Creative Speech Therapy Ideas: Using Stickers for Articulation, Apraxia and Language Goals
Discover creative speech and language therapy ideas using stickers! This blog post explores how to use stickers to target apraxia, enhance articulation trials, and create engaging sticker scenes. Perfect for achieving various goals in speech sessions, this low-prep, high-impact tool is a favorite among kids and therapists alike.
I want to shine a spotlight on an often underrated but inexpensive versatile resource for targeting goals in our speech therapy sessions. They are lightweight, require minimal prep, and the kids absolutely LOVE them! Yes, I’m talking about……
What is it about sticky pieces of paper that is so intriguing?
Recently, I’ve been using a Paw Patrol Puffy Sticker Book that I found at Marshalls (they also had a construction vehicle one!). It’s become a favorite among my kids, and I just had to share all the ways we can use stickers to target both speech and language goals.
Use stickers for……
Speech Sound Practice
Working with kids with Childhood Apraxia of Speech. When adding stickers to a page or background scenes model “power phrases” like “put on”, “take off” and “my turn” and use self advocacy phrases like “help me” and “it’s stuck”.
Sticker Charts: Create a chart with different articulation targets. Each time a child successfully practices a target sound, they get to place a sticker on the chart. This visual reinforcement can be very motivating (ok, so this one is overused and underwhelming, but I had to add it!)
Sticker Stories: Have the children create a story using stickers. Each sticker represents a word or sound they are working on. They can narrate their story, practicing their target sounds as they go.
Language Development
Sticker Sequences: Use stickers to create sequences or patterns. Have the child describe the sequence, focusing on using words like "first," "next," and "last."
Sticker Descriptions: Give each child a set of stickers and have them describe what they see. This can help with vocabulary building and descriptive language.
Sticker Scenes: Provide background scenes and let children create their own stories using stickers. Have them narrate their story, focusing on sentence structure and vocabulary.
STICKER SCENES
Add sticky magnets from a magnet tape roll to stickers to create magnetic stickers!
Social Skills
Sticker Conversations: Use stickers to prompt conversations. For example, place a sticker of a happy face and ask, "What makes you happy?" or use a sticker of a group of friends and discuss friendship and social scenarios.
Emotion Stickers: Use stickers depicting different emotions and discuss each one. This can help children identify and express their feelings.
Following Directions
Sticker Maps: Create a simple map or scene on paper and use stickers to give directions. For example, "Place the dog sticker next to the tree" or "Put the car sticker on the road."
Examples with Paw Patrol Puffy Sticker Book
To give you some concrete examples, here’s how I’ve been using the Paw Patrol Puffy Sticker Book in my sessions:
Prepositions: Receptive and expressive use. "Put Chase under the tree," "Where is Chickaletta?"
Expanding Utterance Length: Targeting 2+ word phrases. "Go Ryder," "Marshall wants a ride," "Bye ___." I model and repeat these phrases throughout the session.
Working with children with Apraxia: Power phrases like “put on”, “take off” and “my turn”. Self-advocacy phrases like “help me” and “it’s stuck”.
Gestalt Language Processors: Mixing and matching phrases. For example, if a child uses "Rubble on the double" and "I'm fired up," I model a combination like "Rubble is fired up."
Production of 2+ Syllable Words: We worked on "Mayor Humdinger" - a motivating 3-syllable word!
Verb Tense: Using background scenes with minis, we practiced past tense: "The car jumped over the sign," "He drove away."
Negatives: Using stickers on background scenes. "I don’t want it there," "Not in," "Not on my nose!"
PAINT STICKS WITH PACKING TAPE
Use paint sticks or tongue depressors and cover them with packing tape for repeated articulation trials.
Low Prep, Low Expense Ideas
Here are some additional low-prep, low-expense ideas to get plenty of repetitions with stickers:
Paint Sticks or Wooden Tongue Depressors: Add stickers for each target the child gets correct. I add packing tape to my paint sticks so kids can put on and take off stickers over and over for multiple trials!
Body Parts: Stick stickers on different body parts on you and the kids following each production, then have the kids take them off again while practicing their target sounds, words, or sentences.
Matching Games: Add matching stickers onto milk or juice lids, or cardboard circles or squares and play a matching game with them.
Stickers are a fantastic tool for making speech therapy sessions fun and engaging. I hope you find these ideas as helpful and enjoyable as I do. Happy sticking!
