Dynamic assessment – Let’s look beyond the checklist

ByLondon Speech and Feeding
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Dynamic assessment – Let’s look beyond the checklist

As a parent, you’re always observing your child, celebrating his or her milestones, and sometimes, wondering if he or she is quite on track. When it comes to speech, language, play, attention, and listening, these early years are a whirlwind of development! It’s natural to seek guidance if you have concerns, and that’s where a truly comprehensive assessment comes in.

But what exactly does ‘comprehensive’ mean, especially when it goes beyond a typical checklist? You can find any number of check lists online these days but whilst they can give you an overall idea of what a child is typically expected to do at any given age, it can also start leading you into a rabbit hole of anxiety of ‘what-iffery’.

At The London Speech and Feeding Practice I believe in something far more insightful than a static evaluation: Dynamic Assessment. Think of it as an in-depth, interactive investigation into your child’s unique communication landscape, exploring not just what he or she can do, but how he or she learns and why he or she might be facing challenges. This is so important.

What makes an assessment ‘dynamic’?

Imagine trying to understand a child’s personality by just looking at a single photograph. It gives you a glimpse, but it hardly tells the whole story. Traditional, formal assessments, while valuable, can sometimes be like that photograph – a snapshot of skills at one specific moment.

Dynamic assessment, on the other hand, is a living, breathing process. It’s called ‘dynamic’ because:

  • It’s interactive and responsive: It adapts to your child’s needs in real-time. It’s not about sticking rigidly to a pre-set schedule of tests. Instead, it’s about observing, gently prompting, and providing support to see how your child responds and learns. This allows me to understand his or her learning potential, not just his or her current performance.
  • It’s holistic and multi-faceted: I look at the whole child. We delve deep into not just speech and language, but also his or her play skills (a crucial window into cognitive and social development), attention and listening abilities, and his or her social engagement. These areas are intricately linked, and a delay in one can often impact others.
  • It integrates multiple perspectives: Your insights as a parent are invaluable! Before we even meet, my comprehensive onboarding questionnaire gathers essential background. During the assessment, your feedback, observations, and comments are woven into the fabric of our session. You are the expert on your child, and your voice is central to forming a complete picture.
Dynamic assessment – Let’s look beyond the checklist

More than just ‘speech’: A deep dive into development

You might initially be concerned about your child’s speech sounds, or perhaps his or her ability to form sentences. These are vital areas, but my approach goes much further. I’m keen to understand:

  • The ‘why’ behind the ‘what’: Is a child struggling with language because of difficulties with understanding instructions (receptive language), or with expressing themselves (expressive language)? Are his or her attention skills impacting his or her ability to follow a conversation? Is his or her play demonstrating imaginative thought, or does he or she prefer more structured, repetitive activities? These nuances are critical.
  • Differential diagnosis: This is where the skill of an experienced clinician truly comes into its own. Through dynamic assessment, I can differentiate between a developmental delay (where a child is following a typical progression but at a slower pace) and a disorder (where his or her development is following an atypical pattern). This distinction is vital because it guides the type of support and intervention that will be most effective. Understanding the cause of the delay or disorder is paramount to creating a targeted, impactful therapy plan.

The art of observation

While I draw upon evidence-based practice as well as a formal, standardised assessment as well as my extensive clinical knowledge, I also rely heavily on the art of observation. From the moment your child walks into the room, I’m establishing rapport, engaging them in play, and creating a safe, fun environment. It’s through this genuine interaction – often without them even realising they’re being ‘assessed’ – that the most authentic insights emerge.

This is where the magic happens:

  • Building rapport: A child who feels comfortable and connected will show you so much more of his or her true abilities and personality. I pride myself on creating an atmosphere where children can relax and simply be themselves.
  • Play as a window: Play isn’t just fun; it’s a child’s natural language. It reveals his or her understanding of the world, his or her problem-solving skills, his or her social engagement, and his or her ability to use symbols and language.
  • Skilled interpretation: My years of experience allow me to see beyond surface-level behaviours and interpret the subtle cues that might indicate underlying strengths or challenges. This goes far beyond what any standardised test alone can capture.

