Stage 1 Echolalia: Why Repeating Phrases Is a Powerful First Step

Part 2 of our Gestalt Language Processing Series

Click here if you missed Part 1

Welcome back to our series on Gestalt Language Processing (GLP). Let’s dive into the first stage of language development for gestalt language processors: Echolalia.

This stage is often misunderstood—but when we know what to look for, it becomes clear that these repeated phrases are real communication and a meaningful way for children to express themselves.

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What Is Echolalia?

Echolalia is when a child repeats words, phrases, or sentences they’ve heard before. These chunks of language—called gestalts or scripts—are often pulled from favorite shows, routines, or conversations.

For example, a child might say:

• “All aboard the choo-choo train!” — from a favorite show 

• “Do you want a snack?” — something they’ve heard you say 

• “Let’s go outside!” — a familiar phrase from school

Children may use these scripts:

• Immediately (right after hearing them)

• Delayed (hours, days, or even weeks later)

Whether it’s a perfect quote or an unintelligible version of a phrase, it’s still echolalia—and it’s meaningful.

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Why Does This Happen?

At this early stage, children aren't yet breaking down language into separate words. Instead, they’re learning language in whole chunks—and using those chunks to communicate, self-regulate, or process emotions.

These scripts are often tied to:

• A specific emotion

• A routine or situation

• A sensory experience

• Or something that simply felt important or memorable at the time

And here's the most important part: These scripts are not random. They are communication.

Even if the words don’t seem to match the moment, your child is trying to express something real in the best way they know how.

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What These Scripts Might Really Mean

Because these scripts are emotionally loaded or tied to past experiences, their meanings may not always be literal.

Here are a few examples of how echolalia might show up:

• A child says “Do you want a snack?” when they’re hungry → What they really mean is “I want a snack.”

• A child says “It’s time to clean up!” when they’re ready to move on → They’re signaling “I’m done playing now.”

• A child says “Let it goooo!” when they’re overwhelmed → They’re expressing “I need space!” or “This is too much.”

Even a long string of unintelligible speech, said in a particular tone or rhythm, might be a meaningful script that’s hard to articulate clearly. This is especially true for children who are minimally or nonspeaking. The melody, timing, and emotional delivery all give us clues.

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How You Can Support Your Child in Stage 1

Children in this stage don’t need to be “corrected” or pushed to say single words. They need to be heard, understood, and supported. Here’s how you can help:

Respond to the meaning, not just the words. If your child says, “Do you want a snack?” and you think they’re hungry—offer them food!

Don’t worry about changing the script. Let them use it. It’s working for them right now.

Model simple, meaningful language that fits the moment.For example, while handing them a snack, say: “It’s snack time!” or  “Let’s eat!”

Repeat short phrases tied to daily routines or favorite activities. These could include: “Time to eat,” “Let’s play cars,” “All done,” “Let’s go!” 

If the meaning or intention of a script is unclear to you, try observing:

• What’s happening around your child in the moment?

• How are they saying it (tone, facial expression, timing)?

• What usually follows this phrase?

Chances are, the script carries a deeper message. With time, you’ll begin to decode the meaning behind many of them.

Remember: Scripts are not “just repeating”: They’re smart, emotionally anchored, and meaningful building blocks of language. For gestalt processors, echolalia is the foundation of their communication journey.

When we honor these scripts, we help our children feel understood—and we create the conditions they need to move toward more flexible speech.

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Next time, we’ll explore Stage 2 Mitigated Gestalts—how children begin to mix and adapt their scripts to express themselves more freely.

In the meantime, thank you for showing up for your child with curiosity, openness, and trust. By meeting them where they are, you’re helping them find their voice—in their own time, and in their own way.

Learn about Stage 2 Mitigated Gestalts here!