Mornings can be hectic, but they also offer a fantastic opportunity to boost your child’s speech development with language-rich morning routines. By narrating, describing, and engaging in conversation during the dressing routine, you can turn a simple task into a rich learning experience. Let’s explore how to make the most of this time, broken down by age.

Building Foundations for Language-Rich Morning Routines

Babies (0-12 Months):

At this age, it’s all about sensory exploration and establishing basic vocabulary.

Script Example:
- “Good morning, sleepyhead! Let’s get you dressed. First, a clean diaper. Here we go! Lift your little legs… and whoosh! Diaper on! Now, let’s find your soft onesie. Oh, it’s got little [mention a detail, e.g., ‘ducks’]. Here’s the neck hole. Over your head… and arms in! Wiggle, wiggle! All done! Now, warm socks for your tiny toes. One sock… two socks! All cozy!”
Language Focus:
- Naming: Diaper, onesie, socks, legs, arms, toes.
- Action Words: Lift, put on, wiggle, find.
- Descriptive Words: Soft, clean, tiny, warm.
- Sensory Experiences: Emphasize textures and sounds.
- Repetition: Repeat key words and phrases.
Tips for parents and caregivers:
- Use a gentle, soothing tone.
- Make eye contact and smile.
- Pause to allow your baby to respond (even with coos and babbles).
- Add sound effects.

Toddlers (1-3 Years): Expanding Vocabulary and Following Instructions

This is the age of exploration and growing independence.

Script Example:
- “Good morning! Are you ready to get dressed? Let’s choose your shirt. Do you want the blue shirt or the red shirt? The blue one? Okay! Here’s the neck. Can you help me put it over your head? Great job! Now, arms in! One arm… and the other arm! Now, your pants. Where are the leg holes? Can you find them? One leg in… and the other leg in! Pull them up! Now, your shoes. Do you want to wear your sneakers or your boots? Sneakers! Okay. First, your right foot… and then your left foot. All done! You look great!”
Language Focus:
- Choices: Offering options and encouraging decision-making.
  - “Do you want to wear the blue shirt or the red shirt?”
  - “Do you want to wear pants or a skirt/dress?”
  - “Do you want to wear your socks with stripes or your socks with dots?”
  - “Do you want to wear your sneakers or your boots?”
  - “Do you want to wear your long-sleeved shirt or your short-sleeved shirt?” (Depending on the weather)
- Following Directions: “Find,” “pull,” “put on.”
  - One Step Directions:
    - “Lift your arms.”
    - “Sit down.”
    - “Stand up.”
    - “Hold your shirt.”
    - “Find your socks.”
  - Two Step Directions:
    - “Pick up your shirt and hold it up.”
    - “Sit down and put on your socks.”
    - “Find your shoes and bring them to me.”
    - “Lift your arm and put it in the sleeve.”
  - Directions with location words:
    - “Put your foot in your shoe.”
    - “Pull your shirt over your head.”
    - “Put your socks on your feet.”
  - Directions with Descriptive Words:
    - “Find your soft socks.”
    - “Put on your blue shirt.”
    - “Pull up your striped pants.”
  - Directions with Sequencing Words:
    - “First, put on your pants, then put on your shirt.”
    - “After you put on your shirt, we will button it.”
- Body Parts: Reinforcing names of body parts. Don’t forget to use more advanced body parents like wrist, elbow, shoulder.
- Colors and Shapes: Describing clothing items in detail to provide more exposure to vocabulary words.
Tips for parents and caregivers:
- Encourage your toddler to participate in the dressing process. This will help to encourage and create independence with daily living skills.
- Use simple, clear language.
- Ask open-ended questions like, “What do you think?”
- Count buttons, or snaps.

Preschoolers (3-5 Years): Storytelling and Descriptive Language

Preschoolers love imaginative play and are developing more complex language skills.

Script Example:
- “Good morning, adventurer! Today, we’re dressing like explorers! First, we need our sturdy explorer pants. These will keep us safe on our journey. Next, our special explorer shirt. Look, it has [mention a detail, e.g., ‘pockets’]! Now, let’s put on our explorer socks. They’ll keep our feet warm in the jungle. And finally, our mighty explorer boots! We’re ready for anything! What kind of animals do you think we’ll see today? Let’s tell a story about our adventure while we get ready. What happens first?”
Language Focus:
- Imaginative Play: Creating stories and scenarios.
  - “The Magical Clothes Adventure”:
    - “First, we put on your magical underwear! What color are they? They have to be on first, because they’re the base of our adventure.”
    - “Next, we put on your superhero socks! What do superheroes do? (Discuss actions). Are your socks striped or spotted?”
    - “Now, your powerful pants! What kind of things do you do in your pants? Run? Jump?”
    - “Finally, your amazing shirt! What picture is on your shirt? What is it doing?”
    - “And then, if it is cold, your jacket. What does a jacket do for us?”
    - This helps with sequencing (first, next, then, finally) and descriptive vocabulary (colors, patterns, actions).
  - “The Weather Dress-Up”:
    - “Let’s look outside. What’s the weather like today? Is it sunny? Rainy? Windy?”
    - “If it’s sunny, we need our… (sunscreen, light shirt, shorts). What does the sun feel like?”
    - “If it’s raining, we need our… (rain boots, raincoat, umbrella). What sound does the rain make?”
    - “If it is cold, we need our… (mittens, coat, hat). What does cold feel like?”
    - This reinforces weather vocabulary and the concept of dressing appropriately.
  - “The Animal Dress-Up”:

“Today, we’re dressing like a… (lion, bear, bunny). Let’s put on our ‘lion’ socks! What sound does a lion make?”
“Now, our ‘bear’ pants! How does a bear walk? Let’s walk like a bear.”
“Our ‘bunny’ shirt! How do bunnies move?”
This encourages imaginative play and animal vocabulary.

