Home »
Valentine’s Day Books and Speech Therapy Ideas for Toddlers
Here are some sweet little books for your youngest Valentines this year, along with a few ideas perfect to use for speech therapy with late talking toddlers and preschoolers.
Little Blue Truck’s Valentine
I love all things related to Little Blue Truck and use these books year round. In this book, Little Blue delivers valentines to all his barnyard friends. For therapy activities, read the book together a few times (always more than once!) and then carry-over the theme with farm animal play. It’s even better if you can find a truck to add to your collection! The truck doesn’t even have to be blue — just a truck!
For nonverbal or minimally verbal toddlers, stick to play sounds and model the animal and truck noises from the book as you play with the farm animals together.
For an additional activity, match the animals to the pages in the book. To introduce this activity, set out your farm animals one at a time. Name each one and make its sound as you point to the corresponding page in the book and say something like, “Ooooh look! I have animals just like our book. See! Here’s a… pig! Pig! Look here’s the pig (pointing to the pig in the book). Oink oink! That’s what pig says? The pig says oink oink! Pig!” Encourage a child to imitate the animal sound or any other play sound you make like “Beep!” for Little Blue.
If kids can already identify farm animals, show them a page from the book and ask them to find the correct toy animal. Keep it light and fun saying something like, “Wow! Look! What’s that? It’s a ____ (expectantly waiting for them to fill in the blank and say the animal name.)” After a few seconds, say the animal’s name if a child doesn’t. Then say something like, “Yes! It’s a _____. I see a horse. You find the horse! Where’s the horse?”
For older toddlers, make hearts by cutting them out from pink, red, and white paper and then if a child enjoys early art projects, decorate the hearts with any toddler-friendly material like stickers, coloring with washable markers or crayons, or a glue stick and scraps of tissue paper or wrapping paper. Re-enact the book by delivering the cards to animals.
Create a Little Blue Truck Valentine’s Day sensory bin by filling a plastic container with a filler material like dry beans, rice, pasta, sand, or even dirt! Hide the animals along with a few hearts in the filler. Encourage the child to find each animal and put it in the truck. Talk about the animal names and sounds as you dig and find them together. Add more fun and things to talk about with tools like spoons or shovels for kids to dig/dump the filler material.
If you’d like more ways to teach a child to imitate, you can find step-by-step directions in my therapy manual Building Verbal Imitation Skills in Toddlers.
Where is Baby’s Valentine?
What a perfect way to introduce and reinforce a gesture/word for asking “Where” and for early prepositions and location words with this darling book for Valentine’s Day!
Read the book together several times. Exaggerate the gesture for “Where’s” each time you read that word by holding both hands out with palms open as if you’re asking, “Where?”
For minimally verbal kids and kids who are learning to imitate, you can also model the word “Boo!” every time you open a flap. The repetitiveness and predictability will provide lots of structure (with the novelty of a new book!) to help them learn this cute, social peek-a-boo routine.
For an activity, hide something around the room similar to locations from the book for a child to find. If you have something heart-related, use that! If not, make a large heart, use a heart-shaped candy box, or I’ve used anything from a favorite pillow to a baby doll. Place the object in the location (use ones from the book like behind the chair, under the blanket, etc.) Model big gesture for “Where’s the ______?” as you ask each question. Help a child locate the item with cues like pointing or taking the child to the object. This is a great activity to work on participation/joint attention and following directions.
Encourage children to use the gesture to ask the question for “Where’s the ____?” each time you’re looking for the object. Use hand-over-hand assistance to help a child perform the gesture if he doesn’t imitate after several models.
Kids may also imitate the preposition/location word if that’s your goal. If not, choose a verbal response that’s appropriate. Pick a target word and repeat it each time you find the object. Some children may name the object you’re locating such as, “Pillow!” or “Baby!” For a verbal child who’s beginning to work on phrases or a child who’s echolalic and you’re enticing them to say anything functionally, you might try a holistic phrase such as, “I did it!” or “There it is!” when she locates the object.
Older toddlers and preschoolers may enjoy hiding the object themselves while you close your eyes. Ask “Where’s the ___?” several times using your gesture. Look for the object in several locations really hamming it up before you find it.
You can also target yes/no responses with big gestures and words as you’re reading the book and hiding objects.
Find more ideas for teaching prepositions and every other language goal for toddlers and preschoolers through 48 months in my therapy manual Teach Me To Talk: The Therapy Manual.
What Does Baby Love?
This is a fantastic book for teaching early imitation with familiar, fun actions and vocalizations for a child to copy. Model the actions as you read the book such as tickling the baby, patting the drum, panting like a dog, or saying “bubble” or “pop.” Encourage a child to imitate too. Read the book together OFTEN. If a child isn’t imitating yet, it means you haven’t read the book enough for them to learn the routine. Don’t give up! It may take several days/weeks of reading the book together and modeling the actions before a child will begin to participate.