Why choose a clinician who offers dynamic assessment?

In essence, a dynamic assessment provides a rich, nuanced, and truly personalised understanding of your child. It’s an investment in:

  • Accuracy: Leading to a more precise diagnosis and understanding of his or her unique profile.
  • Tailored support: Enabling the creation of highly individualised therapy goals that truly meet your child where he or she is and gently guide him or her forward.
  • Empowerment: You’ll leave with not just answers, but also practical strategies and a clear path forward, feeling confident and informed.

If you’re seeking a thorough, empathetic, and truly insightful assessment for your child’s communication development in London, I invite you to get in touch. Let’s work together to unlock your child’s full potential.

Sonja McGeachie

Highly Specialist Speech and Language Therapist

Owner of The London Speech and Feeding Practice.

Health Professions Council registered
Royal College of Speech & Language Therapists Member
Member of ASLTIP

Find a speech and language therapist for your child in London. Are you concerned about your child’s speech, feeding or communication skills and don’t know where to turn? Please contact me and we can discuss how I can help you or visit my services page.

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    How can I incorporate AAC into my speech therapy sessions?

    ByLondon Speech and Feeding

    Many parents are surprised when I bring AAC into a session, especially if they’ve come to see me primarily for speech sound work.

    They might wonder: ‘If we’re working on pronunciation, why are we using a communication device?’

    The simple answer is this: speech therapy is about communication first, and speech sounds second. Supporting a child’s ability to express themselves clearly and confidently is always the priority, and AAC can be a powerful tool alongside spoken speech.

    What do we mean by AAC?

    AAC stands for Augmentative and Alternative Communication.

    This can include:

    • A speech-generating device (such as LAMP Words for Life or GRID as I used in the photo below)
    • A communication app on a tablet
    • A symbol board or communication book
    • Gestures, signs, or visual supports

    AAC does not replace speech. Instead, it supports language development, reduces frustration, and builds communication success while speech skills are developing.

    Pretend Play using Speech and AAC in my clinic room

    But I mainly work on speech sounds… So how does AAC fit?

    Most of the children I see are working on:

    • Articulation difficulties
    • Phonological delay
    • Motor planning challenges (including apraxia/dyspraxia)
    • Unclear speech affecting confidence

    For these children, AAC isn’t a separate therapy. It’s simply woven naturally into what we are already doing.

    If a child brings their device to sessions, I actively include it. If they don’t yet use AAC but could benefit from visual or symbolic support, I may introduce simple options within activities.

    Using AAC to support speech practice

    Let’s say we are working on early speech targets like: ‘GO’.

    We might practise:

    • Saying the word verbally
    • Listening for the target sound
    • Using play (TOY TRAIN GOING ROUND A TRACK)

    Now we can extend this using AAC.

    On the device or communication board, we might model: ‘LET’S GO’ or ‘IT’s GOING up the hill’.

    This allows the child to:

    • Practise their speech sound target
    • Build a simple sentence
    • Experience successful communication even if speech is not fully clear yet

    All responses are valid and supported.

    AAC helps children communicate more than they can say

    Many children can understand and think in longer phrases than they can physically say.

    For example:

    • A child who verbally says single words may build longer phrases on AAC.
    • A child who struggles to plan speech movements may use AAC to communicate smoothly while still practising verbal attempts.
    • A child who becomes frustrated when misunderstood gains a reliable backup system.

    Rather than slowing speech progress, AAC often:

    • Reduces communication pressure
    • Increases participation in therapy
    • Encourages more attempts at speech
    • Supports language growth

    When children feel understood, they usually become more motivated to try speaking.

    There are no ‘prerequisites’ for AAC

    One of the biggest myths I hear is: ‘My child isn’t ready for AAC yet.’

    In reality, children do not need to:

    • Reach a certain speech level
    • Use pictures first
    • Prove they understand everything
    • Show immediate interest

    Instead, we presume competence and introduce AAC in meaningful, playful ways.

