The SLP’s Toy Chest: Best Toys to Boost Preschool Language Development

One of the most powerful tools I use in my therapy sessions with preschoolers isn’t a fancy app or a specialized curriculum – it’s something far more simple, accessible, and joyful: play! Play is the natural language of childhood, and it’s the primary way for preschool language development to learn about the world around them, including how to communicate. 

You might think of play as just fun and games, but for a preschooler, it’s a crucial engine for development. Through play, children explore, experiment, problem-solve, and interact with others. These experiences lay the foundation for strong speech and language skills. When children are engaged in play, they are motivated to communicate their needs, wants, and ideas. They are listening, processing, and experimenting with new words and sentence structures in a meaningful context.  

Think about it: when a child is building a tower with blocks, they might say, “Up!” as they add a block, or “Fall down!” when it topples. They are using language to describe actions and outcomes. When they are pretending to cook in a play kitchen, they might ask, “Want some soup?” or say, “Yummy!” They are practicing social scripts and expressing opinions. Play provides endless organic opportunities for language growth that simply can’t be replicated with flashcards or worksheets alone.  

As parents and caregivers, you are your child’s most important communication partner. You don’t need to be a speech therapist to foster their language development through play. By simply being present, engaged, and intentional during playtime, you can create a rich language-learning environment right in your own home.

So, what kind of toys are best for encouraging preschool language development? The truth is, almost any toy can be a language-building toy if you know how to use it! The key is to choose toys that are open-ended, meaning they can be used in multiple ways and encourage imagination and interaction. Avoid toys that do all the talking or have limited functions, as these often reduce the opportunities for your child to communicate.  

Here are some top toys that I frequently use in my therapy sessions and recommend to parents, along with detailed ideas and scripts for how you can use them at home to boost your child’s speech and language skills:

Building Blocks: Preschool Language Development

Building blocks are a classic for a reason! They are incredibly versatile and offer countless opportunities for language learning, from basic vocabulary to more complex sentence structures and concepts.

Why they are great for language:

• Wooden Building Blocks
• Foam Building Blocks

• Vocabulary: Naming colors, shapes, sizes (“big,” “small,” “long,” “short”), and the structures you build (“tower,” “house,” “wall,” “bridge”).
• Action Verbs: “Build,” “stack,” “put,” “take off,” “push,” “fall,” “crash,” “knock down.”
• Prepositions: “On,” “under,” “next to,” “tall,” “short,” “up,” “down.”  
• Following Directions: “Put the red block on top,” “Find a big blue block.”
• Requesting: Asking for “more blocks,” “red one,” “help.”
• Commenting: “Wow, tall tower!” “Look, it fell!”

How to play and build language:

1. Start with simple stacking:

   As you and your child stack blocks, narrate your actions using simple words and phrases.  

   • You say: “Up, up, up!” (as you stack)
   • You say: “Another one! On top!”
   • You say: “Tall tower!”
   • You say: “Uh oh! Fall down!” (as they fall)
   • Scripting for requesting: Hold a block your child might want slightly out of reach. Wait expectantly.
   • You say: (patiently waiting)
   • If they point or reach, you can model: “You want more?” or “Say ‘more block’.”
   • When they attempt to communicate (even a sound or gesture), respond by giving the block and saying: “Here’s a block! You got it!”

2. Introduce colors and shapes:

   As your child is comfortable stacking, start labeling the colors and shapes of the blocks you are using.

   • You say: “I have a red block.”
   • You say: “Put the blue block on.”
   • You say: “Can you find a yellow one?”
   • You say: “This is a square block.”
   • Scripting for following directions (one-step): “Give me the red block.” “Put the blue block in the box.”

3. Build together and talk about your creations:

   Work with your child to build something specific, like a house or a garage for a toy car. Talk about the different parts and what they are for. This also promotes relational play, symbolic play, and pretend play!