Using Power Words with Minimally Verbal Children
Power words are those functional vocalizations that empower children to control their environment with minimal language. They serve as essential tools for communication, aligning closely with the child's interests and needs. These activities serve as starting points for incorporating power words into speech therapy sessions and at home, fostering meaningful communication exchanges and supporting the child's overall communicative development.
POWER WORDS
“Starting initially with a selection of 3-5 power words lays a sturdy foundation for accelerated progress and nurtures the child's communicative confidence.”
The use of "power words" in speech therapy for emergent talkers can make a big impact on communication and confidence!
So, what exactly are power words ? In speech therapy, power words are those functional vocalizations that empower children to control their environment with minimal language. They serve as essential tools for communication, aligning closely with the child's interests and needs.
It's important to recognize that what constitutes a power word for one child may not necessarily hold the same weight for another. Personalization based on individual preferences and family input is paramount.
Picture this: a child who struggles to articulate complex sentences or express their desires suddenly finds their voice through a simple, yet powerful word like "go" or "up." These words are not chosen at random; they're carefully selected based on what matters most to the child and their family. From "me" and "my" to "stop" and "push," each power word holds significance, serving as a bridge between thoughts and actions.
Starting initially with a concise selection of 3-5 power words lays a sturdy foundation for accelerated progress and nurtures the child's communicative confidence. Initiating with sounds within the child's phonemic repertoire ensures that their utterances remain intelligible, fostering successful communication exchanges. The Apraxia Cards BUNDLE of visual cues for many of these words can help elicit production.
To illustrate the practical application of these concepts, here are some power word suggestions along with simple activities that can be seamlessly integrated into therapy sessions or at home::
Me: Encourage the child to point to themselves in a mirror or in photos while saying "me." or while using Magnet tiles, as you put a tile onto a tower, continue to model the word “me” each turn.
My: Have the child bring personal items like a favorite toy or a family photo album while labeling them as "my” or stick stickers all different places on you “my hand”, “my nose” then on the child continuing to use the word “my”. Use “my” during turn taking while playing indicating it is “my” turn.
Animal sounds: “moo”, “quack quack”, “meow” count as words and are fun for children to say. Most of these sounds have a CV, VC or CVC pattern perfect for children with apraxia of speech (Visuals for animal sounds can be found here)
Go: Set up a simple obstacle course or use toys that move (e.g., cars, trains) and prompt the child to say "go" as they navigate through or initiate movement.
Up: Incorporate actions like jumping, stacking blocks or pillows, or lifting toys into containers while encouraging the child to say "up." This activity reinforces spatial concepts and enhances motor skills.
Come: Utilize games where the child needs to come to you or follow simple instructions like "come here" while using preferred toys or activities as motivators or you run across the room and run to the child while modeling “come”.
No: Introduce scenarios where the child can express negation in a silly way using "no," such as putting a shoe on your head or pretending to eat a toy.
Stop: Incorporate activities involving movement (e.g., dancing, playing catch) and prompt the child to say "stop" to pause or end the activity.
In: Create opportunities for the child to place objects into containers or hide toys in designated areas while labeling the action as "in." This activity reinforces spatial understanding and enhances object manipulation skills.
Poo: Introduce simple bathroom routines or use picture cards depicting toileting activities while encouraging the child to say "poo." This fosters functional communication related to toileting and promotes self-care skills.
Push: Provide toys or objects that require pushing (e.g., toy cars, buttons) and prompt the child to say "push" as they engage in these actions. Using a balloon pump where the child says “push” while you pump the balloon to inflate it.
Exclamatory sounds: “ohuh”, “oh no” and “weee” count as words and these have tons of uses in daily life. Try dropping items on the floor and modeling “uhoh” or “oh no each time” (visuals for Exclamatory words can aid with production of words).
These suggested words are often words that young children use daily, they are functional and they are powerful! But remember- your child’s power words may be completely different and it is important to consider the child, their phonemic repertoire and their environment.
These activities serve as starting points for incorporating power words into therapy sessions, fostering meaningful communication exchanges and supporting the child's overall development. Moreover, the journey begins with sounds that a child can already produce, ensuring that their utterances remain intelligible. By using sounds within the child's phonemic repertoire, we lay a solid foundation for clear and effective communication exchanges.