    That means:

    • Modelling words while blowing bubbles
    • Commenting during playdough activities
    • Choosing words during games
    • Building simple phrases in shared reading

    AAC should never feel like extra ‘work’. It’s simply another way to join in communication.

    My goal is always the same: to help each child communicate as clearly, confidently, and successfully as possible, using every helpful tool available.

    If your child uses AAC (or might benefit from it)

     Please feel free to:

    • Bring the device to sessions
    • Show me how your child currently uses it
    • Share advice from school or other therapists

    I am very happy to incorporate AAC into our work together so that speech practice, language development, and real communication all move forward hand-in-hand. Because ultimately, therapy isn’t just about producing perfect sounds. It’s about helping your child be heard and understood.

    If you’d like support or advice, please contact me and I can help guide the next steps.

    Sonja McGeachie

    Highly Specialist Speech and Language Therapist

    Owner of The London Speech and Feeding Practice.

      Health Professions Council registered
      Royal College of Speech & Language Therapists Member
      Member of ASLTIP

      Find a speech and language therapist for your child in London. Are you concerned about your child’s speech, feeding or communication skills and don’t know where to turn? Please contact me and we can discuss how I can help you or visit my services page.

      3
    • ·

      How to model AAC with our minimally speaking students?

      ByLondon Speech and Feeding
      modelling AAC

      How should we start? Should we use prompts? What kind of prompts? hand-over-hand or just pointing? Should we wait, and, if so, how long? Introducing an alternative communication system (AAC) to our child is for many of us a confusing and sometimes scary prospect, but it needn’t be! Let me reassure you and share some tricks of my practice in this area.

      Once we have decided to try for a picture based communication system, I usually start with a paper-based single page with between 48–88 core-words. I choose the number of words depending on where the child is developmentally and also verbally.

      If a child does have a small handful of words already, I might start with the 88-cell board below. If, on the other hand, my student is completely non-speaking and still quite little then I might go for the 48-cell below here or I might have even less cells to start with. Again, sometimes I start with an electronic device in my clinic just to trial and introduce the idea and to see if, or how, a student responds. 

      Below are some samples: a 49-cell board which I made for a child in a nursery setting

      Below a Saltillo WordPower board that can be downloaded from the Saltillo website:

      Example of a slightly more advanced board, again from the Saltillo Website

      And here below one example of a board I made for a specific activity for a child who loves water and sand play:

      It is perfectly possible to be very flexible and create a suitable board for any student, starting with as few as 2–5 cells and working up to over a 100 (very small ones) on a sheet of A4 or A3 paper.

      So once we have a good board for our child, what now? How do we start introducing this into our daily life?

      We can start by showing/pointing to the word GO within a play activity. For example:

      • a car run,
      • or a marble run,
      • or a spinner activity,
      • a wind-up toy,
      • anything that can be stopped and started easily.

      How to start?

      I will talk us through each of the steps using the example for the word ‘GO’.

      First phase

      The first phase is a TEACHING/ LEARNING PHASE. In this phase we do not expect our student to do anything, to copy us or to point to the board. If they do that it is of course a huge bonus and we will celebrate it.

      Our job is to simply MODEL/SHOW/GIVE EXAMPLES of how we can use the board, by steadily and regularly pointing to the chosen word or words. We do so across the day and across settings:

      • play
      • meal time
      • getting dressed/undressed
      • bath time
      • going to the car/shops
      • etc

      Once we can be sure that our student has been submerged and SOAKED in seeing the coreboard being used, say after some 3–4 weeks of using it consistently…

      Second phase

      We can begin to move into the second phase which is the PRACTICE PHASE. By now the student has seen the boards and he or she has seen the word GO (as a example) modelled many times.

      Now we can start to see if we can tempt our student into trying this out for themselves.

      What sort of TEMPTING are we talking about? Take a look at the Prompt Hierarchy below, which shows us what to do to get our student to be independently communicating as soon as possible. 

      The PROMPT HIERARCHY: what sort of prompting should we do, should we expect something from our student or how should we view this stage?

