Communicating with children is crucial and doing so in a warm gentle way helps children and babies feel safe and secure. This also builds and strengthens relationships with their carer. As we know, all children are unique and will develop at their own pace, so how can we support children to communicate differently?
Key word signing is a tool that helps parents and carers communicate with pre- and non-verbal children by using simple signs or gestures alongside speech. This technique is often used by professionals such as speech pathologists and occupational therapists, especially when working with children who have significant language delays, but can also be used by families or in early education services.
The term ‘baby sign’ is more commonly used for very young children who are still in the pre-verbal stage of development. However, the mechanism is the same, as both approaches use non-verbal methods of communication to bridge the gap when speech is still developing.
Four main benefits to using key word signing to support language development
1. It empowers communication for pre- and non-verbal children
Even before children can speak, they understand a lot. This can be frustrating and often leads to big emotions as young children try to make themselves heard. Key word signing gives children a way to express their thoughts, feelings, needs, and wants, making it a game changer in their communication.
2. It clarifies early attempts at speech
While toddlers' not-so-clear first words may be cute, it can be frustrating for them when they are not understood. Signing alongside speech can help clarify these early attempts. This reduces confusion and frustration as children’s speech becomes clearer.
3. Better communication skills support emotional and behavioural regulation
Language difficulties often go hand-in-hand with behaviours that challenge. By supporting language development, we help children better understand their environment, express emotions, and communicate their needs. As a result, behaviours that challenge are reduced, and children gain tools to communicate, regulate and respond in ways that support their wellbeing and relationships..
4. It can be applied universally with differentiated benefits
As educators, it’s essential to meet the needs of each child individually. Signing is one way that you can benefit all children regardless of their ability.
Will signing delay speech?
When I teach educators key word signing, the main concern they have is that signing will delay speech. This is a myth that is not supported by research. Key word signing is an evidence-based practice that allied health professionals use to support children’s development. Signing promotes better communication and language by creating a positive feedback loop (Figure 1).

When children have effective communication with key word signing - meaning they understand and are understood by their parents or carers - they become more motivated to communicate. This means they engage in more communication.
The increased communication exchanges give them more opportunities to practice language skills, which in turn makes their communication even more effective. And the cycle continues. As a child’s language increases, eventually they will get to a point where speaking is the easiest and most effective way of communicating. And for children with additional needs, who may never develop speech, they are still left with better skills for communicating with people around them.
Further reading:
The following resources may be a good starting point for educators. Consider introducing key signs on a weekly basis eg. emotions, colours, days of the week.
Free key word sign resources:
https://sunshinesignandsing.com.au/free-resources/?srsltid=AfmBOoqqhz8-0H-qTeG-sQkBmKER14sBmLgr0pnxDG4pc_ohCG9zRS1Q#lwptoc11
Nursery rhymes to sing, see and sign:
https://shop.scopeaust.org.au/wp-content/uploads/2015/04/NRSSS-Information-Handout1.pdf
Baby Sign blog:
https://babysign.com.au/blog/f/key-word-signing-for-inclusive-education
References:
Effects of Signs on Word Learning by Children With Developmental Language Disorder; https://pubs.asha.org/doi/abs/10.1044/2019_jslhr-l-18-0275
Increasing inclusion in early childhood: Key Word Sign as a communication partner intervention;
https://pure.strath.ac.uk/ws/portalfiles/portal/105807911/Cologon_Mevawalla_IJIE_2018_Increasing_inclusion_in_early_childhood_key_word_sign.pdf
The Effects of Sign Language on Engagement in Early Literacy Activities for Young Children with Autism
https://www.ceeol.com/search/article-detail?id=1161159
Developmental evidence for continuity from action to gesture to sign/word
https://www.jbe-platform.com/content/journals/10.1075/lia.8.1.02vol
About Meg
Meg is an Early Childhood Teacher in the eastern suburbs of Melbourne on Wurundjeri land. She has worked across a range of settings throughout her decade of work in the early learning sector, and is now pursuing postgraduate study in adult education. Meg is very passionate about advocating for the early childhood profession in a way that both challenges and empowers educators.