   • You say: “Let’s build a house for the bear.”
   • You say: “We need a door here.”
   • You say: “The car goes in the garage. Vroom!”
   • Scripting for expanding utterances: If your child says “House,” you can expand by saying, “Yes, a big house!” If they say “Car go,” you can say, “The car goes in.”

4. Introduce positional concepts:

   Use the blocks to teach words like “on,” “under,” “next to.”  

   • You say: “Put the small block on top of the big block.”
   • You say: “Where is the blue block? Is it under the red one?”
   • You say: “Put the car next to the tower.”

5. Knock them down for fun (and language!):

   Preschoolers love knocking down towers. Use this as an opportunity to practice action words and excited exclamations.

   • You say: “Ready, set… knock down!”
   • You say: “Boom! They all fell down!”
   • You say: “All gone!”

Play-Doh: Molding Sounds and Shaping Language

Play-Doh is more than just a fun sensory activity; it’s a fantastic, hands-on tool that can be used to encourage a wide range of speech and language skills in preschoolers, from strengthening the small muscles used for speech to expanding vocabulary and practicing sounds within words. It also provides a wonderful multi-sensory experience! Remember to follow your child’s lead and integrate language naturally into their play.

Why it is great for speech sound and language:

• Play Doh and Accessories
• Play Doh and Accessories

• Fine Motor Skills: Manipulating Play-Doh (rolling, squeezing, cutting) helps develop fine motor control, which can indirectly support the dexterity needed for precise speech sound production.
• Vocabulary: Naming colors, shapes (when using cutters or molding), actions (“roll,” “squeeze,” “cut,” “pat,” “flatten,” “mix”), textures (“soft,” “squishy,” “sticky”), and creations (“snake,” “ball,” “cookie,” “pizza”).
• Action Verbs: Provides many opportunities to practice verbs related to the manipulation of the Play-Doh.
• Descriptive Words: Encourage the use of adjectives to describe the Play-Doh and creations (e.g., “red,” “blue,” “long,” “short,” “big,” “small,” “flat,” “round”).
• Following Directions: “Roll the blue Play-Doh,” “Cut out a shape,” “Make a small ball.”
• Requesting: Asking for specific colors (“red, please!”), tools (“cutter”), or help (“help squeeze”).
• Commenting: Describing what they are making (“I’m making a snake!”), commenting on the texture (“It’s so soft!”).
• Speech Sound Practice: Integrate target speech sounds by naming creations that start with or contain the sound, or by practicing sounds while performing actions (e.g., practicing /s/ while saying “squeeze,” or /r/ while saying “roll”).

How to play and build language:

1. Introduce the Play-Doh and colors:

   Open the containers and talk about the colors. Let your child explore the texture. You can also encourage your child to try and open the container on their own. This will help develop fine motor skills! If they are unable to open it on their own, it will create an opportunity to request assistance from you!

   • You say: “Look! Play-Doh! I have the purple Play-Doh?”
   • You say: “Wow, this feels soft and squishy!”
   • You say: “Let’s open the blue one. Pop!”

2. Model and practice action verbs:

   Show your child how to manipulate the Play-Doh and narrate your actions using strong verbs. Encourage them to imitate the actions and the words.

   • You say: (Rolling Play-Doh) “I’m rolling the Play-Doh! Roll, roll, roll!”
   • You say: (Squeezing Play-Doh) “Squeeze it tight! Squeeze, squeeze, squeeze!”
   • You say: (Cutting with a tool) “Cut! Cut the Play-Doh!”
   • You say: “Let’s flatten it. Pat, pat, pat!”

3. Requesting colors or tools:

   Hold the different colors or tools and wait for your child to indicate what they want. Model the words for them.

   • You say: “Which color do you want? Red or blue?” (Hold up both)
   • You say: “Do you want the roller or the cutter?”
   • If they point, model: “You want the red? Say ‘red, please’.”
   • If they make a sound, model: “You want the cutter? Say ‘cutter’.”

4. Making simple creations and expanding vocabulary:

   Create simple shapes or objects and name them. Describe what you are making using adjectives.

