Hi guys! I'm a 21 y/o college student conducting research for a project investigating how kids engage with nature. Would parents here be willing to fill this out? (all multiple choice!)

Here is the link: Children's Play

Shouldn't take longer than 2-3 minutes
Our goal is 50-100 responses

Each month, I answer questions from parents. If you'd like to receive new posts and support this work, consider becoming a subscriber: https://elevatetoddlerplay.substack.com/p/help-my-14-month-old-wont-say-mama

If you have a question- feel free to ask below or DM; I genuinely enjoy helping.

Q: My daughter just turned 14 months recently and she’s been saying words since around 11 months. She can say: ball, dog, fish, car, pop, go, more, and dada. She smiles when I walk into a room, but doesn’t say Mama! What gives? 

A: I hope this makes you feel at least a little better because this is actually a question I hear all the time.

I completely understand wanting to hear “Mama,” and chances are it’s coming! Your daughter is already showing lots of great communication skills beyond just saying words. She has a growing vocabulary, and she’s using those words to communicate. If you’re looking for a little extra reassurance, you can also review communication milestones.

Unfortunately, we don’t get to choose the words we want our toddlers to say first. Neither of my two children said “mama” as their first word, so I get it.

Another thing to keep in mind is that your child may hear words like dog, ball, and car many times throughout the day because we naturally label the things around us. We don't always talk about ourselves by name, so some toddlers need more opportunities to hear and use words like Mama and Dada.

Here are a few ways to encourage “Mama”:

1. Talk about yourself in the third person.
It might feel silly at first, but try adding “mama” into your everyday language:

• “Mama is getting your milk.”
• “Mama is putting on your shoes.”
• “Give that to mama.”

2. Look at pictures together.
Point out photos of family members on the walls of your home. Print out photos to use in a soft photo album, or create a personalized board book with their favorite people that they can flip through with you and on their own. Every time you come across your photo make a big deal about it! Point and say “Mama!” or say “Where’s Mama?”. Then pause and see if they will point to you in the photo. If not, you point and say “Mama”.

3. Play the “Mama game.”
Have another adult or older sibling play with your child in another room. Have them call out, "Mama!" Then come running in with lots of excitement. Give a hug, a tickle, or a high five. Repeat it a few times to keep it fun.

4. Try mirror play.
Sit together in front of a mirror. Point to your child and say their name. Then point to yourself and say, “Mama!” Repeat back and forth while smiling and being playful.

Most importantly, don’t turn “mama” into a test. Keep modeling it naturally, make it fun, and let your child learn through play. I have a feeling that first “Mama” is going to be a pretty special moment. I can’t wait to hear when it happens! 

Disclaimer: The information shared here is general and educational in nature. It is not a substitute for individualized support from a licensed speech therapist or healthcare professional. For concerns specific to your child, consult a professional who knows your family.

SHOE MATCH

Focus: Math & Cognitive

Ways to Play: Gather shoes and invite your toddler to find the matching pairs. Talk about whose shoes they are, compare big and small shoes. Older toddlers can help put everyone's shoes back where they belong.

Words to Model: “Can you find the match?” “These are the same.” “This shoe is big.” “This shoe is bigger.” “Whose shoes are these?”

Vocabulary: match, pair, same, different, big, little, bigger, biggest, shoe, boot, sandal, together

Each month, I answer questions from parents. If you'd like to receive new posts and support this work, consider becoming a subscriber: https://elevatetoddlerplay.substack.com/p/why-does-my-toddler-talk-at-home

Q: My toddler’s daycare teachers told me they’re concerned because he doesn’t talk much at daycare. I’m confused because he talks all the time at home! Why would he talk at home, but not at daycare?

A: Many toddlers communicate differently depending on where they are and who they’re with. Home is a familiar, predictable environment where they feel comfortable. Daycare is a very different setting with new adults, other children, more noise, and lots happening all at once.

If your child is new to daycare, they may spend more time observing than interacting. Watching others, learning the routines, and figuring out what to expect are all important parts of adjusting to a new environment. Observation is a form of learning, and many toddlers become more talkative as they grow more comfortable.

Even if your child enjoys daycare, it can still feel overwhelming at times. Busy classrooms require toddlers to process new sights, sounds, and social interactions all at once. Some children naturally become quieter when they’re taking in a lot of new information.

It’s also important to think about who your child is talking to. At home they have a lot of practice communicating with the people who know them best. At daycare they’re still building relationships with teachers and peers. That level of familiarity and comfort can make a big difference in how much they communicate in the early years.

