Child with Down Syndrome playing with noun and verb building blocks.

Unlocking Language: How Nouns and Verbs Shape Communication in Children with Down Syndrome

Author's portrait.
Lena Voss in Mind & Education June 2025 • 4 min read.

"Exploring the unique use of nouns and verbs in children with Down Syndrome and strategies to support their language development."


Language is the foundation of communication, allowing us to express our thoughts, needs, and emotions. For children with Down Syndrome, language development can present unique challenges. Understanding how these children acquire and use language is crucial for providing effective support and intervention.

Studies have shown that lexical and grammatical development are interconnected, with vocabulary growth paving the way for more complex sentence structures. Nouns and verbs, the building blocks of language, play distinct roles in this process. While nouns often represent concrete objects, verbs describe actions and relationships, adding depth and dynamism to communication.

Recent research has shed light on the specific ways children with Down Syndrome utilize nouns and verbs in different interactive settings. By examining these patterns, we can gain valuable insights into their linguistic strengths and areas where they may need additional support. This knowledge empowers parents, educators, and therapists to tailor their approaches and foster effective communication skills.

Nouns vs. Verbs: What the Research Reveals About Language in Down Syndrome

Child with Down Syndrome playing with noun and verb building blocks.

A study published in CODAS investigated the use of nouns and verbs by children with Down Syndrome in two different interaction scenarios: with their mothers and with speech-language pathologists (SLPs). The study involved 21 children between the ages of 5 and 11, divided into three groups based on their mental age (MA) as determined by the Primary Test of Nonverbal Intelligence. The goal was to identify patterns in their language use and compare their communication styles in different contexts.

The researchers collected speech samples during free play sessions, videotaping 30-minute interactions and transcribing the first 100 utterances from the initial five minutes. This method allowed them to capture spontaneous language use in a natural setting. The findings revealed several key insights:

  • More Verbs Than Nouns: Overall, the children used more verbs than nouns in both interaction conditions, suggesting a focus on action and dynamic communication.
  • Increased Noun Use with SLPs: The children exhibited a higher number of nouns when interacting with SLPs compared to their mothers, indicating a potential influence of the therapeutic setting.
  • Age-Related Development: The study observed a gradual increase in the use of both nouns and verbs with increasing age, highlighting the ongoing development of language skills.
  • Differences Between Groups: Significant differences were found between the groups based on mental age, with older children demonstrating more advanced language skills.
These findings suggest that children with Down Syndrome demonstrate a preference for verbs in their communication, possibly reflecting their engagement with actions and events. The increased use of nouns with SLPs could be attributed to the structured environment of therapy sessions, where object identification and labeling are often emphasized. The age-related development underscores the importance of continued language support and intervention as children grow.

Empowering Communication: Practical Takeaways for Parents and Educators

Understanding the nuances of language development in children with Down Syndrome is essential for fostering their communication skills and overall well-being. By recognizing the patterns in their use of nouns and verbs, parents, educators, and therapists can tailor their approaches to meet individual needs. Encouraging interactive play, providing structured learning environments, and celebrating linguistic milestones can empower these children to express themselves confidently and connect with the world around them.

About this Article -

This article was crafted using a human-AI hybrid and collaborative approach. AI assisted our team with initial drafting, research insights, identifying key questions, and image generation. Our human editors guided topic selection, defined the angle, structured the content, ensured factual accuracy and relevance, refined the tone, and conducted thorough editing to deliver helpful, high-quality information.See our About page for more information.

Everything You Need To Know

1

Why do children with Down Syndrome tend to use more verbs than nouns in their communication?

Children with Down Syndrome often use verbs more frequently than nouns. This suggests an emphasis on action and dynamic communication in their interactions. The research indicated an overall preference for verbs, potentially highlighting the children's engagement with actions and events in their environment.

2

Why might children with Down Syndrome use more nouns when interacting with Speech-Language Pathologists (SLPs) compared to their mothers?

When children with Down Syndrome interact with Speech-Language Pathologists (SLPs), they tend to use more nouns compared to when they interact with their mothers. This may be due to the structured therapeutic setting, where object identification and labeling are often emphasized as part of language intervention strategies.

3

How does the use of nouns and verbs change as children with Down Syndrome get older, and what does this imply for ongoing support?

Language skills, including the use of nouns and verbs, generally improve with age in children with Down Syndrome. As children grow, they typically exhibit more advanced language skills, reflecting ongoing development and learning. Continued language support and intervention are vital to maximize language development during this period.

4

How do differences in mental age affect the use of nouns and verbs in children with Down Syndrome, according to the CODAS study?

The CODAS study divided children into groups based on their mental age (MA) as determined by the Primary Test of Nonverbal Intelligence, revealing significant differences in language abilities. Older children with higher mental ages demonstrated more advanced language skills compared to younger children with lower mental ages, emphasizing the impact of cognitive development on language acquisition.

5

What practical steps can parents and educators take to support and encourage the use of both nouns and verbs in children with Down Syndrome to enhance their communication skills?

Parents and educators can support language development in children with Down Syndrome by encouraging interactive play, which naturally incorporates both nouns and verbs. Additionally, providing structured learning environments can assist with object identification and labeling, particularly beneficial in increasing noun usage. It's crucial to celebrate linguistic milestones to reinforce positive language development and build confidence in communication.

Newsletter Subscribe

Subscribe to get the latest articles and insights directly in your inbox.