What is Receptive Language?

Jaime Zworestine
May 15
3 min read

“Put your shoes on. Come here please! Pack away your toys.”

If your child doesn’t respond, it can feel like they’re ignoring you. Sometimes it’s not behaviour, it’s how they understand language, also known as receptive language. Receptive language is the ability to comprehend words and sentences to make meaning, answer questions and follow instructions.

What does it look like at different ages?

1-2 years	2-3 years	3-4 years	4-5 years	5-6 years
* Responds to their name * Understands simple instructions like “give it to me” * Points to familiar objects when named	* Follows simple two-step instructions (e.g., “get your hat and put it on”) * Understands everyday words (e.g., cup, dog, shoes) * Respond to simple wh-questions, such as ‘what’ and ‘where’ * Points to several body parts and pictures in books when named	* Follows longer instructions (2–3 steps) * Understands concepts like big/little, in/on * Answers simple “who”, “what”, and “where” questions * Understand the concepts of ‘same’ and ‘different’ * Sort items into groups when asked (e.g., toys vs food)	* Understands more complex instructions * Follows directions in group settings * Begins to understand “why” questions * Knows some numbers * Shows an awareness that some words start or finish with the same sounds	* Understands more abstract language (e.g., time, sequencing) * Follow three part instructions (e.g., put on your shoes, get your backpack and line up outside) * Understands time related words (e.g., ‘before’, ‘after’, ‘now’ and ‘later’) * Understand instructions without stopping to listen * Recognises some letters, sounds and numbers.

Information taken from the Speech Pathology Australia milestones: https://www.speechpathologyaustralia.org.au/Public/Public/Comm-swallow/Speech-development/Communication-milestones.aspx

How can I help my child follow age-appropriate instructions:

1. Get their attention first - Say their name, get down to their level and make eye contact before giving instructions.

2. Keep it simple - Use short, clear sentences. Instead of “Go get your shoes and put them on because we’re leaving,” try: “Shoes on.”

3. Break it down - Give one step at a time if needed. Build up as your child becomes more confident.

4. Show as you tell - Use gestures, point or demonstrate. Visual support makes a big difference.

5. Check understanding - Ask your child to show you or repeat back what to do (if appropriate).

6. Build language through play - Play-based learning is powerful! Narrate what you’re doing: I.e., “The car goes under the bridge! Put the teddy in the box.”

7. Pause and give time - Children need extra time to process language. Try counting to 5 silently before repeating.

Signs a child may not be able to understand the instructions

Your child might not be ignoring you, they may be struggling to understand. You might notice:

Difficulty following instructions (especially multi-step ones)
Watching others to figure out what to do or copying their peers
Responding off-topic or inconsistently
Saying “what?” often or not responding at all
Becoming frustrated during group times

If you have concerns, get in touch with a speech pathologist to discuss whether these behaviours are age-appropriate and what to do next.

Could it also be hearing?

Sometimes, children may not be able to follow instructions due to hearing difficulties. We see this in children with recurrent ear infections.

Signs to look out for:

Not responding when called, especially from another room
Turning up volume on devices
Inconsistent responses (sometimes understands, sometimes doesn’t)

If you have concerns, it’s a good idea to speak with your GP or arrange a hearing assessment with an audiologist. Hearing checks are quick and can rule out or identify underlying issues.

When might it be behaviour?

There are also times when children can understand but may not respond due to attention, motivation or behaviour.

This might look like:

Following instructions in some situations, but not others
Ignoring requests during preferred activities
Strong emotional reactions or avoidance

If you suspect it may be behavioural:

Use clear, consistent instructions
Set predictable routines
Follow through calmly (e.g., “First pack away, then play”)
Praise and reinforce when your child responds

If concerns around attention or behaviour continue, discussing this with your child’s educator, GP or a developmental professional can help guide next steps.