Help Your Child Say the /f/ Sound: Easy At-Home Activities

Okay, parents and caregivers, let’s talk speech sounds! As a Speech-Language Pathologist (often called an SLP or Speech Therapist), I work with many wonderful children who sometimes have trouble making certain sounds. It’s a common part of development, but sometimes, a little extra help is needed. Today, we’re going to focus on one specific sound: the /f/ sound, like in “fish” or “fun” and how to help your child say /f/ sound

If you’ve noticed your child saying “pish” instead of “fish,” or “punny” instead of “funny,” you’re in the right place! This article will help you understand why this might be happening and give you practical, step-by-step ways you can support your child’s speech development at home.

What is the /f/ Sound Anyway?

Let’s start with the basics. The /f/ sound is what we call a “fricative.” That’s just a fancy word meaning we create friction with the air as it leaves our mouth. To make the /f/ sound correctly:

1. Your top teeth gently rest on your bottom lip.
2. You blow a steady stream of air out through that small opening. Try it: Fffffffffffff. Feel the air? That’s the /f/ sound!

When Do Kids Typically Master the /f/ Sound? (Speech Sound Norms)

Children develop speech sounds at slightly different paces, and that’s perfectly normal! However, we do have general guidelines, often called developmental norms, based on research about when most children can correctly produce certain sounds.  

• Most English-speaking children begin using the /f/ sound correctly somewhere between 3 and 4 years old.
• By age 4, many children have mastered this sound.

Keep in mind, these are just averages. Some children might get it a bit earlier, some a bit later.

Why Might My Child Be Saying /p/ or /b/ Instead of /f/? (Phonological Processes)

Sometimes, children use predictable patterns to simplify sounds they find tricky. We call these patterns phonological processes. They are a normal part of learning to talk, like training wheels on a bike. Most children naturally stop using these patterns as their speech system matures.  

One common process that affects the /f/ sound is called Stopping.  

• What is Stopping? Remember how /f/ is a “fricative” where air flows continuously? Stopping is when a child replaces that flowing sound with a “stop” sound – one where the air is completely blocked for a moment and then released, like /p/, /b/, /t/, or /d/.  
• How it affects /f/: The most common substitution for /f/ due to stopping is the /p/ sound (both sounds are made using the lips, but /p/ stops the air while /f/ lets it flow). Sometimes, a child might use /b/ instead.
  • Example: “pish” for “fish,” “pun” for “fun,” “ork” for “fork.”

Most children stop using this specific pattern (replacing /f/ with /p/ or /b/) by around age 3 to 3.5. If your child is older than this and still frequently makes this substitution, it might be something to look into further.

When Should I Be Concerned and Help My Child Say /f/ Sound?

While using phonological processes is normal for a period, here are some signs that it might be time to consider seeking a professional evaluation from a certified SLP:

1. Age: Your child is 4 years or older and still consistently substitutes another sound (like /p/) for /f/.
2. Frequency: The error happens most of the time they try to say the /f/ sound.
3. Frustration: Your child gets frustrated or upset when others don’t understand them.
4. Intelligibility: Their speech is generally difficult for unfamiliar listeners to understand compared to other children their age. (Intelligibility means how much of their speech can be understood).
5. Other Sound Errors: They are having trouble with multiple sounds, not just /f/.

If you have concerns, the best step is always to consult with a qualified SLP. They can formally assess your child’s speech and determine if therapy is recommended.

Okay, I Want to Help at Home! What Can I Do To Help My Child Say /f/ Sound? (Step-by-Step Guide)

Great! Home practice can be very beneficial, but remember to keep it fun and low-pressure. Think of these as playful learning moments, not drill sessions. Aim for short, frequent practice (5-10 minutes a day is often better than one long session).  

Goal: Help your child learn to make the /f/ sound correctly.

Important Tip: Always start where your child can be successful and build from there. If they struggle with a step, go back to the previous one for a bit longer.

Step 1: Making Sure They Can Hear the Difference (Auditory Discrimination)

Before a child can say a sound correctly, they often need to be able to hear the difference between the sound they are making (e.g., /p/) and the target sound (/f/).

• Activity: “Sound Detective”
  • You say: “Let’s play Sound Detective! I’m going to say some sounds. Tell me if you hear the ‘Mad Cat Sound’ (make a gentle Fffff) or the ‘Popcorn Sound’ (make a P sound). Ready?”
  • Practice: Say /f/ and /p/ randomly. “Ffffffff.” (Wait for child to identify). “P.” (Wait for child to identify). Keep it playful!
• Activity: “Silly Pictures”
  • You need: Pictures of things starting with /f/ (fish, fan, four) and /p/ (pig, pan, pour). Keep them simple.
  • You say: “I’m going to say the name of one of these pictures. Point to the one I say! Ready? Pish.” (Child points to pig). “Good! Now… Fish.” (Child points to fish). “Awesome listening!” (Make sure you say the target word correctly, even if they point to the wrong one initially, gently correct by pointing and naming).

Step 2: Learning to Make the /f/ Sound Alone (Isolation)

Now, let’s teach them how to make the sound itself.