      1.  TEMPT AND PAUSE

      I have the AAC near to the toy and each time the child starts another round of the activity I say clearly ‘GO’ and I point to the picture as do so. I then pause and wait to see what happens. NOTHING? Then…

      1. USE SIGNS AND BODY LANGUAGE

      Next time the child starts another round I might be very animated and do a Makaton sign for GO as I say ‘GO’ and I make a very over point to the picture again. Then I wait. STILL NOTHING? OK then…

      1. OPEN-ENDED QUESTION

      Now I might say ‘GO’ and follow with: ‘OOH I WONDER IF THERE IS A PICTURE TO POINT TO…’

      ‘OH LOOK HERE IS GO!’ I then point to GO.

       STILL NO RESPONSE?

      1. ASK FOR A RESPONSE

      I might say ‘GO’ followed by ‘LOOK! LET’S POINT TO GO HERE ON THE PICTURE.’

      STILL NO RESPONSE? 

      1.  PHYSICAL TOUCH

      Next time I say ‘GO’ I will try and take the student’s hand, help isolate their finger and help him or her to point to the actual picture.

      REMEMBER: Prompting serves a very important function in scaffolding learning for students BUT if we are constantly prompting kids, then we are teaching them to only communicate when someone tells them to. We want our student to become as independent in speaking and using words as possible.

      So once I have done Physical Prompting I will try and phase back down to number 1 where all I need to do is point to the picture or look at the board with the aim that the student will then point to the picture.

      Take away points:

      • Keep the learning phase pressure-free and model without expecting our student to jump in. In other words, let’s model first without expectation. Later we can have a little bit of expectation.
      • After they’ve been exposed to and have been ‘soaked’ in plenty of AAC input, then, YES, we can create an opportunity to help them say or point to the word on their own.
      • We can model BOTH with and without expectation.
      • Only after LOTS of exposure, use the least to most prompting hierarchy and start creating opportunities for a student to become an independent communicator.

      Do get in touch if you have any questions or comments or if you would like some practical help.

      I am always pleased to hear from you.

      Find a speech and language therapist for your child in London. Are you concerned about your child’s speech, feeding or communication skills and don’t know where to turn? Please contact me and we can discuss how I can help you or visit my services page.

      0
    • · ·

      Support your autistic child’s communication by learning the stages of Gestalt Language Processing

      ByLondon Speech and Feeding

      If your child is using echolalia and/or has a diagnosis of autism, then your child’s way of processing language is most likely different to the classic way children typically learn language. We call this process Natural Language Acquisition or Gestalt Language Processing.

      Speech Therpaist in London
      Step by Step guide to Gestalt Learning

      Let’s explore the following stages of Gestalt Processing:

      Stage 1: communicative use of whole language gestalts

      (e.g., “let’s get out of here”)

      Children and young people in this stage use echolalia. They need to hear more gestalts or scripts. So, your job is to model, model, model and to use functional language that your child can repeat back.

      Stage 2: mitigated into chunks and re-combining these chunks

      (e.g., “let’s get” + “some more”) and (e.g., “let’s get” + “out of here”)

      This is when you take parts of gestalts or phrases and then combine it with other parts.

      Stage 3: further mitigation (single words recombining words, formulating two-word phrases)

      (e.g., “get…more”)

      They are going beyond their gestalts. Furthermore, they may begin to label different objects.

      Stage 4: formulating first sentences

      (e.g., “let’s get more toys”)

      You may see more grammatical errors during this phase as they are creating unique sentences. Please don’t worry about this, it means they are playing and experimenting with language. As communication partners, you could model the correct form of the sentence.

      Stages 5 & 6: formulating more complex sentences

      (e.g., “how long do you want to play inside for?”)

      You can see that language learning is a process, that is trialled and tested, used in different contexts for children to be able to learn and use language appropriately.

      My next blog will give you activities ideas and how you might use them specifically with a Gestalt Language Processor.

      Remember early intervention is vital. So, if you have any concerns, please seek the advice of a Speech and Language Therapist.