Visual Supports for Preschool Classroom Routines and Procedures
Visual Supports for Preschool Classroom Routines and Procedures
Visual supports in the classroom can provide your preschool students cues for classroom routines and procedures assisting with behavior, predictable routines, choice making and communication skills. Visual supports are a seemingly magical tool that can help your classroom move from chaos to calm! When implemented throughout the day, these supports can assist our students with communication needs, behavior difficulties, emergent talkers AND all other children in the classroom as well.
Visual Supports for Preschool Classroom Routines and Procedures
Visual supports in the classroom can provide your preschool students cues for classroom routines and procedures assisting with behavior, predictable routines, choice making and communication skills. Visual supports are a seemingly magical tools that can help your classroom move from chaos to calm! When implemented throughout the day, these supports can assist our students with communication needs, behavior difficulties, emergent talkers AND all other children in the classroom as well.
What are Visual Supports?
Visual supports can be anything in the classroom that is presented visually to assist children with understanding and communicating their wants and needs. They are pictures or symbols that represent different behaviors or actions. These visual prompts allow children to understand what comes next, what options they have and what is expected of them.
A Visual Supports Tool Kit checks all the boxes.
6 Practical easy ways you can implement visual supports in the classroom:
1) Choice Pictures for Centers: Foster Independence and Communication
Pictures indicating activities in the classroom allow for children to feel that they are in charge of what is happening. Letting your kids decide their activities not only fosters independence but also adds communication requests into their learning journey. I have a choice board for centers where children choose the velcroed picture off of a large choice board to let the teacher know where they want to head following circle time. With some children, they bring the picture they chose to the specific center and velcro it on a board in that center to make the choice more representative. Children can independently move from one activity to another if they know the consistent and predictable routine.
2) Transitioning Between Classroom Activities
Change can be difficult and often frustrating for our young students resulting in some behavioral issues. By visually preparing them for transitions, children can see what is happening and what is next- it’s predictable and therefore decreases anxiety over the unknown. Whether it's from circle time to the playground, these visual cues allow for smooth transitions, minus the stress.
I show students a picture of the activity they are doing and a picture of the activity that comes next. Often I put these pictures on a “first/then” visual so the children know what to expect next.
3) Picture Cues for Teacher Directions
Placing smaller pictures on a lanyard and showing children the picture about upcoming activities and tasks helps them understand what is expected of them. Pictures like “line up”, “wait” and “wash hands” provide a picture cue for all children. When children understand the picture, often we only need to hold up the picture for the children to follow directions without saying a word!
4) Visual Schedules
Having a visual schedule about what happens first, next and last creates a predictable routine for children. We know that when we know what to expect, our anxiety is reduced, the same goes for children. Once children know and see the routine visually, they become comfortable which leads to better learning readiness. Children don’t have to be concerned about what comes next in the day because they can see and know the routine.
5) Visual Aids for Real-life Adventures
Because education isn't confined to four walls, visual aids for bathroom and playground routines are also important. It's about creating predictability and consistency in learning, whether inside or outside the classroom. Kids love to flip over the routine arrival tabs in the Visual Toolkit after each task is complete! Take boots off , check, hang backpack in cubby, check, put shoes on, check…..(it’s like checking off our own list of to-do’s on our phones!). Completing the tasks gives children a sense of mastery and improves confidence!
6) Core Visual Boards for Classroom Activities
Core Boards are boards that have common pictures or symbols on them representing things that a child might say in a specific area or during a specific activity. Having core boards available in each center of the classroom provides minimally verbal children or children with verbal communication difficulties with the tools for communication. In the Visual Supports Resource common classroom centers like Block Center, Kitchen center or Art Area have communication boards available for teacher modeling the boards a use and children using the boards to communicate with the teacher and peers.
In our roles as speech language pathologists and educators, our mission is to champion every child's journey towards effective communication and personal growth. Visual supports can help children build confidence and independence with behavioral, educational and communication growth.
What Counts as a Word?
As a speech-language pathologist, when evaluating children for speech therapy I have to ask the parents, “How many words does your child have?” Then we talk about what actually counts as a word? This post will answer that question!
As a speech-language pathologist, when evaluating children for speech therapy I have to ask the parents, “How many words does your child have?” Then we talk about what actually counts as a word? This post will answer that question!
“Words need to be consistent, independent and intentional.”