   • You say: (Rolling a long piece) “Look! I made a long snake! Hiss!”
   • You say: (Making a ball) “Let’s make a round ball.”
   • You say: (Using a cookie cutter) “I’m making a yellow star!”
   • You say: “Your snake is very long!” or “That’s a big cookie!”

5. Following directions:

   Give your child simple instructions related to the Play-Doh activities. Start with one step and move to two steps as they are able.

   • You say: “Roll the green Play-Doh.”
   • You say: “Make a small ball.”
   • You say: “Put the red Play-Doh in the can.”
   • You say (two steps): “First, roll the Play-Doh, then cut it.”

6. Targeting specific speech sounds (Articulation/Phonology):

   If your child is working on specific speech sounds, use Play-Doh to create opportunities to practice those sounds.

   • For the /s/ sound:
     • Make a “snake”: “Let’s make a snake! Sssssss!”
     • Talk about “squeezing”: “Squeeze the Play-Doh!”
     • Make “sausages”: “Roll sausages!”
   • For the /p/ sound:
     • Talk about “patting”: “Pat the Play-Doh!”
     • Make “pancakes”: “Pat a flat pancake!”
     • Talk about “pushing”: “Push the Play-Doh!”
   • For the /k/ sound:
     • Talk about “cutting”: “Cut the Play-Doh!”
     • Make “cookies”: “Let’s make cookies!”
     • Make a “cake”: “We made a cake!”
   • For the /r/ sound:
     • Talk about “rolling”: “Roll the Play-Doh!”
     • Make a “rope”: “Make a long rope!”
     • Talk about “red” Play-Doh: “Red Play-Doh!”

7. Encouraging commenting and describing:

   Ask questions about what your child is making and encourage them to describe it.

   • You say: “Tell me about what you made.”
   • You say: “What does your cookie look like?”
   • You say: “How does the Play-Doh feel?”

Okay, here is another section for the article, using the requested format and focusing on a popular electronic toy, the LeapFrog Ice Cream Cart. While electronic toys preschool language development can sometimes be less ideal than open-ended toys for encouraging spontaneous language, they can still be used effectively to target specific goals when the parent actively participates and guides the interaction.

LeapFrog Ice Cream Cart: Serving Up Sweet Talk

The LeapFrog Ice Cream Cart is a popular toy that brings the fun of an ice cream shop home. With its various scoops, toppings, and interactive elements, it provides structured opportunities to work on vocabulary, following directions, and social interaction in a playful context. It does have electronic features with build in language, however I encourage you NOT to use this, rather create your own speech and language experience that can be tailored to your child’s level.

Why it is great for language:

• Leap Frog Ice Cream Cart
• Vocabulary: Naming ice cream flavors (“vanilla,” “chocolate,” “strawberry”), toppings (“sprinkles,” “cherry,” “whipped cream”), colors, numbers (counting scoops), and related items (“cone,” “scooper”).
• Following Directions: Responding to prompts like “Put the strawberry scoop on,” “Add sprinkles,” “Give me two scoops.”
• Requesting: Asking for specific flavors or toppings (“I want chocolate!”), asking for “more,” or asking you to make an ice cream.
• Social Interaction: Practicing phrases for ordering and serving in a pretend play scenario (“Welcome!”, “What flavor?”, “Here you go!”).
• Commenting: Describing the ice cream creations (“That looks yummy!”), commenting on the flavors or colors.

How to play and build language:

1. Introduce the parts and vocabulary:

   Show your child the different scoops, toppings, cones, and the scooper. Name each item clearly.

   • You say: “Wow! Look at all the ice cream!”
   • You say: “This is the scooper!”
   • You say: “Here are the flavors: vanilla, chocolate, and strawberry.”
   • You say: “And yummy toppings: sprinkles and a cherry!”

2. Take orders and build creations together:

   Pretend to be the customer and have your child be the ice cream server, or take turns. Use clear language to place or take orders. Focus on the interaction, not just the toy’s automated responses.