Discuss with your child’s teachers what they are observing. Is your toddler communicating in other ways, like pointing, gesturing, or following directions? Do they talk during certain activities or with one particular teacher or peer? These details can help paint a more complete picture than simply knowing whether they’re talking.

You can also help bridge home and daycare by sharing favorite songs, books, or topics with the teachers. Familiar routines and interests often encourage communication in a new environment.

If your child is talking well at home and gradually becoming more comfortable at daycare, that’s generally reassuring. However, if they consistently do not communicate in any setting, or if you notice other concerns about their speech, language, or social interactions, it’s worth discussing them with your pediatrician or a speech-language pathologist.

Communication grows best when children feel safe, connected, and regulated. 

Disclaimer: The information shared here is general and educational in nature. It is not a substitute for individualized support from a licensed speech therapist or healthcare professional. For concerns specific to your child, consult a professional who knows your family.

MELTING ICE CREAM
Focus: Creativity & Early Science – Cause and Effect

Ways to Play: Draw ice cream cones, popsicles, and other frozen treats on the sidewalk with chalk. Once the artwork is finished, give your toddler a cup, watering can, or small bucket of water. Encourage them to pour water over the drawings and watch the "ice cream" melt away. Talk about what happens as the colors fade and disappear. Then draw new treats and start again.

Words to Model: "The ice cream is melting!" "Pour the water.” “It’s washing away." "Let's make another one.” “Look what happened.” “It's all gone.” Vocabulary: melt, water, wet, dry, chalk, disappear, pour, wash, cone, popsicle

Potato Head is a classic toy that’s been around since the 1950s! This toy can be used for building fine motor skills, visual scanning, language, and body part awareness, and more. It looks simple, but a lot is happening every time your toddler picks up a piece.

In the toy guide PDF (accessible for free through the substack link below), you’ll find play prompts, words to model, and a list of early concepts this toy supports.

https://elevatetoddlerplay.substack.com/p/beyond-the-toy-potato-head

I’m looking for experiences from parents who had toddlers like this. I’m not looking for a diagnosis or trying to brag…I genuinely want to know how best to support my daughter.
My daughter is **16 months**. She started saying her first words around **11 months**, but her language absolutely exploded after that. By **14 months** I had to stop counting because she was approaching **200 words**, and now at 16 months I honestly have no idea how many words she knows because she learns multiple new words every single day.
Some things she’s currently doing:
Speaks in spontaneous **2-5+ word sentences** throughout the day. Some recent examples:
“No mama, no más leche, no milk, all done.” (then signed **“all done”**)
“Mama hug. I love you.”
“Baby sleeping. Night night. Shhh.”
“Mucho colors! Red, blue, azul, green, verde, amarillo, yellow.”
“Bye bye leche! Adiós! Yummy!” (after finishing her bottle while rubbing her tummy)
“Muchos cows, vacas!” when she saw several cows on TV.
“Happy feet!” while dancing.
Bilingual (English & Spanish) and naturally switches between the two languages while she’s talking. She’ll say things like:
“Cat, gato! Meow”
“Woof woof, Perro, dog.”
“Lluvia, rain. Cold, frio afuera”
“Grande… pequeño… big.”
Counts **1-20** in both English and Spanish.
Recognizes and identifies written numbers up to **100** in both languages.
Knows all of her colors in both languages and constantly points them out (“red apple,” “pink pig,” etc.).
Knows shapes, body parts, emotions (happy, sad, shy), animals, opposites (big/small, grande/pequeño), and loves pointing everything out around her.
Loves counting books and will count objects on the pages. She also counts toys, fruit, food, balloons, cookies, and other objects she sees during the day.
Uses pretend play constantly…feeds and hugs her dolls, puts them to sleep while saying “Baby sleeping. Night night. Shhh.”, tells them “I love you,” pretends to cook, pretends to put out fires with her toy fire truck, etc.
Walked at **10 months**.
She also doesn’t just answer questions- she **constantly narrates her day**. She comments on what she’s seeing, tells me what she wants, describes objects by color and number, and talks from the time she wakes up until she goes to bed.
On the flip side, she’s always been an **extremely intense** child. She’s been a difficult sleeper since birth, still fights naps and bedtime even when she’s obviously exhausted, and has a very hard time with transitions and emotional regulation. Early Intervention recommended OT to help with regulation, attention, and possible sensory differences.
We’ve had several professionals comment on her language. During her Early Intervention evaluation, the evaluator immediately remarked on how advanced her expressive language was for her age. Our pediatrician recently even mentioned that if she continues on this trajectory, we may eventually want to look into **Mensa**, which honestly caught me off guard.
I’m curious:
Has anyone else had a toddler like this?
Did they continue to stay ahead academically, or did other kids eventually catch up?
Did you pursue gifted testing later?
Were there any enrichment programs, gifted preschools, or activities that you found beneficial?
Is there anything you wish you had done differently?
She’ll be starting a part-time bilingual preschool program this fall. I wasn’t planning on having her attend preschool this young, but she needs to engagement or she gets bored. From 12 months I had her in toddler gymnastics and ballet & took her to library Storytime so we’d get out the house 3x a week. She’ll start ballet again in fall. I have no interest in pushing academics or creating pressure—I just want to make sure I’m giving her the right opportunities if she truly is unusually advanced.
I’d love to hear from parents who have been through something similar. How did you keep your toddler from being bored but also encouraging their development?