If you’re working with a child who isn’t talking or imitating yet and you’ve tried lots of ideas, maybe something else is missing. Get my therapy manual Let’s Talk About Talking to help you discover the missing piece.
Get My Free eBook
A Parent's Guide to Understanding Speech Language Development
Get real-time clinical coaching and Q&A for professionals and parents who want practical answers, clearer next steps, and direct access to Laura’s expertise.
Recent Posts
Teach Me To Talk Testimonials
Happy Therapists, Teachers, Parents & Children
"Laura, I am a long time follower. You have mentored me from a distance for many years. I've watched many of your courses and purchased 5-6 of your books. I just wanted to take a moment as a sister in Christ to say- --- Thank you!! I'm in my 33rd year as an SLP and still love it! I work in the public schools and have grown my skills along the way with your help. Thank you thank you thank you and, Many blessings to you and your daughter!!!"
Camille, SLP
"Laura,
Three years ago, my then 2year old (adopted) was only saying two words - momma and boat. We had been doing speech therapy for 6 months, and he loved to play, but he was entirely uninterested in talking. A dear friend who is a SLP recommended I look you up online. Since then, I've read your emails, listened to hours of your podcasts, ordered two of your therapy manuals, and watched many of your videos.
My now 5year old tells elaborate stories now, and if you didn't know his background, you would never guess. And thanks to the hours that I have spent with your guidance, when our next son, now a 2.5yr old, didn't talk (after a craniotomy), I had tools to get started with him. His speech has just taken off in the last month or so.
Thank you so much for all that you do to help parents facilitate speech therapy with their kiddos. And thank you for your gentle, confident living of your faith.
God's blessings."
Rachel (mom to 3 boys in a now very noisy house!)
"Hi Laura!
I became an SLP in 2004 and you were my first SLP crush! I was so fortunate to have a supportive school district that allowed me to purchase your videos and the Teach Me to Talk handbook. Not only was the handbook a life saver (I literally called it my Bible lol), but the videos, oh how the videos changed my life, and the lives of the families I worked with! I remember telling my families that they'd love you, not only because you spoke directly to families, jargon free, but also because of your southern dialect. You speak directly and clearly, but never rushed and never over anyone's head, something I highly value. I told families that I could listen to you read the phone book and it would capture my attention. You see, I'm from Ohio where we don't get a whole lot of diversity and cool dialects, so listening to you talk about my favorite topics was a breath of fresh air. So many of us think talking over people's heads makes us more credible or whatever, but now that I've been around over 20 years, I can say you had it right all along. Southern speech included 😊"
Heather Welling, M.A., CCC-SLP, Early Intervention in Summit County, OH
"I found the modality checklists to be invaluable. I had something in hand that I can use right off the printer."
Elizabeth, SLP
"LOVED this program! It was jam-packed with a ton of information that will take time to incorporate into therapy sessions. (Not only is the child learning new skills, so am I as a therapist!) I've known about strength-based therapy and have done it, but not to the extent and to the organization offered in this training. I am looking forward to seeing how my therapy changes and how my little ones progress by using this program."
Leah, SLP
"This program was extremely beneficial for use in my practice. All of the information, handouts and techniques that were presented were amazing. Easy to follow along. I liked that it was broken up into different videos/sections."
Michele, SLP
"Thank you for including real-life stories and anecdotes from your own practice. Very helpful."
Ellen, SLP
"I loved the clear strengths guidance, and the reminder not to push too hard in therapy!"
Elizabeth, SLP
"The course was very helpful and practical. I will certainly apply this approach to children on my caseload. I kept thinking about children that already "graduated" from EI and wish I had this knowledge when I still had them on my caseload. (Although I did put a lot of other Teach Me to Talk information into practice!)"
Heidi, SLP
"I appreciated learning the 7 C's of Communication, which seemed to include, (restated/reorganized/ summarized) information from '11 Skills Toddlers Master Before Words Emerge', which I have successfully used for years now (Thank you so much!!!!). I appreciated the additional information included to better assist toddlers with ASD since that population, unfortunately, continues to rise. I also appreciated the focus on regulating children and the need to keep them regulated, since dysregulation and sensory impairment in toddlers is also rising. These are areas I did not study in grad school. I appreciate the worksheets we can provide for parents to identify strengths and how to use these strengths more effectively in treatment. Thank you again, for your essential contribution to our field. p.s. You and Macy are precious!! God bless you both!"
"I am one of those therapists who you pointed out works on the wrong things. ARH!! What a slap in the face, but in a good way, because it was a much needed wake up call. I've hated my job lately and now I know why. Thank you for the clarity."