   • You say: (As the customer) “Hello! I would like some ice cream, please.”
   • You say: “Can I please have one scoop of chocolate?”
   • Model: If your child gives you a different flavor, gently guide them: “Oh, this is vanilla. I asked for chocolate. Can you find the chocolate scoop?”
   • You say: (As the server, if it’s your turn) “Welcome to the ice cream shop! What flavor would you like?”
   • If your child points, model: “You want the vanilla? Say ‘vanilla’.”
   • When they attempt to communicate, repeat and confirm: “Okay, one scoop of vanilla!”

3. Focus on following directions:

   Give your child specific instructions for making an ice cream cone.

   • You say: “First, put the cone here.”
   • You say: “Now, put one scoop on the cone.”
   • You say: “Add the sprinkles!”
   • You say (two steps): “Put on the strawberry, then the cherry.”

4. Encourage requesting:

   Keep some pieces or the scooper slightly out of reach and encourage your child to ask for them.

   • You say: “What do you need to scoop the ice cream?” (Wait expectantly)
   • Model: “Say ‘scooper’.” or “Say ‘give me’.”
   • You say: “Which topping do you want?”
   • Model: “Say ‘sprinkles, please’.”

5. Count and describe:

   Count the scoops as you put them on the cone and describe the creation.

   • You say: “One scoop! Two scoops!”
   • You say: “Wow, that’s a tall ice cream!”
   • You say: “This one has pink strawberry ice cream and colorful sprinkles!”

6. Practice social phrases:

   Use the play scenario to practice simple back-and-forth exchanges.

   • You say: “Thank you!” (When they give you the ice cream)
   • You say: (Handing them their ice cream) “Here you go! Enjoy your ice cream!”
   • You say: “Delicious!” (Pretend to eat it)

Pretend Food and Kitchen Toys: Cooking Up Conversation

Pretend food and kitchen toys are fantastic for sparking imaginative play and creating opportunities for practicing vocabulary, verbs, social scripts, and sequencing.  

Why they are great for language:

• Melissa & Doug Play Food
• Wooden Play Food (Cuttable)

• Melissa & Doug Birthday Cake

• Melissa & Doug Kitchen Accessories

• Vocabulary: Naming different foods, kitchen utensils (“plate,” “cup,” “fork,” “spoon,” “pan”), and kitchen appliances (“stove,” “oven,” “sink”).  
• Action Verbs: “Cook,” “eat,” “drink,” “stir,” “cut,” “wash,” “pour,” “mix,” “serve.”
• Following Directions: “Put the apple on the plate,” “Stir the soup,” “Wash the dishes.”
• Requesting: Asking for specific food items (“cookie, please!”), asking for utensils (“I need a fork”).
• Commenting: Describing the food (“Yummy pizza!”), commenting on the actions (“You’re a good cook!”).  
• Social Scripts: Practicing phrases for eating (“More, please,” “All done”), offering food (“Want some?”), and taking orders in a pretend restaurant.
• Sequencing: Talking about the steps involved in preparing a meal (“First, wash the apple. Then, cut it.”).

How to play and build language:

1. Naming and identifying foods and items:

   As you play, name the different food items and kitchen tools you are using.

   • You say: “Look at this yummy apple!”
   • You say: “We need a plate for the sandwich.”
   • You say: “Can you find the spoon?”

2. Acting out cooking and eating:

   Engage in pretend cooking and eating, narrating your actions and using action verbs.  

   • You say: “I’m cooking the soup! Stir, stir, stir.”
   • You say: “Now let’s eat! Open wide! Mmm, yummy!”
   • You say: “Are you thirsty? Here’s some juice. Drink, drink, drink.”

3. Following directions:

   Give your child simple instructions related to the pretend play.

   • You say: “Put the banana in the bowl.”
   • You say: “Wash the red plate.”
   • You say: “Set the table.”