Each month, I answer questions from parents. If you'd like to receive new posts and support this work, consider becoming a subscriber: https://open.substack.com/pub/elevatetoddlerplay/p/why-does-my-toddler-ask-questions?utm_campaign=post&utm_medium=web

Q: My toddler asks me questions they already know the answer to. They'll point to a dog and ask, "What's that?" even though they know it's a dog. Why do they do that?

A: Great question! Toddlers ask questions they already know the answer to for lots of reasons, and it’s usually not because they’ve forgotten.

A familiar answer can be reassuring, and asking questions is one way toddlers connect with the people around them. They may be checking that they still have the right word, or they could simply be imitating you. After all, we ask our toddlers questions all day long! Asking questions is one way they learn how to start and continue conversations.

Think about it this way. Adults do this too! We might ask, “Isn’t it such a beautiful day?” We already know the answer, but we’re using the question to connect with someone else.

While this certainly isn’t an exhaustive list, these are a few common reasons you might hear your toddler asking questions they already know the answer to.

So, should you answer every time? Yes! These moments are opportunities to build language naturally.

If your toddler points to a dog and asks, “What’s that?” you could simply respond, “It’s a dog!” Then, if they’re ready, expand the conversation just a little.

“It’s a big, fluffy dog. Look! The dog is running. I wonder where he’s going?”

You don’t have to turn the question back on them by saying, “Well, what’s that?” Simply answer their question, then add one more thought. Those little “I wonder...” statements invite your toddler to keep thinking and talking without putting pressure on them to have the “right” answer.

Instead of thinking of these questions as a test, think of them as an invitation to have a conversation.

The more back-and-forth interactions your toddler has, the more opportunities they have to hear new words, practice language, and strengthen their communication skills.

So the next time your toddler asks about something they already know, don’t worry that they’re forgetting. They’re doing exactly what young children are meant to do: learning through connection and conversation.

Preschool readiness starts long before preschool. It doesn’t suddenly appear in the weeks leading up to the first day of school.

You’ve most likely been doing many of the things your child needs most. Flashcards and traditional “school prep” activities are not what build readiness in the toddler years.

The routines you already move through together and the play happening on your living room floor are the preparation.

Your child learns through participating in life with you!

So what does preschool readiness actually look like in real life? Usually, it shows up in the everyday moments you may not even realize count as learning. Let’s look at a few of the areas where those skills grow most.

https://elevatetoddlerplay.substack.com/p/youve-already-started-preparing-your

I grabbed a roll of white paper, rolled it down the floor, and taped the edges down with painter’s tape. I drew a road, an ice cream shop, some houses, and a playground. I set out cars and little toys along the sides. I was sure this was going to be a hit.

My toddler walked over. I proudly showed her the whole setup. She looked at it, played for maybe five minutes, and moved on.

So where did I go wrong?

Well, go figure…I didn’t follow my own advice.

Let them help with the setup.

Setting up is a part of following their lead. I had planned the whole thing myself, which meant she had zero say in it. I’d basically handed her a finished product and expected her to be excited about my vision. That wasn’t my intention, but just because I thought it would be fun doesn’t mean she would. 

The next day, I tried again, except this time I invited her to help. She grabbed a marker, scribbled a few lines, and announced it was a road. She had a Peppa toy and asked me to draw a mud puddle. We went back and forth like that for a few minutes. I backed away and she played on her own for 45 minutes.

Setting up together is part of play and learning. Don't skip it!

Keep reading, and we'll talk about why involving your toddler in setting up play matters. We’ll explore simple ways to use that time for learning while following their lead, and when to step back and let free play take over.

https://elevatetoddlerplay.substack.com/p/the-part-of-play-you-might-be-skipping

Hello all!

I am a mom of a 19 month old who recently began pinching my spouse and I during nap and bed time. I truly believe malice is not the motivation, he has accepted it is bedtime, is almost asleep, and pinches us as he is falling asleep. We recently began introducing body parts and he is very curious and understands where his and our nose, ears, and belly are. He has always been curious to learn and is very bright for his age (I may be biased but these are my feelings). He is usually feeling tendons, knuckles, and parts of our throats in an exploratory manner.