Susan, SLP
"Dear Ms. Laura and sweet Macy, I just purchased the new course and wanted to say THANK YOU! I would have definitely expected such cutting-edge information to come from you! I am part of several message boards for parents of autistic children, and we parents are just so tired of being told by professionals what our children can't or will never do. And really, what is the point of doing that? How does that help at all? Except to make the parent miserable and feel like there is no point in trying to help their child?...The tone of the course is great (such positivity), and Macy is such a delight! She is such a wonderful addition to Teach me to Talk."
Ann, SLP
“I loved the handouts to share with parents to help them understand how utilizing their child's strengths and interests is the best way to facilitate their child's communication abilities.”
Colleen, SLP
“The most beneficial part of the program is the strengths survey, as well as the treatment toys and activities that correspond to each strength. There was no part of the program that I did not feel was beneficial.”
Natalie, SLP
"I LOVED the energy of this course! I also appreciated the research facts I learned I can spit out to other professionals and parents. The best part was how characteristics of ASD were divided into strengths and therapy activities... so if I have a visually inspecting kid, I know I can go into my pdf and find out what activities I should target based on that characteristic... this really did improve how I think about therapy."
Kelsey, SLP
"I feel so much more at ease now having a huuuuuge packet of therapy ideas and a framework for organizing my therapy and having an actual PLAN instead of just "following the child's lead" while trying to figure out how to work in the goals. The way the content was explained was easy to follow and the handouts are excellent."
A, SLP
“I found identifying a child's strength helped me to consolidate my previous knowledge and experience. I feel I have a clear method to identify a child's strength and to build their strengths into sessions plans to help achieve their set goals.”
Christine, SLP
"Wow, this course was by far my favorite course I have taken in a long time! I have been lately feeling "stuck" with a few of my autistic toddler clients, and this course provided clear and helpful tools and strategies to best support our clients while also being affirming. I loved all of the ideas that were provided as well as the Strengths Survey – I can't wait to implement all of these wonderful things!"
Isabel, SLP
“The most beneficial part of the course was the handouts to share with parents and ALL the therapy ideas!! I've always felt that we focus on the 10% a kiddo can't do instead of the 90% Can Do. I have always tried to do this in my therapy sessions. Now I have evidenced material for support!!!!!”
Suzanne, SLP
“Liked systematic handouts to use to help with assessment and diagnostic therapy. Enjoyed hearing examples of each strength domain. Great review and great handouts to be able to share with families. The course was well organized and the content is much needed as an EI therapist.”
Terri, SLP
“This was a fresh new philosophy and a comprehensive approach with a new concept for successfully working with children with Autism. Before this ,the very structured, compliance teaching model which has been utilized by many therapists using comply-reward, noncompliance -punish or a with-hold philosophy. Children with Autism became prompt-.dependent with this method. These Children couldn't initiate language or make a plan to move on their own. They had to wait to be prompted to act or to respond and never spoke spontaneously on their own. I and many of my SLP colleagues have always believed in play therapy and giving the child choices to play works best. It is very important that Parents should hear about this strategy! Thank you Laura and Macy for doing the evidence-based research and putting this new concept into words!!”
Teresa, SLP
“This was a wonderful, easy to understand course with lots of great materials. Exactly what the fabulous Laura Mize is known for!”
F, SLP
"I am an autism mom, and I bought your books and listened to several podcast episodes over the last few years. I believe your teach me to talk and autism workbook were one of the number one tools in giving me to guidance to help my son. Thank you!"
Brittni
"I just want to thank you for the invaluable information you’ve given me in helping my grandson to talk (which I have passed on to his parents). We’ve ve learned patience, appropriate expectations, and fun and effective strategies that we had found no where else. He is exploding with conversation! Sometimes I struggle to interpret his articulation, but all I have to do is say, “Show me”, and he’s excited to do so. He and I both want so badly to communicate with each other, and your strategies have made it so much easier and non-threatening. Once again, I thank you from the bottom of my heart."
Stacey
"My little guy is taking off like a rocket!! We’ve been working through your Autism Workbook for a few months and he has had an explosion of skills develop. YOU are AMAZING! THANK YOU!" Laura Q, Mom
"Dear Laura Mize and Team,
Thank you so much for all your hard work and publishing books! Our 17-month-old toddler suddenly exploded into speaking and imitating everybody's gestures and sounds, just a week or two after we 'completed' all activities that are listed under 11 pre-linguistic skills! Your method really works!"
Grateful customer.
"Hi Laura!
I absolutely LOVE all of your workbooks, especially your Autism Workbook. Starting with Social Games has been a game changer for many of my littles with ASD and their families. It's been the best way for them to finally connect and sustain shared attention and engagement, leading to longer social interactions, through play!"
Jodie, Dev, Therapist
"Hi Ms. Laura,
Thank you so much for the videos you have posted on your youtube channel. They are so direct, informative, and helpful. Thank you for being a resource for me to become a better therapist."
Dianne
