**A useful, sustainable method is to follow your toddler’s interests, name what they notice, and revisit those words during play and everyday routines.** Speech-language specialists recommend talking about what children see and do, responding to them, and adding a little to what they say. [ASHA’s guidance](https://www.asha.org/public/developmental-milestones/communication-milestones/)

You can keep this going in several ways:

- **Expand the vocabulary around familiar objects.** A cup gives you *pour*, *empty*, *full*, *spill*, and *handle*. Say “You’re pouring water” while it happens. Household objects offer plenty of actions and descriptions after their names are familiar. [ASHA’s household activity suggestions](https://www.asha.org/about/press-room/articles/25-household-items-to-boost-your-toddlers-communication-skills/)
- **Turn ordinary outings into conversations.** At the grocery store, name a vegetable your child examines. On a walk, talk about the puddle they stop beside. Follow their attention and use a short phrase: “A puddle! Your boot splashed.”
- **Use books repeatedly, with a different focus.** On one reading, name the dog; on another, talk about it digging or hiding behind a chair. Pause for your child’s comments, and build on them: “Dog!” → “Yes, the dog is digging.” Library books provide a continuing supply of new subjects. The American Academy of Pediatrics recommends conversational book sharing and expanding children’s words this way. [Book-sharing guidance](https://www.healthychildren.org/English/ages-stages/toddler/Pages/How-to-Share-Books-with-2-and-3-Year-Olds.aspx)
- **Make a small photo book.** Printed photos of relatives, places you visit, and things your child enjoys give you personally meaningful material to discuss. For wildlife, borrow illustrated animal books and act out the animals together.

A practical example: if your child becomes interested in ducks, name one on a walk, find one in a book later, and play with a toy duck at bath time. Each encounter gives the word another meaningful use.

**To notice progress, look for understanding as well as speech.** Finding the duck when you ask “Where’s the duck?” shows understanding; naming it independently shows spoken recall. Both are useful observations. ASHA includes pointing to named objects and following simple directions among early communication milestones. [Early toddler milestones](https://www.asha.org/public/developmental-milestones/communication-milestones-13-to-18-months/)

Naming something on the second encounter is an encouraging moment, but it’s a demanding benchmark for every new word. Give words repeated opportunities over time, leave room for your child to respond, and keep the activity enjoyable.