Delayed speech is one of the most encountered problem in which language and speech development period does not proceed in accordance with normal development period and in atypical (not normal) childhood. Delayed speech affects the child’s cognitive, emotional and social life to a large extent. At the same time, academic achievements and the compatibility in social life of the child are affected in a negative way by language and speech delay, problems arise out of different levels in verbal communication, communication, language usage and learning speaking in future periods [1,2]. When considered from developmental point of view, neurologic, biological, psychosocial, cognitive and psychosexual developments comprise at the same time by affecting closely each other. Infants generally have listening experience of speaking until the end of the first year and give some signs (gestures, smile, crying) about that they comprehend the meaning of language [3]. Children are active participants in phonetic, syntax, semantic and pragmatics education. The education given by mother that is a dynamic way for children in the first years has importance in accordance with social interaction, play and brain development, normal hearing, development of intelligence and development of speaking. As all these development periods are affected in a negative way, a delay in development periods expected in language and speech can occur