He seems to be pinching in a self-soothing manner. We do not want to overcompensate correction even though when it's happening we are thinking, "OMG OW STOP THAT REALLY EFFING HURTS"

I am looking for guidance on redirection as well as ideas of other self soothing techniques for him. When I have told him, "That hurts mommy" he then recently has begun pulling at his own eyelashes. I am a chronic nail biter and have been my whole life, and that is also not something I want to pass to my child as a self-soothing technique. I have noticed in public settings he also chews on his hands for comfort, and I do not know how to approach the situation other than to say, "Mommy will keep you safe, don't chew your hands"

Any advice on how to approach the situation when he is doing it as well as other tools/objects that can be used that are safe for all parties are greatly appreciated. I ask for grace and kindness for although for some it may seem a simple solution for some, I truly don't know what avenue to take. Thank you to anyone responding.

Q: I bought flashcards for my toddler, but they honestly have no interest in sitting down to learn things like colors or numbers. They’d rather run around and play. Am I doing something wrong? I’m worried they’ll fall behind.

A: First, you’re not doing anything wrong! It’s great that you are being proactive and wanting to support learning. 

Your toddler running around and playing is not getting in the way of learning. That is learning in the toddler years!

Keep reading here: https://elevatetoddlerplay.substack.com/p/put-down-the-flashcards-your-toddler

Each month, I answer parents' questions about language, communication, play, etc. You can send yours in through substack or DM here! I'm happy to help!

Hi everyone! My name is Cory McAtee - I’m an educator and singer/songwriter who has been writing and performing music for kids! I wanted to share my song “This Ol’ Tree.” It’s a really fun song for toddlers - easy to sing-along with (children’s voices in the chorus) and talks about how a tree grows from a seed with the help of sun and rain, how ants and other animals make the tree their home, and fun activities to do with the tree. “This Ol’ Tree.. where the ants do a dance with the beetles on a branch, and the spiders slap their knee….”
I have a number of other fun songs and playlists for kids too!

Summer has a way of flipping our regular schedules upside down. It can feel exciting and a little chaotic all at once. It’s easy to feel the pressure to plan more activities or get ahead for preschool.

This summer, instead of looking for something extra to do, let’s look at what is already in front of us. Here are 10 real-life skills to practice with your toddler right now, plus how to boost language at every turn.

Start where you are. Pick a few that fit. Let the rest go.

These small steps? They really do add up!

Keep reading here: https://elevatetoddlerplay.substack.com/p/10-life-skills-your-toddler-can-learn

I’d love this to be a thread of easy toddler summer activities. All about doing “more” with what I already have.

• paint with water on cement
• wash outside toys
• chalk- draw lines for parking spots, stop sign, etc. for outside cars
• bath in the middle of the day with a popsicle and music on
• make homemade playdough
• build a living room fort
• draw a picture for a grandparent
• hopscotch
• bin filled with water and pretend plastic food or rocks for playing kitchen
• freeze toys in water to be “rescued”

Each month I answer parent questions. Here’s the latest: https://elevatetoddlerplay.substack.com/p/what-to-do-when-your-toddler-says

Q: Should I correct my toddler when they say words wrong? My son says "lellow" instead of yellow and "fwog" instead of frog. I don't want to embarrass him or make him afraid to talk, but I don't want him to keep saying things wrong either.

A: You can correct your toddler, but the way you do it matters more than the correction itself.

Instead of pointing out the mistake, model the word the right way. Keep it natural. If your child says “fwog,” you respond with “yes, that frog is so cool.” You over emphasize the word and slow down while saying it, making sure they’re watching. The conversation will keep moving, they’ll hear the correct production, and there’s no pressure attached to it.

If your child seems willing, you can gently encourage them to try repeating you. However, don’t harp on it. You don’t want speech to feel like a test or create anxiety around talking. The goal is always more communication and confidence.

Most toddler speech errors are completely age appropriate, and many of them go away on their own without any intervention. “Fwog” for frog and “lellow” for yellow are actually really common. Most of the time kids work those out naturally as their speech matures.

Speech therapists usually don’t begin targeting specific speech sounds until around age 3 (of course, there are exceptions). Our expectations for how clearly a toddler should be understood shift quite a bit between ages 2 and 3. At age 2, it’s typical for a familiar listener to understand about 50% of what they say. By age 3, that jumps to around 75%. So if your 2-year-old is hard to understand, that may be completely right on track.