• Visual Cue: Use a mirror! Let them watch your mouth and their own mouth.
• Tactile/Verbal Cue: “The Lip Cooler Sound”, “Mad Cat Sound”, or “Bunny Teeth Sound”
  • You say: “Watch me! Put your top teeth on your bottom lip, like a mad cat bite. Don’t bite hard! Now, blow air out gently, like you’re cooling hot soup. Ffffffffffff. Feel the air?”
  • Script: “Okay, your turn! Show me your mad cat teeth. Good! Now blow! Fffffffff. Wow, I felt the wind! That’s the /f/ sound!”
• Practice: Have them practice making just the Fffff sound several times. Lots of praise for trying!

Step 3: Adding Vowels (Syllables)

Once they can make the /f/ sound by itself, try pairing it with vowels.

• Activity: “Singing Syllables”
  • You say: “Let’s sing our new sound! Ready? Ffffff-ay… Fay!” (Exaggerate slightly). “Ffffff-ee… Fee!” “Ffffff-eye… Fie!” “Ffffff-oh… Foe!” “Ffffff-oo… Foo!”
  • Script: “Your turn! Let’s try Fffff-ee. Fee! Great job!”
• Practice: Try syllables with the /f/ at the end too: “ooF”, “eeF”, “ayF”, “ohF”.

Step 4: Using the Sound in Words (Words)

This is where you practice /f/ in actual words. Start with words where /f/ is at the beginning, as that’s often easiest.

• Positions:
  • Initial: /f/ at the beginning (fun, fish, farm, feet, five)
  • Final: /f/ at the end (off, roof, leaf, knife, cough)
  • Medial: /f/ in the middle (coffee, muffin, elephant, dolphin) – This is often the hardest.
• Activity: “Feed the Fiox” or Picture Card Fun
  • You need: Picture cards of /f/ words (start with initial position). A puppet or stuffed animal (like a fox!). If you do not have something to feed that starts with the /f/ sound, that is ok? Use anything, but focus on feeding them items that start with /f/. They can even be silly things like a fence! Keep it fun!
  • You say: “Let’s feed Finn the Fox! But he only eats things that start with our mad cat sound Fffff sound. What’s this?” (Show picture of ‘fish’). “It’s a ffffff-ish. Fish! Can you say fish?”
  • Script: If they say “pish,” you model: “Good try! Listen: Fffffish. Watch my mouth. Ffffish. You try!” If they get it right (or even close!), “Yay! You said fish! Feed the fox!” If they still struggle, just model the correct word and feed the fox yourself, staying positive.
• Practice: Use flashcards, look through books pointing out /f/ words, play matching games. Move to final position words, then medial, only when they are consistent with the earlier position.

Step 5: Using the Sound in Short Phrases and Sentences (Phrases/Sentences)

Once they can say single words well, put them into short phrases or simple sentences.

• Activity: “Silly Phrases”
  • You say: “Let’s make some silly phrases! How about… ‘Funny fish’?” (Emphasize the /f/). “‘Five feet’?”
  • Script: “Can you say ‘Funny fish’? Listen: Ffffunny ffffish.” Praise effort!
• Activity: “Sentence Starters”
  • Use a carrier phrase: “I see a ____.” “I want the ____.” “Put ____ on.”
  • You say: (Point to a picture of a fan) “I see a ffffan. Your turn! I see a…” (Let them fill in ‘fan’).
• Practice: Create simple 2-3 word phrases first, then gradually move to 4-5 word sentences as they succeed.

Step 6: Using the Sound in Conversation (Carryover)

This is the ultimate goal – using the /f/ sound correctly in everyday talking without thinking about it!

• Activity: “Sound Spy”
  • You say: “Let’s play I Spy, but we’re looking for things with our Fffff sound!” “I spy something you use to cool off… a Ffffan!”
• Gentle Reminders: During conversation, if they use /p/ for /f/, you can occasionally and gently remind them. Don’t correct every single error, as this can be discouraging.
  • Example: Child: “Look, a pish!” You: “Oh, a cool fish! Remember your mad cat sound: fish.” (Then move on with the conversation).
• Practice: Read books together and emphasize /f/ sounds naturally. Talk about your day, pointing out things with the /f/ sound.

Key Tips for Home Practice Success:

• Keep it FUN: Use games, puppets, silly voices. If it feels like work, your child (and you!) will resist.
• Keep it SHORT: 5-10 minutes once or twice a day is plenty.
• Be POSITIVE: Praise their effort, not just perfect productions. “Wow, I heard you try your mad cat  sound!” is better than “No, that’s wrong.”
• MODEL: Let your child hear YOU using the /f/ sound correctly often. Exaggerate it slightly during practice time.
• DON’T PRESSURE: If your child is getting frustrated or refusing, stop and try again another day. Speech practice should feel positive.
• BE PATIENT: Learning new motor patterns for speech takes time and repetition.  

Remember: When to Seek Professional Help

While these home activities can be very supportive, they don’t replace a formal evaluation and therapy from a qualified Speech-Language Pathologist if there are ongoing concerns. An SLP can pinpoint the exact nature of the difficulty, determine if therapy is needed, and create a tailored treatment plan. If you’ve tried these steps and your child (especially if over age 4) continues to struggle significantly with the /f/ sound or other sounds, please reach out to an SLP for guidance.  

You’re doing a great job supporting your child’s communication journey! Celebrating the small victories and practicing patiently can make a big difference. Good luck!

For more information check out these resource:

MDS: Helping Your Child Say the /k/ Sound: Tips from a Speech Therapist

First Words Bright Futures Facebook Page

First Words Bright Futures Instagram Page

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.