Bedtime · Talking & UnderstandingWhat do you do when you're sleepy?
Your child is yawning as you get ready for bed.
Try
Ask what they do when they're sleepy, and wait for their answer.
“What do you do when you're sleepy?”
“You go to bed! And what do you do when you're hungry?”
How to do it
- Ask one "what do you do when…" question.
- Wait for their answer, and say it back in a full sentence.
- Ask one more, about something else they know.
Conversation guide
- Parent
- 'What do you do when you're sleepy?'
- Child
- 'Bed.'
- Parent
- 'You go to bed! And what do you do when you're hungry?'
- Child
- 'Eat!'
- Parent
- 'You eat. What do you do when you're cold?'
- Child
- 'Blanket!'
Why this matters
Your child practices talking about what they need. Saying their answer back in full shows them how to say more.
What not to do
- Avoid firing off questions one after another; wait for each answer.
Story time · Early LiteracyAsk, add, ask again
Your child opens their favorite book to the page they like best.
Try
Ask about one picture, add to their answer, then ask again.
“What's this?”
“Balloons. Lots of balloons.”
“Who has the balloons?”
How to do it
- Ask one question about the picture, and wait.
- Say their answer back, adding a word or two.
- Ask one more question, then turn the page when they want to.
Conversation guide
- Parent
- 'What's this?'
- Child
- 'Balloon.'
- Parent
- 'Balloons. Lots of balloons.' [waits]
- Child
- 'Balloon go up!'
- Parent
- 'The balloons are going up, up, up. Who has the balloons?'
- Child
- 'Girl.'
- Parent
- 'The girl has lots of balloons.'
Why this matters
Your child practices saying more about what they see. Adding to their answer gives them new words and another turn.
What not to do
- Avoid turning it into a test of names they should already know.
Bath time · Limits & CooperationIt's bath time. Cup or duck?
It's time for the bath, and your child is busy playing.
Try
Tell them it's bath time instead of asking, then offer a real choice.
“It's time to get in the bath.”
“Do you want the cup or the duck?”
How to do it
- Say what's happening as a calm statement, not a question.
- Offer two choices you're happy with.
- Go with their choice right away.
Conversation guide
- Parent
- 'It's time to get in the bath.'
- Child
- 'No bath!'
- Parent
- 'Do you want the cup or the duck?'
- Child
- 'Duck!'
- Parent
- 'The duck. In you go.'
- Child
- [climbs in with the duck]
Why this matters
Your child practices going along with a routine while still having a say. A small choice gives them that say.
What not to do
- Avoid asking "Do you want to get in the bath?" when there isn't a choice.
Going out · Logic & NumbersJust one apple, please
You're at the grocery store, and your child is in the cart.
Try
Put a few apples in their lap, ask for just one, then one more, and count them into the bag.
“Can you give me just one apple?”
“One apple! Now one more.”
“One, two. Two apples in the bag.”
How to do it
- Put three apples in their lap.
- Hold out your hand, ask for just one, and wait.
- Ask for one more, then count both into the bag.
Conversation guide
- Parent
- [puts three apples in their lap, holds out a hand] 'Can you give me just one apple?'
- Child
- [hands you one] 'One!'
- Parent
- 'One apple! Now one more.'
- Child
- [hands you another]
- Parent
- [drops them in the bag] 'One, two. Two apples in the bag.'
- Child
- 'Two apples!'
Why this matters
Your child learns what one and two mean. Asking for just one lets them show you.
What not to do
- Avoid saying "No, just one!" when they hand you more; count them together and give one back.
Floor play · Pretend & ImitateAll aboard the box bus
You have an empty box from a delivery.
Try
Turn the box into a bus, and be the passenger.
“Is this a bus? Can I get on?”
“Where are we going, driver?”
How to do it
- Put the box on the floor and ask what it could be.
- Climb on (or sit beside it) as a passenger.
- Ask the driver where you're going, and go along with it.
Conversation guide
- Parent
- 'Is this a bus? Can I get on?'
- Child
- [sits in the box] 'Bus! Beep beep!'
- Parent
- [sits behind] 'Where are we going, driver?'
- Child
- 'Park!'
- Parent
- 'To the park! Beep, beep. My stop!'
Why this matters
Your child practices pretend play, turning a box into something else. Being their passenger gives them the lead.
What not to do
- Avoid telling them what the box should be.
Waking up · Speaking ClearlyA big dog! What did it do?
Your child wakes up and tells you about their dream, and you can't catch every word.
Try
Say back the part you understood, then ask about the part you missed.
“A big dog! What did the dog do?”
“The dog ran fast. And what did you do?”
How to do it
- Stop, and turn to face them.
- Say back the words you caught, then ask only about the part you missed.
