Little Words

Say & Play Social language · turn-taking

My Turn, Your Turn

Turn-taking language, waiting, giving, and requesting a turn

4 meaningful actionsturns4 communication levelsSpeech optional

How this routine works

Build one play tower together. Buddy adds a piece, then waits for you. 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 1Buddy says, “My turn.”
    Buddy models: My turn. I add a block.
    Buddy adds the first block.
  2. Play action 2Now Buddy waits.
    Buddy models: Your turn. Add the dice.
    The dice becomes the next tower piece.
  3. Play action 3Buddy would like another turn.
    Buddy models: My turn, please.
    Buddy balances the ball.
  4. Play action 4The last turn belongs to you.
    Buddy models: My turn! Drum on top.
    The drum completes the silly tower.

Why this interaction fits the communication goal

Primary target: Turn-taking language, waiting, giving, and requesting a turn

Ways to participate: Tap when it is your turn, pass an item, gesture, use AAC, or speak.

  • 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:
    • turn
    • my turn
    • your turn
    • can I have a turn?
  • 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.