The COVID-19 pandemic has left a profound silence and lasting scar on our youngest learners.
This disruption has been more than an inconvenience for millions of children — it has affected their development, particularly in speech and language. Without immediate intervention, we risk further entrenching developmental gaps that could hinder these children for years to come, and as such, the real focus must be ensuring that these children receive the support they need as early as possible.
Nearly 60 million children worldwide have lost access to educational and health resources. Schools and preschools closed their doors, social interactions were limited and opportunities for verbal and nonverbal communication dwindled. While much of the public focus has been on academic setbacks among school-age children, a more alarming and less-discussed consequence has been the effects on younger children, particularly toddlers and preschoolers.
The term “COVID babies” describes children born during the pandemic, many of whom are now toddlers or preschoolers. These children face significant developmental challenges, especially in speech and language acquisition.
Research has highlighted a sharp increase in speech and language delays, with studies showing a 107% increase in speech and language-related diagnoses among preschoolers ages 3 to 5. Even more striking is the 136% rise in diagnoses for infants between birth and 12 months compared to pre-pandemic levels.
This issue is not just a blip in the data — it has reached crisis proportions.
The social isolation caused by lockdowns and the widespread closure of early childhood programs disrupted the very interactions young children need to develop critical communication skills.
From talking with peers to receiving feedback from educators and therapists, these early years are crucial for speech and language development. Without these interactions, children miss vital learning opportunities, potentially delaying their speech and language development.
This crisis has caused a rising demand for early intervention services.
As a speech-language pathologist who has worked with the Arizona Early Intervention Program, I have witnessed firsthand how caseloads have skyrocketed. Therapists, already stretched thin, are now managing caseloads of 30 or more children, particularly COVID babies who are now reaching the age when milestones typically expected of 4-year-olds should be achieved.
These milestones include expressing themselves using sentences and having the vocabulary to talk about the world around them. Yet many of these children have fallen behind. For example, the prevalence of children at risk for developmental language disorders that impact oral and written grammar, vocabulary and sentence structure despite having typical cognitive abilities is significantly higher than before the pandemic.
Recognizing this growing need, the Centers for Disease Control and Prevention revised its guidelines for developmental milestones, taking into account the disruptions caused by the pandemic.
These updated guidelines offer more time for children to meet milestones, including speech, language and social behaviors. For example, the age at which children should be able to speak independently at least 50 words has been extended from age 2 to 2 1/2. This revision recognizes that delays in speech, language and social skills during the pandemic have affected the development of many children.
However, these revised guidelines have sparked some debate. Critics argue that extending the expected milestones could inadvertently delay the early identification of children who need services, thus postponing necessary interventions. The concern is that parents, teachers and caregivers may feel less urgency to seek help if they believe children now have more time to meet milestones. This passive approach could worsen the situation for many children who are already struggling.
Despite these concerns, the evidence strongly supports the need for speech and language interventions. Research consistently shows that children with delayed speech and language skills who receive early support are more likely to catch up to their peers. This improves their ability to communicate by increasing the depth and breadth of vocabulary learning and their future reading comprehension. Consistent research demonstrates vocabulary’s relationship with reading comprehension and future spelling and writing success.
In particular, children ages 18 to 35 months who are late talkers — defined as having limited vocabulary but normal cognitive abilities — can benefit significantly from targeted speech and language services. For some, early intervention is all it takes to bridge the gap. For others, especially those diagnosed with DLD, ongoing therapy is crucial to address challenges in language development.
As we continue to recover from the pandemic, the importance of speech and language services has never been more evident. The pandemic may have stolen valuable time from our youngest generation, but with the right resources, commitment and early intervention, we can help these children regain their voice. Now more than ever, they deserve our immediate attention and support.
Editor’s note: Mariana Silva is a speech-language pathologist at Verse Therapy, with over 16 years’ experience working with infants, toddlers, school-age children and adults. She’s in her final semester of a doctorate program at Arizona State University. Please send your comments to AzOpinions@iniusa.org. We are committed to publishing a wide variety of reader opinions, as long as they meet our Civility Guidelines.
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