- If it's still unclear, answer the part you understood.
Conversation guide
- Child
- 'Big dog… [words you can't make out]… me!'
- Parent
- [sits on the bed, faces them] 'A big dog! What did the dog do?'
- Child
- 'Run! Run fast!'
- Parent
- 'The dog ran fast. And what did you do?'
- Child
- 'Me run too!'
- Parent
- 'You ran too, in your dream.'
Why this matters
Your child practices getting their message across. Asking only about the part you missed helps them try again.
What not to do
- Avoid saying "What?" or nodding along when you didn't understand.
Toilet time · Doing It MyselfA potty sit after breakfast
Breakfast is finished.
Try
Make a short potty sit part of what you do after breakfast.
“Breakfast is done. Potty time.”
“You sat on the potty.”
How to do it
- Say it the same way every day.
- Let them sit for a short while, with a book if they like.
- Get up when they're ready, whatever happened.
Conversation guide
- Parent
- 'Breakfast is done. Potty time.'
- Child
- 'Potty!' [sits]
- Parent
- [hands a book]
- Child
- [looks at the book] 'All done.'
- Parent
- 'You sat on the potty. Let's wash hands.'
Why this matters
Your child gets used to the potty as part of their day. A short sit after breakfast keeps it relaxed.
What not to do
- Avoid keeping them sitting until something happens.
Helping out · Talking & UnderstandingThis is a ladle
You're getting soup bowls ready, and your child is helping set them out.
Try
Use a new word three times while you work: say it, show what it does, then use it again.
“This is a ladle.”
“A ladle is a big, deep spoon for soup.”
“Can you put the ladle by the bowls?”
How to do it
- Name the thing.
- Say what it does while they watch.
- Use the word again a moment later.
Conversation guide
- Parent
- 'This is a ladle.'
- Child
- 'Ladle.'
- Parent
- 'A ladle is a big, deep spoon for soup.'
- Child
- 'Big spoon!'
- Parent
- 'Can you put the ladle by the bowls?'
- Child
- [carries it] 'Ladle!'
Why this matters
Your child learns what a new word means. Hearing 'ladle' while they carry one shows them what it is.
What not to do
- Avoid asking them to say the new word back.
Mealtimes · Talking & UnderstandingWhy the big spoon?
Your child is insisting on the big spoon at dinner.
Try
Ask why, and take their reason seriously.
“Why do you want the big spoon?”
“Oh, so you can get more.”
How to do it
- Ask why, as a real question.
- Say their reason back in a full sentence.
- Go with their reason and hand it over.
Conversation guide
- Child
- 'Big spoon! Big spoon!'
- Parent
- 'Why do you want the big spoon?'
- Child
- 'More peas.'
- Parent
- 'Oh, so you can get more peas.'
- Child
- 'More peas!'
- Parent
- 'Here's the big spoon.'
Why this matters
Your child practices giving a simple reason for what they want. Saying their reason back shows reasons are worth giving.
What not to do
- Avoid answering "because I said so" before you've heard their reason.
Getting changed · Doing It MyselfMe do it! A hint, not hands
Your child says "Me do it!" and grabs their shoe, but their foot won't go in.
Try
Keep your hands back and give one hint in words.
“Pull the strap open first.”
“Now push your foot in.”
How to do it
- Hand them the shoe and wait.
- When they get stuck, give one hint in words, with your hands in your lap.
- Let them finish, then say what they did.
Conversation guide
- Child
- 'Me do it!' [pushes, foot gets stuck]
- Parent
- [hands in lap] 'Pull the strap open first.'
- Child
- [pulls it open]
- Parent
- 'Now push your foot in.'
- Child
- [pushes] 'In!'
- Parent
- 'You opened the strap and pushed your foot in.'
Why this matters
Your child practices solving a tricky step on their own. A hint in words, not hands, keeps them trying.
What not to do
- Avoid reaching in to do the tricky part for them.
Drop off · Talking & UnderstandingWho did you sit next to?
You've just picked your child up from daycare.
Try
Ask one real question about something you don't know.
“Who did you sit next to at snack?”
“What did you eat?”
How to do it
- Wait until you're walking or in the car.
- Ask about one small thing: who, what or where.
- Answer what they tell you, and wait for more.
Conversation guide
- Parent
- 'Who did you sit next to at snack?'
- Child
- 'Leo.'
- Parent
- 'Leo! What did you eat?'
- Child
- 'Banana. Leo banana.'
- Parent
- 'You and Leo both had bananas.'
- Child
- 'Leo spill!'
Why this matters
Your child practices telling you about their day. A small who or what question is easier than a big one.
What not to do
- Avoid asking "What did you do today?" and moving on.