1) Consistent: Children use this sign, vocalization, sound for the same thing over and over. They might say “beep beep” for car. If they use this sound always to indicate a car, then this counts as a word!
2)Independent: Children spontaneously use the word. They use the word by themselves without directly imitating an adult or another child. If they repeat what you’ve said, it does not count as a word yet.
3)Intentional: It counts as a word if a child uses a word, sound or sign for a specific reason. They might use the sign, vocalization or sound to request an item (looking toward a juice and saying “mmmm”, to comment (pointing at a car and saying ‘beep”), to label (seeing a broken toy and saying “uh oh”) or negate (i.e shaking their head no when asked if they want to nap).
So let’s see what counts as a word:
Do exclamatory sounds count as words?
YES! A child may say “uhoh” when they spill their drink, or when they fall down. They are using this as a word because they are spontaneously using the sounds over and over for a specific event. Often exclamatory sounds are the first sounds that children use. These words do not demand as much motor speech control as other words and they are fun to say! Some other examples of exclamatory sounds are “wheee”, “yummy”, and “Boo”. I developed a set of 21 EXCLAMATORY SOUND PICTURE CARDS to use during play activities or use as flashcards to facilitate production of these early words.
Do animal sounds count as words?
YES! Animal books, puzzles and figures are early learning toys that can promote production of animal sounds like “quack quack”, “meow” and the sound a pig makes (not necessarily “oink”, but the intake of air through the nose). All of these vocalizations count when they are consistently used for the same animal. These ANIMAL SOUND PICTURES CARDS can assist with facilitation of production of animal sounds!
Do word approximations count?
Yes! Remember, if the approximation is intentional, independent and consistent it counts as a word, even if the word does not sound like it should. When beginning to talk, children often use words that might sound a little like the “real” word but not exactly. A child might say “mu” for “more” or “ow” for “outside”, but this still counts as a word. As a child’s speech and language develop, these words should become closer to sounding like the true word, and if they don’t, that may indicate that there is a speech or language delay or disorder.
Do gestures and sign language count as words?
This answer is yes and no.
If we are talking about intentional communications or messages that the child is using, then the answer is yes. The child might use the “eat” sign for food consistently and intentionally. This would count as a “message”.
If we are talking about vocalizations that the child is using, then sign language or gestures would not count as words. That is not to say that gestures and sign language are not important communication methods. Gestures and signs should always be encouraged and are a part of meaningful communication and can also augment or assist verbal communication.
I often categorize a child’s messages into groups:
1) Vocalizations (what a child says verbally)
2) Gestures or sign language
3) Using pictures for communication.
This classification system helps determine the method a child is currently using to get their message across to a peer or adult.
Does pointing to or giving pictures count as a word?
Again, the answer is yes and no.
When counting messages or communicative instances, then yes, pointing to a picture to request or comment would count. A child may use AAC (augmentative/alternative communication) to point to or access a picture to communicate their message. If children are having difficulty using spoken language, AAC is an important tool for the child to be able to communicate.
If we are talking about verbal words, then no, pictures do not count as vocalizations. Using the classification system I mentioned above is important so all messages are “counted” in some way.
Do letters and numbers count as words?
They can, but it depends on the scenario. If a child is rote counting or saying the ABC’s one after the other, then no, that does not count as a word.
If a child is using the word “one” to indicate “one more”, or “two” to indicate that they want “two cookies” then it would count as a word. As far as saying the name of a letter, this gets a little tricky. I may count a letter as a word if they are requesting a specific letter (but I would not count each letter as a word because that would inflate the child’s communicative word count).
What counts as 2 words versus 1 word?
Words that are often chunked together with one meaning like “all done” or “Thank you” would be counted as 1 word (even though they have 2 words in them).
Two words that each hold different meanings in the message count as 2 words, for example, “go out”, “my cup”.
Beginning words are an important milestone for children and now you can answer the question “How many words does your child have?” with more confidence!
Preposition and Spatial Concept Acquisition
Preposition and spatial concept acquisition for preschoolers
“Hey Addie, please put your shoes in your cubby”, “Wyatt, stand in front of Cooper”, “Eliza throw the ball up in the air!” These are some real life examples of the functional need for children to understand spatial concepts.
Working with young children, I find that the understanding and use of prepositions is incredibly important for daily life as a child (and the research backs me up!). Prepositions include words like “on, up, under,and behind” are critical in making requests, following directions and locating objects.