4. Requesting:

   Encourage your child to ask for the food or items they want.

   • You say: “What do you want to eat?”
   • Model: “Say ‘I want pizza’.” or “Say ‘cookie, please’.”  
   • You say: “What do you need to eat your soup?”
   • Model: “Say ‘spoon’.”

5. Practicing social scripts:

   Engage in pretend conversations related to cooking and eating.

   • You say: “Welcome to my restaurant! What would you like to order?” (Pause for their response)
   • You say: “Here is your food. Enjoy!”
   • You say: “This is so delicious! Thank you for cooking!”

6. Talking about sequencing:

   For slightly older preschoolers, you can talk about the steps in simple recipes.

   • You say: “First, we wash the apple. Then, we cut it with a knife.”
   • You say: “What do we do first when we make a sandwich?”

Kinetic Sand: Sensory Play for Language Growth

Kinetic Sand is a unique and popular sensory toy that feels like wet sand but isn’t messy. Its fascinating texture and moldable nature make it incredibly engaging for preschoolers and provide a rich sensory experience that can be linked to a wide variety of language goals.

Why it is great for language:

• Kinetic Sand
• Kinetic Sand Construction Set
• Sensory Vocabulary: Describing the texture (“soft,” “squishy,” ” chảy,” “smooth,” ” grainy”).
• Action Verbs: “Pour,” “scoop,” “dump,” “cut,” “mold,” “squish,” “pat,” “build,” “flatten,” “dig,” “hide,” “find,” “drive,” “push,” “plant.”
• Descriptive Words: Using adjectives for size (“big,” “small”), shape (“round,” “flat”), quantity (“more,” “less”), color, and attributes related to the play scenario (“hidden,” “buried,” “tall,” “short”).
• Prepositions: “In,” “out,” “on,” “under,” “next to,” “behind,” “in front of.”
• Following Directions: “Scoop the sand,” “Cut the sand with the knife,” “Make a small ball,” “Hide the treasure,” “Drive the truck over here.”
• Requesting: Asking for tools (“shovel, please!”), asking for “more sand,” asking for help, asking for specific items to hide or play with.
• Commenting: Describing their actions (“I’m digging!”), commenting on the feel of the sand (“It’s so squishy!”), commenting on the play scenario (“The truck is stuck!”, “Look what I found!”).
• Linking to Speech Sounds: While not directly targeting sounds, you can emphasize words related to the actions or creations that contain your child’s target sounds (e.g., “scoop,” “squish,” “cut,” “ball,” “sandcastle,” “truck,” “plant”).

How to play and build language:

1. Explore the texture and introduce sensory vocabulary: Let your child simply play with the sand, running their fingers through it, squeezing it, and watching it flow. Model words to describe how it feels and moves.

1. • You say: “Wow, this feels soft.”
   • You say: “It’s so squishy!”
   • You say: “Look how it flows!”
   • You say: “It’s a little grainy, isn’t it?”

2. Model and practice action verbs with tools or hands: Use cups, shovels, cutters, or just your hands to demonstrate actions and clearly name the verbs. Encourage them to imitate the actions and the words.

1. • You say: (Using a cup) “Let’s scoop the sand! Scoop, scoop, scoop!”
   • You say: (Turning a cup over) “Time to dump it out! Dump!”
   • You say: (Using a cutter) “I’m going to chop the sand!”
   • You say: (Patting it down) “Pat it flat!”

2. Create simple shapes or objects and use descriptive words: Mold the sand into basic shapes or familiar objects and describe them using adjectives.

• You say: (Making a ball) “I made a round ball.”
• You say: (Making a flat shape) “This is a flat circle.”
• You say: (Making a “snake”) “Look at my long snake!”
• You say: “That’s a big pile of sand!”

1. Following directions: Give your child simple instructions related to manipulating the sand or using tools.

   • You say: “Pour the sand in the red cup.”
   • You say: “Squish the sand in your hands.”
   • You say: “Find the blue shovel and dig.”

