Home »
STAGE 2… NONFUNCTIONAL PLAY TOY LIST
Here’s the toy list for recommended toys for Stage 2: Nonfunctional Play.
Remember… The only way babies learn what words mean (and to talk!) is by hearing you say the same key words over and over. As you play, pick one or two key words per toy and repeat those words many times each time you play. Examples are listed for each recommended toy and you can watch demonstrations of how to use the toy in podcast #467.
Amazon Links for Recommended Toys shown in video:
Montessori Ball Box https://amzn.to/3qXz0YJ Soft Baby Doll https://amzn.to/44MNY1c
Toys to Teach Object Permanence
MONTESSORI BALL BOX
Here’s my favorite toy for this stage and the best toy I’ve ever found specifically for object permanence. It’s a Montessori Box with balls – there’s a hole in the top for baby to drop the ball in and …. the ball comes right out. For your key word, go with ball! Repeat it many times – high frequency modeling – “Here’s the ball. It’s your ball. Ball. Where’s the ball go? Look…there’s a hole – a hole for your ball. The ball goes in. Ball… in! Ball!”
Montessori Ball Box https://amzn.to/3qXz0YJ
SOFT BABY DOLL
A very traditional way of teaching object permanence is by covering up a toy with a blanket. For this stage, I love this soft baby doll. Cover the doll with a blanket/wash cloth to see if a child will uncover the doll demonstrating that they understand object permanence. If can’t – try something they can see through like a scarf from the tissue box from Stage 1. Baby is your key word. Say something like, “Baby! See the baby? Let’s hide the baby. Ohhh… cover up baby. Where’s baby? Baby! Baby!” Play over and over until a child is uncovering the baby on his/her own.
Soft Baby Doll https://amzn.to/44MNY1c
ELECTRONIC TOYS if a child needs more help learning object permanence
As a rule, I don’t use lots of electronic toys in therapy unless a child needs it for a specific reason like here – when a child need more of cue to begin to try to remove the cover. Show a child the toy, activate the toy to play the sounds or lights, and then place the cover over the toy while it’s playing so the child can see or hear the toy even when it’s covered. Help a child uncover the toy if he/she doesn’t try to do it on their own. Point and even tug the cover to encourage a child to try to remove the cloth.
Toys to Teach Means – End
SNAIL STRING TOY
Any kind of string toy works for this stage, but I love this one! Toddlers learn to pull the string and watch the toy move.
What do you want to use for your key word? I’d go with “go” or “pull” as you model playing with the toy. Set the string out – point at it first and say…“Ooooh… look! There’s the string! I pull! Pull! Pull! I pull.” Over time talk about the toy too – but the concept you’re teaching is means to an end, so it makes sense to me that we should talk about that too. I also love this toy because it doubles as a shape sorter with 2 levels of difficulty.
Snail String Pull String Toy https://amzn.to/44EUHdP
BATTAT BUS
This is my favorite pull toy because the people spin when the bus moves… great incentive to teach a child to look at the object he’s pulling! I use the same verbal routines for “pull” and “go” and add “spin” or “whee” here too!
PULL PUPPY
I wanted this toy for the course, but it wouldn’t arrive in time. I love this puppy and I know kids will too! Use animal sounds for dogs as you play – “Woof Woof!” and of course, stick your tongue out and pant!
Toys to Teach Cause and Effect
SPINNER TOYS
You can find lots of versions of this toy – but I like this one. Got a bumble bee on it so you can also add – zzzz or sing Bringing Home my Baby Bumble Bee. Stick anywhere – bathtub is a great spot. This toy is ideal for using a Verbal Routine like Ready… Set… Go or 1 2 3 Spin! Stop it – do it again.
Spinner Toys https://amzn.to/3sOJIBi
PUSH CARS
I love these easy push cars for Stage 2 – and will certainly be fun for a long time. You will probably have to help a child activate the car for a long time, but that’s okay. The goal here is for them to recognize that you push the animal – even if they need help to do it. Key word is probably car. And be sure you’re teaching a child what to do – So you’ll say something like, “Look! My car! See the car! My car can go. Watch the car… Push! Ready… set… go. Go car!” Create anticipation with your voice. Be super consistent – over time pause after you say “Ready Set” to see if a child will begin to fill in “Go!”
Push Cars https://amzn.to/3Z7n4A5, , https://amzn.to/3P6Qxpj
SPINNING TOP
This toy from Bright Starts is an easy push toy for kids in Stage 2. It’s a simple motion to activate the top, but kids may need a little help for a while. Of course your key word is…. “Push! Watch me… I….PUSH! Wheeeee!” Model it several times, then give a child an opportunity. I work on turn taking with this toy because the turns are super fast. Take it in your lap to help a child understand it’s your turn. Then move it toward them for their turn. Instead of saying – my turn/your turn I use “I push – You push” or our names “Laura can push….____ can push.
Toys to Teach Simple Problem Solving
NESTING CUPS
Here’s a super versatile classic toy. Kids are learning about how things work together – how they fit and the beginnings of “fill and dump” play. I use several different early play routines including stacking, nesting, and because there are holes in the bottom of the cups, you can use them for water play. When you stack them up, use your key word for ‘up up up” and then of course, show a child how to knock them down… as you use a verbal routine like… 1… 2… 3… boom! Or even something like “ They all… fall… dooooown!” For nesting, try “Goes in!… Goes in!” For key word for water play is always… “Whee!” But you’ll probably say something like, “Water… let’s get some water… see the water… fill it up…. Whee!!!!”
Nesting Cups https://amzn.to/3Pe8wdc
CONTAINER PLAY
Montessori Rattle Set
This set includes several different toys with a bell (something to hear), car (something with movable parts), rattle (something to shake/hear), and discs (for holding and practicing transfer from hand to hand). When you’re playing, name the item and add a comment. For example, say something like, “Look! It’s a car! Car. See the wheels on the car. Watch. The wheels can go! Whee!” as you spin the wheels or roll the car. Give it to the child to see if he will try to push the car too.
Montessori Rattle Set https://amzn.to/3qXz0YJ
Vibrating Teething Toy
This teether provides something to mouth and feel as it moves during container play. Say something like, “Look! Grapes! (label the teether’s shape). Oooohhhh! It moves! Feel it move! Wow!”
Vibrating Teether https://amzn.to/3LcgXEX
Good Night Moon soft book
This book is something to feel and look at during container play with lots of different textures and pictures. Point and label each picture as the child looks at the book. Model other early actions like patting the book.
Good Night Moon Soft Book https://amzn.to/3r8uqa4
Pull Teether
Here’s another cool teething toy with something to pull and mouth. Show a child how to pull the strings. Say something like, “Pull! I pull! Pull!” Give the child the toy and help her hold it and begin to try to pull.
Pull String Teether https://amzn.to/48kWDLF
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
