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Watch what your child chooses, looks at or does.

• Join that activity instead of moving them to your idea.
• Copy an action or add a comment about their interest.
• Shared enjoyment comes before practising a particular word.

Try it: They roll a car along the sofa. Roll another car alongside and say “Go!”

Leave a little quiet space for your child to take a turn.

• A movement, gesture, sign, sound or word can be that turn.
• Respond to what it seems to mean.
• A pause is an invitation, not a test: carry on or help if they need you.

Try it: They reach towards the bubbles. Say “More!” and blow again. You don’t need to wait for a spoken word.

Modelling means saying a word naturally while its meaning is clear.

• Use short comments about what is happening.
• Mix these into the interaction rather than repeatedly asking “What’s this?” or “Can you say…?” Leave space after you speak.

Try it: As a toy moves, say “Go!” rather than asking your child to say it. If they use a different sound, respond to their message.

Answer their message, then add a small amount of language.

• If they use one word, you can offer a short phrase.
• If they communicate with an action, gesture or sound, give that message simple words.
• They don’t need to repeat your longer version.

Try it: They say “more”. You say “More bubbles!” and continue. If they point to the door, “Open!” may be enough.

Turns can be actions as well as speech.

• Copy what your child does, add your own turn and leave room for theirs.
• Sit or move where you can comfortably share the activity.
• They don’t need to look into your eyes to join in.

Try it: They tap a block; you tap yours. Pause and notice what they do next. Add a short word when it fits the play.

Choose moments that matter to your child: wanting another turn, opening something interesting or finishing an activity.

• Say the word when it fits.
• Don’t withhold food, comfort or needed help to get a response.
• Stop when the interaction stops being enjoyable.

Try it: Use “help” when a toy is naturally tricky. Use “all done” when your child shows they have finished, even if the plate isn’t empty.

Let a useful word come up naturally in different activities.

• Short, meaningful comments are easier to connect with an action than a stream of instructions.
• You can also use gestures, signs or pictures alongside your words.

Try it: Say “open” with a bag, a box or a book your child wants. Repeat it when the opportunity comes up, rather than drilling it many times.

Don’t push the activity. Join something they already enjoy, switch toys or try another time.

• Copy their play before adding a word.
• They can be part of the interaction without speaking or following your activity.

You can say the word yourself without asking them to repeat it.

• If they join in, respond warmly.
• If they don’t, keep the game or routine moving.
• Avoid correcting their pronunciation or repeatedly asking for a word.

Respond to the message behind their sound, gesture or pointing.

• You can say a word that matches their message while responding to their signal.
• There’s no need to make speech a condition of getting help or having a turn.

Yes. Ask questions because you want to know something, and give time for a response.

• Balance them with comments and shared play.
• If most of your turns are questions with an answer you already know, try commenting instead.

Use brief moments that work for your family and follow your child’s interest.

• You don’t need to fill a fixed session or finish a game.
• One enjoyable exchange can be a place to begin; repeat the idea naturally later.

Notice how your child joins in: starting a turn, showing you something, taking another turn or communicating a need.

• These exchanges matter too.
• App scores record game activity; they are not a measure of your child’s language development.

If your child uses single words, try adding one related word in your own response: “more” becomes “more bubbles”.

• You can explore Level 2 or stay with single words.
• Use what feels useful for your child, rather than treating a game score as a readiness test.

Use the language or languages you feel comfortable speaking together.

• You can use the same play ideas in your home language even if the game uses English.
• You do not need to stop using another language to support communication.

You don’t need to have an SLT to use these home activities.

• SpeechBarn offers general practice ideas, not an assessment or individual treatment.
• If your child already has professional advice, use these ideas in a way that fits it.
• If you’re concerned, speak to your GP, health visitor, nursery or school about whether a speech and language therapy referral could help.

If you’re concerned about speech, understanding or communication, ask a health visitor, GP or local speech and language therapy service for advice.

• You don’t need to finish the games first.
• Ask about hearing too if you’re worried about what your child can hear.