“The Journey to the Kingdom of Clean Clothes”:

- “We’re on a journey to the Kingdom of Clean Clothes! First, we have to cross the ‘Underwear River’. Can you step into the river?”
- “Now, we climb the ‘Sock Mountain’! High, high, high!”
- “We must then go through the pants tunnel!”
- “Then we must put on the shirt of brightness!”
- This turns dressing into an adventure, using prepositions and imaginative language.
“The Color-Changing Clothes”:
- “These socks are magic! If we say the magic word, they’ll turn… (color). Ready? ‘Abracadabra, red!’ Wow, they’re red!”
- “Now, let’s make your pants turn… (another color).”
- This reinforces color vocabulary and adds a playful element.
“Where are we going today?”
- “Are we going to the park? What kind of shoes do we need to wear to the park?”
- “Are we going to the store? What kind of shirt would be good for the store?”
- “Are we going to a friends house? What will we play there?”
- This helps connect the clothing choices to the days activities, and helps build future thinking skills.

- Descriptive Language: Using adjectives to describe clothing and actions.

Describing Clothing:

Colors: Blue, red, yellow, green, purple, orange, pink, brown, black, white, striped, spotted, patterned.
Textures: Soft, smooth, fuzzy, fluffy, rough, scratchy, silky, warm, cool.
Sizes/Shapes: Big, small, long, short, tight, loose, round, square.
Conditions: Clean, dirty, new, old, ripped, wrinkled.
Styles: Fancy, casual, sporty, comfy, silly, fun, pretty, handsome.

Describing the Child:

Appearance: Cute, adorable, handsome, beautiful, stylish, bright.
Feelings: Happy, excited, sleepy, cozy, warm, comfortable.
Actions: Ready, fast, slow, helpful, strong.

Describing the Weather/Environment:

Temperature: Warm, cold, chilly, hot.
Conditions: Sunny, rainy, cloudy, windy.
Seasons: Spring, summer, autumn, winter.

Example Phrases:

“Let’s put on your soft and fluffy socks.”
“This blue shirt looks great on you!”
“It’s a chilly morning, so let’s wear a warm jacket.”
“You look so handsome in your new pants!”
“These striped pants are so fun!”
“Are you feeling cozy in your warm sweater?”
“It is a sunny day, so we will wear our bright yellow shirt.”
“These shoes are very comfortable.”
“That is a very silly hat!”

Asking Open-Ended Questions: Promoting critical thinking.
- “Why did you choose this shirt today?”
- “If your clothes could talk, what would they say?”
- “What kind of adventure do you think we’ll have in these clothes?”
- “If you could design your own clothes, what would they look like?”
Expanding Vocabulary: Introducing new words related to their interests.
- Scenario: Parent and child are getting ready for preschool/daycare/a fun outing.
- Parent: “Good morning, sunshine! Let’s get dressed. First, let’s find your pants. Oh, these are your corduroy pants! Do you know what corduroy means? It’s a type of fabric that has these little ridges, like tiny lines. Feel them. They’re very textured.”
- (Child touches the pants.)
- Child: “Oh, they feel bumpy!”
- Parent: “Yes, bumpy! That’s another great word. And the texture is what makes them feel bumpy. Now, let’s put them on. One leg in… and the other leg in. Perfect! Now, your shirt. What shirt will we wear today?”
- (Child points to a shirt with a picture of a dinosaur.)
- Parent: “Ah, the dinosaur shirt! Look at that dinosaur. It’s a triceratops. Can you say triceratops?”
- (Child tries to say triceratops.)
- Parent: “Great try! Triceratops. It has three horns, see? One, two, three. It’s a herbivore. Do you know what a herbivore is? It’s an animal that only eats plants, like leaves and grass.”

Tips for parents and caregivers:
- Let your child choose their outfit (within reason).
- Encourage them to tell you about their favorite clothes.
- Use different voices and sound effects.
- Discuss the weather and how it affects clothing choices.

Young School-Aged Children (6-8 Years): Expanding Vocabulary and Encouraging Independence

At this age, children are becoming more independent and are ready for more complex conversations.

- Script Example:
  - “Good morning! What’s on your schedule today? Okay, school! Let’s get your clothes ready. First, your [clothing item]. Do you remember why we wear these? That’s right! Now, your [another clothing item]. What do you think you’ll be learning about today? Maybe you can tell me about it later. What about the weather, do you think you will need a jacket? Great thinking! Now, your shoes. Are your shoes tied correctly? Remember, we want to prevent trips and falls. What are you looking forward to most today?”
- Language Focus:
  - Conversations about Daily Activities: School, friends, hobbies.

