentence. For preschoolers, these typical disfluencies are often even more common.  

Typical (“Natural”) Disfluencies Often Seen in Preschoolers:

• Interjections: Adding filler words like “um,” “uh,” or “like.” (Example: “I want, um, the blue block.”)  
• Revisions: Changing the words or grammar in a sentence. (Example: “He went… Daddy went to the store.”)
• Phrase Repetitions: Repeating a whole phrase. (Example: “I want to… I want to go outside.”)  
• Whole Word Repetitions (usually 1-2 times): Repeating an entire word, often at the beginning of a sentence. (Example: “Can-can I have juice?”)  

These types of disfluencies are generally produced easily, without much tension or struggle. They tend to come and go, often increasing when a child is tired, excited, or feeling rushed.

Stuttering-Like (“Unnatural”) Disfluencies:

These are the types of speech bumps that are more characteristic of stuttering and may warrant closer attention:

• Part-Word Repetitions: Repeating sounds or syllables within a word, often multiple times. (Example: “M-m-m-mommy” or “Li-li-li-like this?”)  
• Sound Prolongations: Stretching out a sound in a word. (Example: “Ssssssssee the doggie?” or “Mmmmmmmy turn.”)
• Blocks: A noticeable pause where the child seems stuck trying to get a sound or word out. There might be visible tension in their face or body, or no sound comes out at all for a moment. (Example: “I want —– the ball.”)  
• Secondary Behaviors: Sometimes, children develop extra movements or behaviors when they stutter, like blinking rapidly, tapping their foot, tensing their face, or looking away. This often indicates they are aware of the difficulty and are trying to “push” the word out.  

If you’re noticing these stuttering-like disfluencies frequently, especially if they seem effortful or your child appears distressed by them, it’s worth paying closer attention.

Why Does Stuttering Happen and Who is at Risk?

We don’t know the exact single cause of stuttering, but research points towards it being neurodevelopmental – meaning it likely relates to differences in brain pathways responsible for speech production. It’s complex and likely involves a mix of factors:

• Genetics: Stuttering often runs in families. If a close relative stutters or stuttered, the risk is higher.
• Brain Differences: Subtle differences in how the brain coordinates language and speech motor control.
• Temperament: While anxiety doesn’t cause stuttering, a child’s sensitive temperament might influence how they react to speech difficulties.
• Language Development: Sometimes, a rapid burst in language skills can temporarily outpace a child’s motor ability to produce smooth speech.

It is absolutely crucial to understand: a child stuttering is NOT caused by bad parenting, nervousness, or something you did wrong.

Risk Factors for Stuttering Persisting (Not Resolving on its Own):

While many preschoolers outgrow their disfluencies, certain factors might suggest a higher likelihood the stuttering will continue without intervention:

1. Family History: A family history of persistent stuttering (stuttering that continued into adulthood).
2. Age of Onset: Starting to stutter later (after age 3 ½) can sometimes be associated with greater persistence.
3. Time Since Onset: Stuttering that continues for 6-12 months or longer is less likely to resolve naturally.
4. Gender: Boys are more likely to continue stuttering than girls (though many boys also recover).
5. Type and Frequency of Disfluencies: Primarily stuttering-like disfluencies (repetitions, prolongations, blocks) occurring frequently.
6. Presence of Struggle/Tension: Visible physical tension or secondary behaviors during moments of stuttering.
7. Child’s Awareness and Reactions: If the child seems aware, frustrated, embarrassed, or starts avoiding certain words or situations.

When Should I Be Concerned and Seek Help?

Trust your instincts. If you’re worried, it’s always okay to seek professional advice. However, here are some general guidelines for when contacting a Speech-Language Pathologist certified by the American Speech-Language-Hearing Association (ASHA) is particularly recommended:

• You have a family history of persistent stuttering.
• The stuttering has been present for 6 months or longer.
• Your child exhibits mostly stuttering-like disfluencies (part-word repetitions, prolongations, blocks).
• You notice physical tension or struggle when your child speaks.
• Your child expresses frustration, embarrassment, or fear about talking, or starts avoiding speaking.
• You are simply very concerned and want peace of mind or guidance.

An SLP can perform an evaluation to determine if your child’s speech patterns are typical or indicative of stuttering, assess risk factors, and discuss appropriate next steps, which might range from monitoring to direct therapy.  

How Can I Help My Child at Home? (The DOs!)