      Contact me, Specialist Speech and Language Therapist Sonja here.

      Find a speech and language therapist for your child in London. Are you concerned about your child’s speech, feeding or communication skills and don’t know where to turn? Please contact me and we can discuss how I can help you or visit my services page.

    • · · · ·

      What to do when words don’t come fast enough

      ByLondon Speech and Feeding
      What to do when words don’t come fast enough

      When children find talking hard, parents often face a difficult question: ‘Should we wait and keep encouraging speech? Or introduce something like AAC?’

      AAC (Augmentative and Alternative Communication) can sound intimidating, but it simply means any way we support or replace spoken words, from simple gestures and picture boards to high-tech speech-generating devices. Far from ‘giving up on speech,’ AAC often becomes the bridge that helps children find their voice, in whatever form that takes.

      💡 What is AAC, really?

      AAC is a spectrum of tools and strategies that help people express themselves when speaking is difficult. It might include:

      • Low-tech supports: Gestures, key word signs (like Makaton), picture symbols, or printed boards
      • High-tech systems: Apps on tablets that speak aloud when pictures or words are tapped

      AAC is not just for children who will never talk. It’s for anyone whose speech isn’t meeting their communication needs right now.

      🤔 When to introduce AAC

      There’s a common myth that you should only try AAC after ‘exhausting’ other speech therapy options. In fact, AAC can be introduced at any stage, even alongside speech development.

      Here are some helpful signs that AAC might support your child:

      • Your child understands much more than they can say.
      • They rely on gestures, sounds, or behaviour to communicate.
      • They become frustrated trying to express themselves.
      • You find yourself ‘reading their mind’ to interpret needs.
      • Speech progress feels slow or inconsistent.

      If you recognise these patterns, AAC isn’t a ‘last resort’. It’s a communication support, not a replacement for speech.

      Recent research consistently shows that AAC does not stop children from talking. In fact, it can encourage speech to develop. A 2024 systematic review and meta-analysis published in the Journal of Autism and Developmental Disorders found that children who received interventions combining naturalistic developmental behavioural approaches with aided AAC showed improved language outcomes, and that AAC ‘does not negatively impact speech development and may even facilitate spoken language growth’ (Smith et al., 2024).

      🌉 How AAC supports speech development

      Speech and AAC aren’t competing paths: they’re parallel tracks that often feed each other.

      Here’s how AAC helps speech grow:

      1. Reduces frustration: When a child can express their needs, they’re more relaxed and ready to learn.
      2. Provides a visual model: Seeing symbols or words while hearing spoken language strengthens understanding and word recall.
      3. Builds consistent language structure: AAC systems follow the same grammar and word order as speech, helping children internalise how sentences work.
      4. Encourages turn-taking and social connection: AAC lets children join conversations even before speech is fluent, giving them more practice in real communication.

      AAC is not ‘giving up on speech’. It’s giving a child more ways to succeed while speech continues to develop.

      🧩 How to introduce AAC gently and effectively

      1. Start small and meaningful: Begin with a few key messages your child wants to say, not just what adults want to hear. Think ‘I want’, ‘stop’, ‘help’, ‘more’, ‘all done’, ‘no’, ‘again’. These are powerful words for real interaction and autonomy.
      2. Model, model, model: The most important part of AAC success is modelling—using the system yourself as you talk. For example: ‘You want banana 🍌’ and you tap the ‘want’ and ‘banana’ symbols. Children need to see and hear AAC used naturally before they try it themselves.
      3. Use it throughout the day: AAC isn’t a therapy tool to take out once a week. It’s a living part of communication. Model a few words during mealtimes, play, and routines. The more consistently it’s embedded, the more fluent both you and your child will become.
      4. Keep it accessible: If using a device or picture board, make sure it’s always nearby. If it’s in a bag or drawer, it can’t be used in real moments.
      5. Celebrate all communication: If your child points, signs, uses a sound, or taps a symbol, it all counts. Respond warmly and naturally to reinforce communication in any form.