Example Script:

- - Scenario: Parent and child are getting ready for school.
  - Parent: “Good morning! Are you ready for another exciting day? What are you looking forward to most today?”
  - Child: “I think we’re doing a science experiment in class.”
  - Parent: “Oh, a science experiment! That sounds interesting. Do you know what kind of experiment you’ll be doing?”
  - Child: “Not exactly, but my teacher said it involves mixing things.”
  - Parent: “Mixing things! That could be anything. Maybe you’ll be mixing colors, or maybe you’ll be mixing liquids. What do you hope you’ll be mixing?”
  - Child: “I hope it’s colors! I like making new colors.”
  - Parent: “That sounds like fun. And what about recess? What games do you think you’ll play today?”
  - Child: “Maybe tag, or maybe we’ll play on the swings.”
  - Parent: “Swings are always fun. Do you have any friends you’re planning to play with?”
  - Child: “Yeah, I’m going to play with [friend’s name].”
  - Parent: “That’s great! And what about lunch? What’s on the menu today?”
  - Child: “I think it’s pizza!”
  - Parent: “Pizza! That’s a popular choice. I hope you enjoy it. And after school, do you have any activities planned?”
  - Child: “I have soccer practice.”
  - Parent: “Soccer practice! That’s going to be a busy day. Remember to drink lots of water to stay hydrated. Do you have any goals for soccer practice today?”
  - Child: “I want to try to score a goal!”
  - Parent: “That’s a great goal! I’m sure you’ll do your best. And how about reading? Do you have any books you’re excited to read when you get home?”
  - Child: “I’m reading a book about dinosaurs.”
  - Parent: “Dinosaurs! That’s a fascinating topic. Maybe you can tell me something new you learn about dinosaurs later. It sounds like you have a very full day ahead of you. Remember to have fun, be kind to your friends, and learn as much as you can. I can’t wait to hear all about it when you get home.”
- Explaining Reasons: Discussing why certain clothes are worn.
  - Scenario: Parent and child are getting ready for a typical school day.
  - Parent: “Okay, let’s get you ready for school. Today, we’re going to put on your long-sleeved shirt. Why do you think we’re choosing a long-sleeved shirt instead of a short-sleeved one?”
  - Child: “Because it’s a little cold?”
  - Parent: “Exactly! The weather forecast said it’s going to be a bit chilly this morning. Long sleeves help keep your arms warm. It’s all about being comfortable and not getting too cold. What about your pants? Why are we wearing these sturdy pants instead of your pajamas?”
  - Child: “Because pajamas are for sleeping?”
  - Parent: “That’s right! These pants are made of a stronger fabric. They’re good for running, playing, and sitting at your desk. They’re also more appropriate for school. It’s important to wear clothes that are right for what we’re doing. Now, let’s look at your shoes. You’re wearing your sneakers today. Why sneakers and not your sandals?”
  - Child: “Because sneakers are better for running and playing?”
  - Parent: “You’re getting it! Sneakers have good support for your feet, and they protect your toes. They’re perfect for the playground and for gym class. Why do you think we wear socks with our sneakers?”
  - Child: “To keep our feet warm and stop them from getting sweaty?”
  - Parent: “That’s right! Socks also prevent your shoes from rubbing against your skin and causing blisters. Now, let’s talk about your jacket. It’s a waterproof jacket. Why do you think we need a waterproof jacket today?”
  - Child: “Because it might rain?”
  - Parent: “Exactly! It’s important to be prepared for all kinds of weather. A waterproof jacket will keep you dry if it rains. And look, it has a hood! What does the hood do?”
  - Child: “It covers my head!”
  - Parent: “Yes, it protects your head and keeps you dry. Now, you’re all set! Remember, the clothes we wear help us stay comfortable, safe, and prepared for the day. It’s not just about looking good; it’s about being practical and ready for anything. And it is important to remember, that different activities, and different weather require different clothing choices. Do you have any questions?”
- Vocabulary Building: Introducing new words related to school and interests.
- Encouraging Independence: Letting them dress themselves as much as possible.
Tips for parents and caregivers:
- Give them choices and encourage them to express their opinions.
- Discuss current events and their interests.
- Encourage them to read clothing labels and understand fabric types.
- Use this time to help them learn to tie shoes, button, zipper, and other clothing skills.

By incorporating these strategies and scripts into your morning routine, you can transform getting dressed into a fun and engaging language-rich morning routines for your child, no matter their age.

Disclaimer: This article provides general information and suggestions. It is not intended as a substitute for professional diagnosis or treatment from a certified Speech-Language Pathologist. If you have specific concerns about your child’s speech development, please consult with a qualified professional in your area.

Resources

For more information check out these resource:

MDS: Turning Car Rides into Language Adventures: Simple & Fun Ways to Boost Your Child’s Communication Skills

MDS: Boost Your Child’s Language Skills During Bath Time: Fun Tips for Babies, Toddlers & Preschoolers

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