I target prepositions daily in my work with pediatric children with speech and language differences. A fundamental skill is being able to tell someone where an object is and being able to find an object when someone describes where it is- like “Mom, your keys are in the fridge”, and “Addie, your cup is under the table”.
Here is a chart that may be helpful for the acquisition of spatial concepts by age. Keep in mind that all children develop at different rates and these are estimates based on a compilation of research literature. Click on the chart to get your own copy.
When Teaching Spatial Concepts or Prepositions the literature makes two important points to keep in mind:
1) Children should be hearing prepositions in many different contexts. “Target words said by a clinician in a variety of syntactic and situational contexts (i.e. with different objects) were more often acquired by the two-year-old late-talking children..” (Alt et al, 2014). Meaning the more kids hear prepositions in different ways, the more likely they are to acquire them.
Example: If a child is learning the location “under”, they hear the word under as they are crawling under the table, “Hey, Jake, you are going under the table”. Later the child hears the word “under’ again, “Your cup is under your blanket”.A third time that day they hear, “My keys fell under my seat” and so on. The objects are changing but the preposition is staying the same.
2) The second point is that it is important to vary those contexts where the prepositions are presented. Those concepts should be presented in different places; at home, at the playground and the grocery store.
Example: If a child is working on the preposition “out”, The adult would say, “let’s go out the door”, then later in a different location, “Take the apple out of the cart” at the grocery store and later, “pull the piece out of the puzzle” when playing at home.
How to Teach Spatial Concepts
Start simple and with objects that interest the child. If you are working on the concept “off” and your objects are a cup and a small pig, place the pig on top of the overturned cup and push the pig off and say “off”. Repeat this allowing the child to push the pig off several times.
Each time you or the child pushes the pig off you say “off”. Pause after at least five times to wait to see if the child says “off”.
Later use the same word, “off” with different objects and repeat the activity.
Ask the child to push the pig off and celebrate when they do.
This simple activity will allow the child to initially learn the concepts you are targeting.
After you have used the guidelines above, the fun part is helping children understand and use spatial concepts in play!
HOW DO WE TEACH SPATIAL CONCEPTS ?
Here are some functional and fun ways to help a child learn spatial concepts:
“Hide” some plastic eggs around the room (allow the child to watch you hide them) and ask the child to find the eggs in different target locations “Find the egg under the table”, “Look under the chair”, “Maybe under the blanket”.
Allow the child to “hide” them and tell you where to find them.
Place sticky notes in target locations in a book (ie. “on top of the dinosaur's head”, “on top of the car”, “on top of his shoe”.)
Use a playhouse to target prepositions “on top of the roof”, “Under the bathroom”, “next to the tree” and move people in the target areas.
Using play dough to target “between”. “Put the blue ball between the 2 yellow balls”.
Use a train track set to target “in front and in back”. “Put the engine in front of the red train”
Fill a bin with water and have items that float “on top” or stay “on the bottom”.
Incorporating motor skills is a great way to engage children in learning spatial concepts. Make a blanket fort or use a chair and ask them to move to different areas, “Hide under the fort”, “Stand behind the chair”, “crawl between your friends”.
Digital Work with Prepositions (click the picture for a preview)
Alt M, Meyers C, Oglivie T, Nicholas K, Arizmendi G (2014) Cross-situational statistically based word learning intervention for late-talking toddlers. Journal of Communication Disorders 52: 207–20.
Hicks, S., Rivera, C., & Wood, C. (2015). Using Direct Instruction: Teaching Preposition Use to Students With Intellectual Disability. Language Speech and Hearing Services in Schools Lang Speech Hear Serv Sch, 46, 194-206.
Katrina Nicholasu, Mary Alt, and Ella Hauwille (2019). Variability of input in preposition learning by preschoolers with developmental language disorder and typically-developing language.
Add a Word Strategy for Language Development
Add a Word : Strategy to improve language development in early language learners. A blog post highlighting one strategy for parents and speech language pathologists to use to promote language and words in preschool children.
Description:
If a child is using one word to comment, request, negate, label, describe, answer or ask for more; add a word to their vocalization. If a child is using 2 words together, expand it to make a 3 word sentence and so on. The child does not need to imitate, simply hear the expansion. This will expand their sentences and the function of their communication and their vocabulary skills. Click here for the Full Resource of Speech and Language Strategies for Early Childhood.
