Receptive language, Expressive language
A toddler participates in a drawing activity with caregiver supports for using words for different purposes.
[Invite a toddler to join you at a low table to draw a picture. Give the toddler and yourself a sheet of drawing paper. Put the crayons on the table within easy reach of both of you.]
I am going to draw a picture. You can draw a picture, too. You can draw whatever you want to make with our crayons.
[Point to crayons.]
Look at all of our crayons. We have many different colors of crayons.
[Point to and name some basic colors— such as red, blue, and green.]
Which crayon would you like to use first?
[Encourage the toddler to select one crayon. Say the name of the color. Example: “You picked a blue crayon. You are going to start drawing with a blue crayon. Let’s say ‘crayon’ together. Crayon.”
Select a crayon and make some marks on your paper. Describe and point to what you are doing. Example: “I am making some lines on my paper. These are called lines. I like to draw lines.”
Describe what you see on the toddler’s paper. Example: “You put some marks on your paper. There are pretty blue marks on your paper. Let’s say together ‘blue marks.’”]
Do you want to want to use a different color of crayon now?
[If the toddler communicates a nonverbal ‘yes,’ gently say “You can say the word ‘yes.’ You can tell me ‘yes.’ Invite the toddler to take or point to the crayon he/she wants to use next. Say the name of the color.
If the toddler communicates a nonverbal ‘no,’ gently say “You can say the word ‘no.’ You can tell me ‘no.’” Describe the toddler’s plan to keep using the same color. Example: “You want to keep drawing with the crayon you are using now.”]
[Explain that you are going to now use a different color of crayon. Say the color of the crayon you pick up. If possible, use a crayon that is near the toddler and invite the toddler to give it to you. Example: “Now I want to use a green crayon. There is a green crayon next to. you, Joseph. Would you please give me the green crayon?” Thank the toddler for passing the crayon to you.
Recognize any comments the toddler may offer during the activity. Repeat and expand on what the toddler says.
Offer to put the toddler’s words on the back of his/her paper.]
We had fun drawing together. We used good colors in our drawings. We talked to each other about the crayons we wanted to use.
The use of one or two words is encouraged for different purposes in this activity: for naming an object, describing an action with a crayon, responding to a question, and potentially putting words on a drawing. Toddlers with strong language skills will likely offer far more than one or two words. But the general idea that we use words for different reasons remains the same. Most toddlers are not familiar with the practice of an adult writing a child’s words on paper (taking dictation) and are unlikely to say something for you to write. Still, your offer to write some words the toddler says is an informal way to promote the idea that words can be used to tell about something the toddler did.
Some toddlers will enjoy drawing, whereas others may make a few marks and move to a different activity. Toddlers are not expected to draw recognizable shapes or images. Drawing at this age is about experimenting with holding a crayon and making marks on paper. The activity description emphasizes process, not product. There are no questions like “what are you drawing?”
The use of color names in this activity is to support the toddler’s emerging understanding that objects have unique names. Young toddlers are aware there are different colors and benefit from hearing color names regularly, but they are not expected to know color names. Avoid letting the activity become a color-naming lesson.
Extra support
Enrichment
Receptive language, Expressive language
Toddlers participate together in a play dough activity with caregiver supports for communicating item names and their interests.
Be Prepared: Prepare one ball of play dough about the size of a toddler’s hand for each anticipated participant. Place the dough on a low table where a toddler can sit or stand to participate. Arrange the age-appropriate tools in the center of the table within reach of all toddlers.
Invite 3–4 toddlers to play at a low table with play dough. Point to and name the play dough and each of the tools. Hold up the tool as you clearly say its name. Invite toddlers to play with the dough in ways they wish. Use the following strategies to promote toddlers’ use of words:
This activity option is slightly more challenging than Option 2 because it involves peers and the potential to communicate with a peer about one’s interest in using an item. There also is potential for toddlers to work together with play dough, although this is not an emphasis of the activity. Similar to Option 1, the activity promotes different uses of words, including names of objects.
Play dough is an enjoyable activity for most toddlers. Manipulating play dough provides both a sensory experience and the opportunity to create. Some toddlers may choose to use one or more tools, whereas others may prefer to use their hands. Toddlers may enjoy watching the work and creations of their peers.
Extra support
Enrichment
Materials Needed: see Options 1 and 2
Provide the materials used in Options 1 and 2 for smaller gatherings of toddlers to explore. Encourage toddlers to say the name(s) of materials they are using and to tell one another what they are doing with the materials. Remain close at hand so you can incorporate into the setting some of the word-use strategies offered in Options 1 and 2.
Materials Needed: see Options 1 and 2
Preschool-age children will enjoy Option 1 or 2. If you involve a preschool-age child(ren) in Option 2 with toddlers, ensure there are opportunities for both toddlers and older children to talk. Toddlers benefit from verbal exchanges with older children, including hearing words used by older peers. They also benefit from opportunities to talk with, and be listened to by, adults.
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