Little Words

Say & Play Social language · politeness

Please and Thank You

Functional requesting, accepting, declining, please, and thank you

4 meaningful actionssocial4 communication levelsSpeech optional

How this routine works

Friends are sharing at a picnic. Help each friend ask and respond. 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 wants a cookie.
    Buddy models: Cookie, please.
    A friend passes the cookie.
  2. Play action 2A friend offers a drink.
    Buddy models: Yes, please. Thank you.
    Buddy accepts the cup.
  3. Play action 3There is a small surprise.
    Buddy models: Thank you for the gift.
    The gift opens to reveal a pinwheel.
  4. Play action 4A friend offers a hug.
    Buddy models: Yes, please, or no thank you. Both are okay.
    Buddy follows the chosen response.

Why this interaction fits the communication goal

Primary target: Functional requesting, accepting, declining, please, and thank you

Ways to participate: Choose, point, gesture, use AAC, approximate, 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:
    • cookie
    • cookie please
    • yes please
    • no thank you
  • 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.