Optional · print and write by hand
Describe one communication moment.
A small, concrete example is more useful than “He did well” or “She failed”. Include what the adult did, too.
This is not a test, a daily word count or a clinical record. There is no need to record every interaction. Leave out names and identifying details. The studio has no form for entering or saving these observations. Keep any completed paper private.
Three fictional examples
1. Hearing an adult example
What happened: During play, the child brought a box and pointed at its lid.
Adult action: “I said ‘open’ while opening it straight away.”
Child response: The child took a toy out without speaking.
What we can say: The adult responded to a gesture and supplied a useful word. We cannot call this a new spoken word by the child.
2. A sound just after an adult example
What happened: The adult said “open” while opening a book. The child immediately said “oh”.
What we can say: A possible attempt to copy followed the adult’s example. Write the actual sound and the help given. This alone does not establish a clear word or independent use.
3. A message without a recent spoken example
What happened: On another occasion, the child brought a box to the other parent and said “open” before that parent said the word.
What we can say: This was a use without a recent spoken model in that moment. Note the setting and any other help. One example does not establish consistent use in every situation.
Other changes worth noticing
A clearer point, showing someone a problem, using an available communication aid, refusing in a way others understand, or enjoying a back-and-forth can all be meaningful. A child does not have to speak for an interaction to matter.
Your optional paper example
Situation or activity:
What the child did or communicated, including the actual gesture, sound or words:
What the adult said or did just before and after, including any help:
What made the moment comfortable or difficult:
What we might keep, simplify or change next time:
Use the note kindly
Discuss one adult action that helped, such as responding to a point or using a comment. Do not turn the note into repeated trials to prove the child can do it again. A quiet day is not failure. If concerns continue, the example may help explain them in a professional conversation.
If a child loses words or other skills they previously used, seek professional advice promptly. Do not wait to collect more notes. Read the studio guidance.
Original examples prepared 7 November 2026, linked to the partner-learning lesson. This sheet does not diagnose, select treatment or predict when a child will speak.