2. Encourage requesting: Keep tools or the container of sand slightly out of reach and wait for your child to ask for them.

   • You say: “What do you need to cut the sand?” (Wait expectantly)
   • Model: “You try” ‘I need the cutter’.”
   • You say: “Do you want more sand?”
   • Model: “Your turn ‘more sand’.”

3. Hiding and Finding Treasures: Hide small toys or objects in the sand and take turns hiding and finding them. This works on vocabulary, prepositions, and questioning.

   • You say: “Let’s hide the little car! Where should we hide it?”
   • You say: (Burying an item) “It’s hidden! It’s under the sand!”
   • You say: “Can you find the treasure?”
   • You say: (When they find it) “You found it! It was in the sand!”

4. Making a Construction Site (using toy trucks, diggers, etc.): Use toy construction vehicles to scoop, dump, and move the sand. This is great for vehicle vocabulary, action verbs, and sounds.

   • You say: “Here comes the digger! Dig, dig, dig!”
   • You say: “The truck will dump the sand here. Dump!”
   • You say: “Drive the monster truck over the hill of sand!”
   • You say: “Beep, beep! Back up the truck!”

5. Planting a Garden (using small fake flowers, leaves, tools): Pretend the sand is soil and plant items in it. This works on vocabulary related to gardening, actions, and locations.

   • You say: “Let’s plant a flower in our sand garden.”
   • You say: “Dig a little hole.”
   • You say: “Put the flower in the hole.”
   • You say: “We planted the tall flower next to the short one.”

6. Linking actions and creations to speech sounds: If your child is working on specific sounds, highlight words used during play that contain those sounds.

• • For /s/: “Scoop the sand,” “Squish it,” Make a “sandcastle,” Make a “snake” “sssss”.
  • For /k/: “Cut the sand,” Make a “cookie,” Fill the “cup.”
  • For /b/: “Build a tower,” Make a “ball,” “Big pile,” “Bury the treasure.”
  • For /d/: “Dig in the dirt” (pretend dirt), “Dump the sand.”
  • For /t/: “Truck,” “Plant it.”

The Importance of Your Interaction

While these toys are fantastic tools, remember that your interaction is the most important ingredient for language development during play. Here are some key strategies to keep in mind:

• Get on their level: Sit on the floor with your child and join their play.
• Follow their lead: Observe what interests your child and join them in their play ideas. Don’t feel like you have to direct the play all the time.
• Narrate and describe: Talk about what you are doing, what your child is doing, and what is happening in the play. Use descriptive words and action verbs.
• Model language:

  Use clear and simple language that is slightly above your child’s current level. If they are using single words, try using two-word phrases. If they are using phrases, try using simple sentences.

• Expand on their utterances: When your child says something, repeat it back and add a word or two. If they say “Car go,” you can say, “Yes, the car is going!”  
• Ask open-ended questions: Ask questions that encourage more than a one-word answer, such as “What are you building?” or “What is the doll doing?”
• Pause and wait: Give your child time to process what you’ve said and formulate their own response. Avoid jumping in too quickly.
• Make it fun! Language learning should be enjoyable for both you and your child. Be silly, use different voices, and celebrate their communication attempts.

By incorporating these simple strategies into your playtime with your preschooler, you can turn everyday moments into powerful language-learning opportunities. Remember, consistent, joyful interaction is key. So, grab a toy, get on the floor, and start playing and talking with your child today! You are helping them build a strong foundation for preschool language development that will benefit them for years to come. 

For more information check out these resource:

MDS: How to Boost Your Child’s Language Skills at Mealtime: Easy, Fun Strategies for Every Age

First Words Bright Futures Facebook Page

First Words Bright Futures Instagram Page

Disclaimer: This article provides general information and suggestions for educational purposes. It is not a substitute for professional diagnosis or treatment from a certified Speech-Language Pathologist. Please consult with a qualified professional if you have specific concerns about your child’s speech and language development.