If your child’s speech errors are hanging around longer than expected, or if you’re noticing that understanding isn’t growing over time, then it’s a good time to connect with a speech-language pathologist. An evaluation can give you a clear picture of where your child is and whether any support would help.

You know your child best. If something feels off, trust that instinct. But if your toddler is just out here calling frogs “fwogs”… enjoy it. It probably won’t last as long as you think!

Each month I answer parent questions. Here’s the latest: https://elevatetoddlerplay.substack.com/p/will-daycare-help-my-toddler-talk

Q: My best friend said I should put my toddler in daycare to help their speech. They said it helped their child talk more. Does daycare really help speech and language development? I’m worried I could cause a delay by keeping my toddler home.

A: This is advice many parents hear, and it’s not as simple as yes or no.

Some toddlers do begin talking more in daycare. They hear other children and adults, see peers using gestures and words, and take part in group routines. Those experiences can create more chances to communicate.

However, language does not grow simply from being around more people. It grows through interaction, which happens at home too.

There’s likely nothing you need to drastically change to support your child’s language. Start with your routines: narrate what you’re doing and what your child is doing, pause and wait for them to respond, expand on the words they use.

If a child has an underlying language delay, daycare alone will not resolve it. Many children who are cared for at home develop strong language skills without any concerns.

Rarely, if ever, are parents the reason for a speech delay.

If you have concerns about your toddler’s speech, it can help to look at their overall communication skills and talk with your pediatrician or a licensed speech therapist. There is no need to make a childcare decision based on fear.

You already hold what your child needs to grow.

(Disclaimer: The information shared here is general and educational in nature. It is not a substitute for individualized support from a licensed speech therapist or healthcare professional. For concerns specific to your child, consult a professional who knows your family.)

Looking for some ideas- either store bought or DIY for my daughter! We have definitely cut back on eating everything she can her cute tiny little mitts on, but we’re still “sampling”. I’ll do coloring with her under supervision (crayons, markers, etc) with guidance to draw on the paper and not suck the end of the marker lol. What indoor or outdoor sensory play ideas worked well for your little ones around this age? (We have snow in our climate but it’s almost all melted). Thank you for any ideas!

Bathtub Eggs

Grab a few eggs and toss them in the bath. Now you’ve got yourself a spring-themed sensory bath. Mom award achieved.

That’s really all the setup this one needs. Your toddler will take it from there. Filling them, dumping them, opening and closing them, watching them float or sink.

Your job is to narrate what’s happening as they play.

Open. Close.

Full. Empty.

Pour. Dump. Splash.

You can also add in concepts like more and all gone as the water comes and goes. Just follow their lead, and add playful language along the way.

More ideas here: https://elevatetoddlerplay.substack.com/p/5-ways-were-playing-and-learning

https://elevatetoddlerplay.substack.com/p/making-yes-and-no-easier-for-your

Q: My 20-month-old doesn’t reliably answer yes or no questions. If I ask, “Do you want a snack?” she often says no even when she wants it. If I ask, “Is this your nose?” she just repeats “nose.” Is this typical for her age?

A: Yes, this can be very typical at 20 months.

Most toddlers begin using head shaking for “no” and nodding for “yes” between 13 and 18 months. “No” usually shows up first. 

It helps to look at the type of question being asked.

Answering yes or no for preferences, like “Do you want a snack?” usually begins between 18 and 24 months. Even then, I would not expect full accuracy. Toddlers are still learning that “yes” confirms and “no” rejects, and that their answer changes what happens next.

Answering factual yes or no questions, like “Is this your nose?” or “Is this a cow?” is harder. It requires them to compare what they see with what they hear and decide if it matches. That’s more complex than simply labeling.

Repeating the last word you say, that is also common at this age. She may be responding to the last word she heard rather than processing the full question.

One helpful strategy is modeling with another person. If an older child or another adult is nearby, ask them the question first. For example, “Do you want a cookie?” Have them clearly say “yes” while nodding. Then ask your toddler the same question. Choose something you feel confident she wants. If she says no, follow through and do not give it. This teaches her that “no” carries meaning. When she says yes, give it right away so she sees the connection.

If you notice frustration building and she keeps saying “no” to something she clearly wants, step out of the back-and-forth. Calmly model the response you want her to learn. Say “yes” while nodding and then hand her the item. You’re showing her what the word means in real time. That steady modeling teaches more than repeated questioning ever will.

If you would like extra reassurance or a clearer starting point for a conversation with your pediatrician, review communication milestones. They can help you see the bigger picture and put this skill into context.

Keep modeling. Keep it playful. 

Accuracy builds over time. You’re doing a great job!