Examples:
1) If a child is saying "bye-bye" to someone or something, you say, "bye-bye kitty" and if a child says "bye-bye Kitty, you say, "Bye-bye big kitty". Add a word to what the child says.
2) If a child asks for "more", expand their vocalization by saying "more milk", if they say "more milk", you could say, "more milk me".
3) If a child makes a comment on a picture or something happening in their environment by saying "plane", you say, "see plane" or expand to three words by saying, "see plane fly".
4)Introduce a new word each day and encourage children to use it throughout the day. This can help them build their vocabulary and learn new words in a fun and interactive way. You can also incorporate this strategy into daily routines such as snack time or bedtime.
Wait and Pause Strategy to Support Language Development
Strategy to support language development: Wait and Pause and give the child time to respond during play activities. When you ask a question, make a comment or give directions, wait and pause for the response. Make sure to also pause after your child speaks.
During play, as you are talking, pause where there is a word you want the child to say.
Description:
Pause and give the child time to respond during play activities. When you ask a question, make a comment or give directions, wait and pause for the response. Make sure to also pause after your child speaks.
During play, as you are talking, pause where there is a word you want the child to say.
Click here for the Full Resource of Speech and Language Strategies for Early Childhood
Examples:
1) Build a block tower: As you place each block on top say "block on" at least 3 times, on the fourth time say "block" and pause for the child to fill in the word "on", wait 3-5 seconds and say the word if the child does not. Continue each time you place a block on.
2)Hide some toys around the room, and have your child cover their eyes. Repeat phrases such as, "Where is it?" or "Where are you?" as the child is looking for the toys. Repeat the phrases several time and pause after at least 5 trials and shrug your shoulders and pause to see of the child will say "where". Continue to repeat the activity.
3) As you are reading a book point to the same item on each page of a book and say or sign the word (i.e. car). After at least 3-5 trials, point to the car and pause for the child to say or sign the word.
Top 10 Recommended Toys for Speech and Language Development
As a speech language pathologist, I am often asked what toys or activities I recommend for speech and language development for speech or language impaired children ages 2-5. In my previous Blog Post I talked about toy selection. I wanted to provide you with some toys and links that I use in my therapy sessions and that I find work well in eliciting receptive and expressive language skills. The toys I have chosen for this list are open ended, play based and can target many goals at one time (including speech sound and language goals!)
Top 10 Recommended Toys for Speech and Language Development
As a speech language pathologist, I am often asked what toys or activities I recommend for speech and language development for speech or language impaired children ages 2-5. In my previous Blog Post I talked about toy selection. I wanted to provide you with some toys and links that I use in my therapy sessions and that I find work well in eliciting receptive and expressive language skills. The toys I have chosen for this list are open ended, play based and can target many goals at one time (including speech sound and language goals!)
Included in this list are some of my favorites (I could list 50 more!). You know your child best and as I said in my previous post you are your child’s BEST toy, and you know your child better than anyone. Consider your child’s interests and use their curiosity in specific toys and activities to steer your decisions.
(**Some of the toys contain small parts for 2 and 3 year olds and must be supervised by an adult).
ALL PICTURES ARE LINKED Soooo… Click on a picture to see more about the specific toy
(Please note that this post contains affiliate links and any purchase made through these links will award me a small commission -at absolutely no extra cost for you)!
1) Farm set
Farm Sets with animals and people are great to work on prepositions like “in, out, up, down” and verbs “eat, go, come, stop” in addition to animal labels and sounds. Children who are minimally verbal can often imitate animal sound and this provides them with a play based opportunity for that!
2)Blocks
Any type of block set provides an open ended learning and communication experience for your child. I really like these soft blocks to reduce noise and injury and kids love to put the round peg blocks through the holes encouraging verbs like “through, out, in, stuck”. With colored blocks you can also work on sorting, naming and pointing to colors, shapes and sizes. Some early core words and sounds to work on are “uhoh” when pushing a tower over or “up” or “on” each time you put a block on the tower. A great storage option is in old comforter bag or a pillowcase with a tie!