      🧠 What parents often worry about

      • ‘Won’t AAC stop them from talking?’: No. Research shows AAC use either has no negative effect on speech or leads to increased spoken output (Smith et al., 2024). When children feel understood, their motivation to communicate grows.
      • ‘What if I model it wrong?’: There’s no perfect way to start. Your effort and consistency matter far more than accuracy.
      • ‘Will they get ‘stuck’ using pictures?’:  Some children do continue using AAC long-term; others move naturally toward more spoken language. The goal is always functional communication, not replacing one form with another.

      🪞 Bringing AAC into daily life

      Here are a few simple, parent-friendly ideas:

      • Create visual spaces: Post symbols or core words on the fridge, mirror, or play area.
      • Narrate routines: Use AAC during toothbrushing, dressing, or mealtimes; consistent contexts build understanding.
      • Pair speech and touch: Always say the word aloud when you point to or tap a symbol.
      • Involve siblings and friends: Model how they can respond to AAC too. ‘Oh, you said go! Let’s go fast!’
      • Use shared books and songs: Pause and model key words in stories or songs.

      🌱 The takeaway

      AAC doesn’t mean giving up on speech; it means opening more doors to communication. When words don’t come easily, AAC gives children a way to connect, share, and be heard.

      It helps parents move from guessing to understanding, and gives children the power to express themselves on their own terms.

      If you’re unsure where to start, reach out to a speech and language therapist experienced in AAC. Together, you can find a system that fits your child’s strengths, build confidence in modelling, and help every word (spoken or tapped) feel like a step forward.

      And download and print my one page summary.

      Because when communication is possible, everything else begins to grow.

      Sonja McGeachie

      Highly Specialist Speech and Language Therapist

      Owner of The London Speech and Feeding Practice.

      📚 Reference

      Smith, K., et al. (2024). The Effect of Naturalistic Developmental Behavioral Interventions and Aided AAC on the Language Development of Children on the Autism Spectrum with Minimal Speech: A Systematic Review and Meta‑Analysis. Journal of Autism and Developmental Disorders, 55, 3078–3099. https://doi.org/10.1007/s10803-024-06382-7

      Health Professions Council registered
      Royal College of Speech & Language Therapists Member
      Member of ASLTIP

      Find a speech and language therapist for your child in London. Are you concerned about your child’s speech, feeding or communication skills and don’t know where to turn? Please contact me and we can discuss how I can help you or visit my services page.

      2
    • · ·

      Great toys and books for our toddlers (around 1–2 years old)

      ByLondon Speech and Feeding

      As a speech and language therapist, I often get asked by parents what toys and books they should buy for their toddlers. It can feel overwhelming with so many options available! So, I’ve put together a list based on my experience and what I’ve found works well.

      Remember, every child is unique!

      Observe your toddler’s interests and play style. Some toys that are popular might not be engaging for your child.

      Here are a few ideas to get you started:

      Sensory Toys:

      • Stacking cups: These are fantastic for developing hand-eye coordination, fine motor skills, and understanding size relationships. (Various brands available) Note: You can stack many things you have around the house, like bowls or measuring cups, for a similar experience!
      • Shape sorters: Help with shape recognition, hand-eye coordination, and problem-solving. (Melissa & Doug, Vtech)
      • Sensory balls: Balls with different textures (soft, bumpy, squishy) provide tactile stimulation. (Various brands)
      • Push and pull toys: Encourage gross motor development and exploration. (Vtech, Fisher-Price)

      Communication-focused toys:

      • Picture books with flaps: Engage curiosity and encourage language development. (Various brands)
      • Talking toys: Introduce new vocabulary and encourage imitation. (Vtech, Fisher-Price)
      • Simple puzzles: Develop hand-eye coordination, problem-solving, and spatial awareness. (Melissa & Doug, Ravensburger)
      • Musical instruments: Encourage exploration of sounds and develop auditory skills. (Bright Starts, Fisher-Price)

      Now, let’s talk about books:

      • The Very Hungry Caterpillar by Eric Carle: A classic with repetitive text and vibrant illustrations, great for introducing vocabulary and concepts like days of the week.
      • Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr. and Eric Carle: Simple, repetitive text and engaging illustrations make this a favourite for many toddlers.
      • Goodnight Moon by Margaret Wise Brown: A soothing bedtime story with calming illustrations.
      • Pat the Bunny by Dorothy Kunhardt: An interactive book with textures and flaps to engage young children.
      • Corduroy by Don Freeman: A heartwarming story about a teddy bear who loses his button.