Your response to your child’s speech can make a huge difference in their confidence and communication attitude. Here are positive ways to support them:

1. Listen Patiently, Not Critically:
   • Focus on what they are saying, not how they are saying it. Maintain natural eye contact and show you’re interested in their message.
   • Don’t interrupt or finish their sentences. Give them the time they need to express themselves. Rushing them often increases pressure and disfluency.  
   • Wait patiently during stutters. Avoid looking alarmed, impatient, or pitying. Keep your expression calm and neutral.
2. Model a Slower, Relaxed Speech Rate:
   • You don’t need to talk artificially slow, but slightly slowing down your own rate of speech can create a calmer communication environment. Think “unhurried” rather than “slow motion.” Add pauses to your own speech.
   • Example: Instead of rushing through instructions (“Get-your-shoes-on-we-gotta-go-right-now!”), try a slightly slower pace with pauses: “Okay…(pause)… time to get your shoes…(pause)… Where are they?”
3. Reduce Question Overload:
   • Constantly asking questions can feel like an interrogation and put pressure on a child to respond quickly and fluently.
   • Try using more comments instead of questions.
   • Example: Instead of “What did you build? What is that part? Who is driving the truck?”, try commenting: “Wow, you built a tall tower. That red block is way up high. The truck looks ready to go.” This invites conversation without demanding an immediate, specific answer.
4. Acknowledge the Child Stuttering (Gently and Only If Appropriate):
   • If your child shows clear frustration or mentions their bumpy speech, it’s okay to acknowledge it calmly and reassuringly. Ignoring obvious struggle can sometimes make a child feel alone with it.
   • Script Examples:
     • “Sometimes words get a bit sticky, don’t they? That’s okay.”
     • “Talking can be tricky sometimes.”
     • (After a struggle) “That was a hard word. You kept trying, and you said it.” (Focus on effort).
   • Important: Only do this if your child seems aware and bothered. If they stutter without seeming to notice or care, simply listening patiently (Point 1) is usually best. Don’t draw unnecessary attention to it.
5. Create Dedicated One-on-One Time:
   • Try to set aside even 5-10 minutes daily for calm, focused interaction with your child where you aren’t rushing, distracted, or putting demands on their speech. Play, read, or just talk quietly together.
6. Build Overall Confidence:
   • Praise your child for all their wonderful qualities and accomplishments that have nothing to do with speech! Let them know they are loved and valued for who they are.

What Generally Doesn’t Help (The DON’Ts)

While well-intentioned, some common reactions can actually increase pressure and self-consciousness:

• Avoid saying “Slow down,” “Take a breath,” “Relax,” or “Think before you speak.” These commands are hard for a young child to follow and imply they are doing something wrong.
• Don’t interrupt or constantly finish their sentences. This can feel dismissive and frustrating.
• Don’t force them to speak if they are feeling unwilling or having a particularly difficult day with their speech.
• Don’t label it “stuttering” in front of them in a negative way or show excessive concern/pity. It is ok to talk about stuttering in a position manner. For example, “We all have bumps in our speech sometimes.”

Valuable Resources for a Child Stuttering

Knowledge is power! Here are two excellent organizations offering reliable information and support for families:

1. The American Speech-Language-Hearing Association (ASHA):
   • Website: asha.org
   • ASHA is the national professional organization for SLPs. Their website has information for the public on various communication disorders, including childhood stuttering, and a tool to find certified SLPs in your area (“Find a Professional”).  
2. The Stuttering Foundation:
   • Website: StutteringHelp.org
   • This non-profit organization provides extensive free resources, brochures, videos, and support networks specifically for people who stutter and their families. They have excellent materials geared towards parents of young children.  

Moving Forward with Confidence

Remember, many preschoolers experience disfluency, and most will outgrow it. Your calm, patient, and supportive response is incredibly valuable. Pay attention to the types of disfluencies and whether your child seems to be struggling or distressed. Don’t hesitate to reach out to a qualified SLP if you have concerns – early guidance can make a positive difference. By focusing on connection and communication, rather than just fluency, you are giving your child the best possible support.

Disclaimer: This article provides general information and suggestions for educational purposes. It is not a substitute for professional diagnosis or treatment from a certified Speech-Language Pathologist. Please consult with a qualified professional if you have specific concerns about your child’s speech and language development.

Resources

For more information check out these resources:

MDS: How Predictable Routines Boost Your Child’s Speech and Language

MDS: Helping Your Child with Final Consonant Deletion

First Words Bright Futures Facebook Page

First Words Bright Futures Instagram Page