Stage 3 Single Words: Building the Foundation for Flexible Language

Part 4 of our Gestalt Language Processing Series

Click here if you missed Part 1 or Part 2 or Part 3

Welcome back to our series on Gestalt Language Processing (GLP)! So far, we’ve explored how gestalt language processors begin by using full scripts (Stage 1: Echolalia), and then start creatively combining or modifying those scripts (Stage 2: Mitigated Gestalts).

Now we’ve reached Stage 3: Single Words—a powerful turning point where children begin to understand and use individual words as meaningful building blocks for communication.

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What Happens in Stage 3?

In this stage, children start to break down their stored gestalts and realize that single words can carry meaning all on their own. You may begin to hear:

• Words that were once part of a longer script used by themselves e.g., “outside” instead of “Want to go outside!” “eat” or “lunch” instead of “Time to eat lunch.”

• New single words that don’t seem to come from scripts at all

These are signs your child is developing word-level understanding and beginning to experiment with spontaneous language.

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Why This Stage Is So Important?

Using single words shows us that a child is beginning to:

• Understand that words have meaning on their own

• Break language into parts they can combine creatively and uniquely

• Feel confident trying out new words to express new ideas

• Move closer to generating their own unique phrases and sentences

This doesn’t mean they’ll stop using scripts entirely. Many gestalt language processors move back and forth between stages, depending on the situation, their level of regulation, or their environment. That’s completely natural. The key is: they’re gaining flexibility—and with support, they’ll continue to grow.

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How You Can Support Your Child in Stage 3?

At this stage, we want to celebrate single word use while gently modeling how those words can grow into flexible language. Here’s how:

1. Honor and respond to single words If your child says, “milk,” you might say, “Yes, milk! Let’s get your milk.” Keep your response clear, slow, and emotionally connected.

2. Model short, meaningful phrases with clear word boundaries. Examples: “Eat apple”, “Go outside”, “Let’s swing”.

3. Slow your speech and highlight key words This makes it easier for your child to identify and try new words.

4. Focus on words tied to your child’s interests and routines

5. Snack time → “apple,” “eat,” “more,” “yummy”

6. Play time → “car,” “go,” “blocks,” “build”

7. Outside time → “run,” “ball,” “stop,” “jump”

Remember: Children often need many, many repetitions of hearing a word in context before they try using it themselves. Keep modeling and trusting the process.

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What You Might Notice in Stage 3

Some signs your child is moving through this stage include:

• Repeating single words like “go,” “more,” or “up”

• Using single words intentionally to request, label, or comment

• Clearer pronunciation of familiar words

• Beginning to combine two or more words (a sign of transition into Stage 4!)

And just like in previous stages, the tone, rhythm, and context are often rich with meaning—so continue tuning in with curiosity.

In our next post, we’ll explore Stage 4: Original Phrases—the exciting moment when gestalt language processors begin using their own spontaneous, self-generated sentences.

As always, thank you for honoring the way your child learns language. By following their lead, staying curious, and offering patient support, you’re helping them grow into a confident, flexible communicator—on their terms, and in their voice.

Learn about Stage 4 Original Phrases here!