**A useful method is to follow your toddler’s interests, name what they’re attending to, and revisit those words during play and everyday activities.** Talking about routines, sharing picture books, and adding to what a child says are recommended ways to support early language learning. [ASHA’s guidance](https://helpingyoucommunicate.org/article/tips-for-your-childs-speech-and-language-development)

You can keep this going without an endless supply of new objects:

- **Go beyond names.** A familiar cup gives you *pour, spill, full, empty, wet, dry, inside,* and *under*. Demonstrate the meaning as you talk: “Pour the water. Now the cup is empty.” [ASHA’s household play ideas](https://www.asha.org/about/press-room/articles/25-household-items-to-boost-your-toddlers-communication-skills/)
- **Use ordinary outings.** A walk, grocery trip, or bus ride supplies things to name and actions to describe. Follow what catches your child’s attention: “A pigeon! The pigeon is walking.”
- **Make books interactive.** Follow their pointing, talk about the pictures, and connect them to real life. One duck picture can prompt “The duck swims,” “Here’s its beak,” or “Remember the duck at the pond?” You don’t have to read every printed word. [Early language guidance](https://helpingyoucommunicate.org/article/tips-for-your-childs-speech-and-language-development)
- **Expand their contributions.** If they say “dog,” respond with “Yes, a dog! The dog is running.” That gives them a little more language connected to something they already understand.
- **Keep a growing picture collection.** Printed photos of outings, family members, animals, and vehicles make a reusable conversation book. Add pictures as you encounter new things; borrow library books for subjects you can’t easily see in person.

For checking whether it’s sticking, try a relaxed sequence: name the item together, encounter it again later, then offer an opportunity to point or name it. “Where’s the duck?” checks understanding; “What’s that?” checks whether they can produce the word. If they don’t answer, simply supply it and continue playing.

**Naming something on the second encounter is a nice success, but it shouldn’t be the deadline.** Look for recognition and spontaneous use over time, including with another example—a different dog or a duck in a different book. Keep revisiting familiar material while introducing new words; knowing an object’s name still leaves plenty to talk about.