      Remember:

      • Observe your child’s interests: Choose toys and books that capture their attention and encourage exploration.
      • Engage with your child: Play with the toys together and read books aloud with enthusiasm.
      • Keep it simple: Start with a few toys and books and gradually introduce new ones.
      • Rotate toys: Keep playtime fresh by rotating toys and books regularly.
      • Most importantly, have fun! Reading and playing with your child should be a joyful experience for both of you.

      Also consider the power of open-ended play

      In today’s world filled with electronic gadgets, it’s easy to overlook the value of open-ended play. Open-ended toys lack specific functions or prescribed outcomes, allowing children to use their imaginations to explore and create. Unlike toys with pre-determined ways to play, open-ended toys encourage:

      • Creative thinking: Children can use them in countless ways, developing their own rules and narratives. A block can become a car, a house, or a spaceship, depending on the child’s imagination.
      • Problem-solving skills: Children learn to figure out how to use the toys, experimenting and adapting as they go. Don’t immediately rush in and fix things for your little one, let them think for themselves and then communication incentive: let them come and find you!
      • Fine motor skills: Many open-ended toys, like blocks, encourage the development of fine motor skills like grasping, stacking, and building.
      • Cognitive development: Children learn about cause and effect, spatial relationships, and problem-solving as they play with open-ended toys.
      • Social-emotional development: Open-ended play can foster social interaction and cooperation as children play together and share ideas.

      Simple toys with big impact

      Some of the best toys for toddlers are often the simplest ones. Here are a few examples:

      • Wooden blocks: Building towers, bridges, and forts encourages creativity and problem-solving.
      • Balls: Throwing, kicking, and rolling balls promote gross motor skills and hand-eye coordination.
      • Fabric: Bits of fabric can be draped, draped, and used for imaginative play.
      • Empty boxes: From cardboard boxes to tissue boxes, these can be transformed into anything a child can imagine: a car, a house, a spaceship!
      • Natural materials: Sticks, leaves, pinecones, and rocks can be used for imaginative play and sensory exploration.

      Remember, the key to open-ended play is to let children explore and discover

      Step back and observe, allowing your child to use his or her imaginations without too much direction. You might be surprised at the creative ways he or she uses simple toys!

      Happy play times with your little one!

      Contact me via my contact form.

      Sonja McGeachie

      Early Intervention Speech and Language Therapist

      Feeding and Dysphagia (Swallowing) Specialist The London Speech and Feeding Practice

      The London Speech and Feeding Practice

      Find a speech and language therapist for your child in London. Are you concerned about your child’s speech, feeding or communication skills and don’t know where to turn? Please contact me and we can discuss how I can help you or visit my services page.

      1
    • · ·

      One toy, endless targets: How to grow consonant clusters, core words and colours with one flower garden toy

      ByLondon Speech and Feeding
      Sonja McGeachie with the build-a-flower garden toy

      If you’ve been following me for a while you already know my absolute favourite rule for speech therapy: let the toy work for you. You don’t need an entire cabinet full of different flashcards or games to target a massive range of speech goals (though truth be told I do have 4 cabinets! What am I saying…) but often I find that sticking to one highly engaging, open-ended toy reduces a child’s cognitive load, keeps them firmly planted in play, and gives you dozens of natural opportunities for high-repetition practice. It also reduced my cognitive load!

      In today’s post we are looking at a classic: The build-a-flower garden toy. A link is here: https://www.amazon.co.uk/Fivejoy-Flower-Garden-Building.