3) Play House with People and Props
Similar to the farm, a play house with people can target prepositions (in, on, out, up, down)and verbs (go, come, stop, pee pee, poop, eat, sleep….). With the different people you can also work on pronouns (he, she, they, him, her, them) and family members names (Daddy, Mama, Grandma, and proper nouns -the names of sister, brother, friends). A playhouse also lends itself to learning names of rooms and furniture in the home. There are tons of playhouses with people on the market!
4) Potato Heads
I like to find these at yard sales and online mom’s groups. I get collections of different potato head items all around (even the Dollar store and pharmacy stores have them). Try to get them with a case for storage or pick up a plastic container to store all the potato extras!
These are great for working on pronouns, body parts, family names, and sizes. To work on specific sounds, I name each potato with a sound that the child is working on (i.e working on the /k/ sound, I might name one of the potatoes “Ken” and the other “Kiki”). Kids also work on fine motor skills pushing the body parts into the holes on the potatoes.
5) Cars with Garages or Ramps
You can get cars and ramps pretty much anywhere there are toys. I like the above set for the variety of language it can elicit. Kids love to hide items inside of containers and this set works great for that in play. Originally intended to work on numbers, colors and sizes, you can also work on putting different color cars into the garages and work on “no”, “yes”, and “uhoh”. Take a book or box and make a ramp for cars to “go” “down” and “up” to work on those concepts. Stacking the garages on top of each other and “pushing” down is so fun for kids in addition to playing hide and seek with the cars and the boxes.
6) Play Food set or Baking Set
You can find play food sets all over the place. I like these sets particularly because they have velcro so the child can cut and put back together to work on those fine motor skills. Working on naming and pointing to foods kids love to make meals for adults. Some core words to work on are “cut, push, pull, make, on, off, open, close, out, in”. It’s fun to pair adult real cooking items in play (a big pot, wooden spoons, spatula) and real foods (potato, apple etc.) and make soup!
7) Baby Dolls and Accessories
You probably already have this toy (Baby with accessories), but I had to include it! It’s perfect to work on verbs “eat, poop, pee, sleep, drink, clean, change”, vocabulary like “stinky, help, see, bath, bottle, spoon…”, and body parts. This also encourages pretend play!
8) Ball poppers
This is a great stocking stuffer and there are all kinds of animals you can choose from for these ball poppers (The balls are quite small so this needs to be monitored by an adult). Simple words that can be worked on are “pop, push, squeeze, up, out, go, where…”. I often pair this toy with bubbles when working on the /p/ and /b/ sounds with minimally verbal kids.
9) Learning Resources Toys Picnic Basket, Surprise Party Presents, Rock and Gem Surprise
These Learning Resources toys and activities are so engaging for kids and target numerous goals through play. Here we are with the toy inside a container again- and kids LOVE it. My kids have really enjoyed cracking open the rocks to reveal the gems. Working on colors and shapes with all of these toys as well as prepositions, new vocabulary (foods, animals) and core words like “open, close, help, out, hide and find”. The language opportunities are endless!
10) Magnet Tiles
Magnet tiles are like blocks: open ended, tons of language opportunities and fun. This set is one of many that I found. I even saw some at Aldi’s grocery store this weekend. You will want at least 32 pieces for building. Kids can make anything from boxes to castles. I love to hide things inside the boxes. You can also use washable markers to write on the tiles and work on specific sounds. Shapes, colors and sizes can be targeted also. I recommend buying a plastic storage container to keep them all in one place!
11) Critter Clinic
Ok- I know I said Top 10 toys, but this one is a bonus! I picked mine up at a yard sale years ago! Different color keys open up different color doors and you can put anything you want the child to work on inside the doors. This toy is a favorite of speech pathologists because of the versatility of it. It is intended to be a vet clinic, but you can make it whatever your child is interested in (i.e. a school, a barn, a house, a town).Vocabulary that this can elicit includes “open, close, stuck, hide, in, and out”. You can put speech sound picture cards in the doors also to work on your child’s targeted sounds
Since I wanted to keep the list short, I won’t add anymore now (maybe in another post,
But…. I can’t make a list for the Top Recommended Toys for Speech and Language Development without mentioning these:
Books
Puzzles
Bubbles
Play do
Balls
Tunnel
Play kitchen
Pots, pans, spoons, cups, tongs
I will be doing another Blog post about some of these toys and activities also, so stay tuned and check into my Blog often!
Thanks for being here!
CONNECT THROUGH PLAY
SpeechieTrish