7 Ways to Help Your Toddler Talk During Play — With Toys You Already Have

You sit down with your toddler, pick up a toy and ask:

“What’s this?”“What colour is it?”“Can you say car?”

You’re trying to help. But before long, playtime can start to feel like a little quiz—and your child may move on without saying much at all.

You don’t need a cupboard full of specialist toys to support your toddler’s communication. The cars, blocks, teddies and balls you already have offer plenty of opportunities to connect.

Often, the useful change is in how we join the play: following the child’s interests, offering simple words and giving them time to respond. These approaches are also recommended by Speech and Language UK.

Here are seven practical ideas for parents, nursery practitioners and early years educators.

1. Follow their lead with toy cars

Perhaps your toddler loves spinning the wheels rather than driving the car. Or they prefer sending it under the sofa to following the toy road.

Start with what interests them.

Pick up another car, copy their action and add a short comment:

• “Spin, spin!”

• “Under the sofa.”

• “Your car’s hiding!”

Then pause. You don’t need to describe every movement.

When your words match what your child is already exploring, they have a clear connection to the activity. Following their lead also means accepting that their version of play may look different from yours.

In nursery: Join the child at the car area before introducing your own game. Notice what they enjoy and build from there.

2. Use bubbles to create a shared routine

Blow a few bubbles, pop them together and repeat a simple phrase:

“Bubbles… pop, pop, pop!”

After a few rounds, pause briefly before blowing again. This gives your child an opportunity to take a turn.

Their response might be a movement, a sound, a gesture, a word or a message using their communication aid. Respond to the message and carry on.

You could model “more bubbles” as you blow again, without asking them to repeat it. If they don’t respond, you can still continue. The pause is an invitation, not a condition for getting more bubbles.

Speech and Language UK recommends pauses to give children time to join in without pressure.

In nursery: Keep the routine flexible. Children can participate in different ways; nobody needs to say “more” to have another turn.

3. Swap questions for comments when building with blocks

Blocks offer plenty to talk about without testing colours, numbers or shapes.

Instead of asking, “What colour is that?” try:

• “A yellow block.”

• “Up it goes!”

• “Oh! It fell down.”

Leave some quiet space between comments so your child can contribute.

Questions aren’t forbidden. But if most of your conversation involves checking what your child knows, try offering more comments instead. This lets them hear useful language without needing to produce the right answer.

In nursery: During construction play, notice how often adults ask questions. Try describing an action or sharing a reaction before asking another one.

4. Add a little language while playing with teddy

A teddy, doll or favourite soft toy can join familiar routines: eating, washing, sleeping or going out.

Follow the routine your child chooses and offer words that fit:

“Teddy’s hungry.”“Wash teddy.”“Night-night, bear.”

If your child says “bed”, you might respond, “Teddy’s bed.” If they say “teddy sleep”, you could say, “Teddy’s sleeping.”

You’re showing them a slightly fuller version of their message. There’s no need to correct them or ask them to say it again. Speech and Language UK recommends adding a word or two and letting children hear the model naturally.

In nursery: Share a familiar pretend-play routine with families so they can use similar words at home, in whichever language feels natural.

5. Offer real choices with pretend food

Set up a small picnic using pretend food, toy cups or safe everyday containers.

Offer two items your child can see:

“Apple or banana?”“Cup or plate?”

Accept their choice whether they point, reach, speak, sign or use another communication method. Then put the choice into words: “Banana. Teddy wants banana.”

Keep choices meaningful. If your child has already clearly chosen the apple, you can simply acknowledge it rather than asking them to choose again.

Speech and Language UK suggests visible choices as opportunities for children to communicate through pointing or words.

In nursery: Use a few familiar items rather than a large selection. Follow the child’s choice, including when they choose to stop.

6. Take relaxed turns with a ball

Sit comfortably and roll a ball towards your child.

You might say:

“To you!”“Roll it!”“Here it comes!”

Wait to see what happens. They may roll it back, push it elsewhere or follow it across the room. Join the game they are enjoying.

Taking turns doesn’t have to involve speaking. An action can be a turn too. These back-and-forth exchanges give children experience of sharing an interaction. Speech and Language UK includes turn-taking among the communication opportunities offered by play.

In nursery: Start with an adult and one child if that feels easier than a group game. Let the interaction grow without insisting on a set number of turns.

7. Play peekaboo with no special toy needed

Use your hands or briefly hide a favourite toy behind a cushion.

“Where’s bunny?”“Here he is!”

Repeat the game if your child enjoys it. Once the routine becomes familiar, leave a short pause before revealing the toy.

Your child might move the cushion, make a sound or show excitement. Treat that as part of the game.

People games such as peekaboo are recognised opportunities for shared play. Stop or change the activity if your child turns away, becomes uncomfortable or shows they have had enough.

In nursery: Ask families which familiar games their child enjoys. A well-loved routine can be a useful starting point for connecting with a practitioner.

What if my child doesn’t say anything?

A quiet play session can still contain plenty of communication.

Notice whether your child shows you something, offers an object, makes a sound, gestures or uses signs or a communication aid. Respond with interest, even when there are no spoken words.

You don’t need to try all seven activities. Choose one your child already enjoys and try one small change: fewer questions, a short pause or a simple comment.

Keep play comfortable. Your child can listen and participate without looking directly at you or repeating your words.

When should I ask for support?

If you’re concerned about your child’s talking, understanding or communication, speak to your health visitor, GP or local speech and language therapy service. You can also discuss what you’re noticing with your child’s nursery practitioner. You don’t need to work through every activity before asking for advice.

At Little Gems Speech Therapy, we offer children’s speech and language assessments remotely and face to face within Kirklees. An assessment can help identify your child’s strengths and support needs, followed by a practical programme for parents and educators.

Get in touch to discuss your child’s needs and whether an assessment would be suitable.

Which toy does your child always come back to? Tell us in the comments—we’d love to hear what they enjoy.