Little Words

Say & Play Early concept · counting

Count With Buddy

Small-number concepts, one-to-one counting, and quantity words

4 meaningful actionscount4 communication levelsSpeech optional

How this routine works

Little things are appearing in Buddy’s garden. Touch each one once to count it. The child changes the scene through four connected actions. These are the authored prompts and models, so an adult can preview the language before play.

  1. Play action 1How many sunflowers?
    Buddy models: One. One sunflower.
    One sunflower opens.
  2. Play action 2Touch each ladybug once.
    Buddy models: One, two, three. Three ladybugs.
    Three ladybugs crawl onto a leaf.
  3. Play action 3Count the stepping stones.
    Buddy models: One, two, three, four.
    Four stones make a path.
  4. Play action 4Count five tiny stars.
    Buddy models: Five stars. I counted five.
    Five stars glow over the garden.

Why this interaction fits the communication goal

Primary target: Small-number concepts, one-to-one counting, and quantity words

Ways to participate: Tap each object once, point, use AAC, show fingers, or count aloud.

  • The scene carries the meaning. The child acts directly on the objects instead of answering flashcards over a background.
  • Models can stay short or expand. Examples include:
    • one
    • three
    • three blocks
    • I counted three blocks
  • Speech is never a gate. Tapping, dragging, gesture, AAC, approximations, and spoken language can all be meaningful participation.
  • The payoff belongs to the action. Each choice changes the scene, and the routine ends with the result of what the child has been doing.

This resource supports education and guided practice. It is not an assessment, diagnosis, treatment plan, or substitute for individualized care from a qualified speech-language pathologist. Little Words Editorial authors and checks the interaction, language, and access behavior. Read our editorial standards.

Does a child have to speak?

No. Speech can be invited and modeled, but it is never required or scored.

How should an adult choose a model?

Use a model that fits the child’s current communication goal. When a child is receiving speech therapy, follow the target words, cues, and practice guidance from the child’s SLP.