      This vibrant, stacking toy isn’t just great for fine motor skills. It is an absolute goldmine for speech therapy. While it is incredible for targeting tricky consonant clusters (blends) like /ST/, /SP/, /SPR/, /FL/, /BL/, and /GR/, it is equally powerful for building functional core vocabulary.

      1. Digging deep with /ST/

      Let’s start building our garden.

      Stem & stalk: ‘Look at this long stem!’ or ‘Can you put the stem in?’ or ‘do you want the green or the red stem’?

      • Stuck: If a piece is a little tight to push down, it’s a brilliant opportunity for a natural exclamation: ‘Oh no, it’s stuck! Help me!’
      • Stand: Once it’s secure, you can celebrate: ‘it can stand up now!’
      • 👉 Core word integration: Use this setup stage to practise ANOTHER ONE. As you hold the base pieces, wait for the child to use their words or AAC device to request, ‘I want another one!’ before handing over the next stem.

      2. Sowing seeds with /SP/ and /SPR/

      Every good gardener needs the right equipment and a close eye for detail. We can introduce tools and descriptive language to hit our /SP/ and triple-blend /SPR/ targets.

      • Spade: Grab a toy shovel or pretend to use one. ‘Let’s dig a hole with the spade.’
      • Spot: Point to the holes on the base. ‘Find a good spot for this flower.’
      • Sprout: Talk about the little green pieces: ‘Look at the little sprout!’
      • 👉 Core word integration: Build on spontaneous requesting here. If they are eyeing a specific piece, model a full phrase like: ‘I WANT THE PINK ONE.’

      3. /FL/ and fine motor actions

      Now, we can start adding the colourful petals.

      • Flower: This is your high-frequency word for the entire activity. ‘Put the green/blue/pink flower on top.’
      • Flat & flutter: ‘This piece is flat on the ground,’ or ‘The butterfly flutters by!’
      • 👉 Core word integration: This stage is perfect for teaching directional actions. Every time they stack a petal onto a stem, model the core phrase: ‘PUT IT ON!’

      4. Blending it all together with /BL/

      Building a garden is a fantastic sensory experience because of the vivid colours. We can lean heavily into the /BL/ sound by focusing on colour selection and the action of growth.

      • Blue & bloom: ‘Should we use a blue flower?’ and ‘Watch it bloom!’
      • Blade & blend: Point out the blades of grass and talk about how we blend all the colours together.
      • 👉 Core word integration: Don’t just focus on putting the toy together, taking it apart is half the fun! If a child places a piece they don’t want, or when it’s time to clean up, model: ‘TAKE IT OFF.’

      5. Working the /GR/

      Finally, we look at the environment supporting our garden. The /GR/ blend can be targeted by looking downward at the base of our toy setup.

      • Green: Nearly every stem and base piece in this toy is a vibrant shade of green.
      • Grass & ground: ‘Put the base down on the ground.’ ‘Look at the green grass.’
      • 👉 Core word integration: Combine your /GR/ blend with a powerful core phrase. As you pull a stem upward slowly or stack the petals higher and higher, chant together: ‘MAKE IT GROW! Grow, grow, grow!’

      Maximise your repetitions in play

      The beauty of the flower garden toy is its repetitive nature. Because a child builds multiple flowers, you aren’t just saying a word or a phrase once, you have the potential to repeat it 10, 15, or 20 times in a single sitting without the child losing interest.

      By layering structural speech sounds (like blends) over functional communication phrases (like core words), we give children words they can use across their entire day.

      What toy would you like to see us target next in our series? Let me know in the comments on Instagram, and don’t forget to swipe through the carousel there to save these word lists for your next playtime!

      If you are concerned about your child’s speech, please do not hesitate to get in touch. I would love to help you find some answers.

      Sonja McGeachie

      Highly Specialist Speech and Language Therapist

      Owner of The London Speech and Feeding Practice.

      Health Professions Council registered
      Royal College of Speech & Language Therapists Member
      Member of ASLTIP

      Find a speech and language therapist for your child in London. Are you concerned about your child’s speech, feeding or communication skills and don’t know where to turn? Please contact me and we can discuss how I can help you or visit my services page.

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