Children learn language through play. Most early learners do not need flashcards or drills to improve language. In fact, many learn better through activities that demonstrate language in natural settings. Here is a small sample of beanbag activities you can use to teach language skills in a way that is enjoyable for both caregiver and learner.

While I hope my lessons help a variety of learners, I can’t guarantee they will help your learner without meeting them. If you have any questions about the programs, please reach out to me directly – I am also available to design programs for specific learners after an assessment.

Sample Lesson

Before you start: Set up your learning area

For these activities, I like to work while sitting on the floor, but if your learner prefers sitting at a table or in a high chair, make sure their feet have something to rest on and are not hanging. I like to block off a learning area to keep the child close by but not feeling crowded (a square around 6 feet works for me with this activity). If your learner is reluctant to stay in the learning area, a following directions game beforehand can really help. I like Simon Says, speeding up the directions as we go. Let me know if you’re interested in a lesson for Simon Says!

Skills: Joint attention + imitation of sounds

Hold the beanbags behind you and introduce them one by one. With each beanbag, touch your learner with it by running it along their arm, leg, gently against their face, or whatever the learner is comfortable with. You can also allow the learner to do this on their own. Pair the action with any sound you have heard the child make in the past. Have you heard your learner say, “ooooo”, “ahhhhh”, or “mmmmm”? Make sounds like “ba ba ba” or “dee dee dee”? If not, “ah” or “mm” are both sounds you can use. Be sure to repeat the sound several times while your learner is watching you; by seeing your mouth movements, you are giving your learner another way to process. If your learner begins to imitate the sounds, smile and repeat the same sounds back. If your learner does not repeat the sounds but instead makes a different sound, imitate the sound your learner has made. In both cases, try to go back and forth taking turns making sounds with your learner 10-20 times or more if your learner is willing to continue to play! If your learner is showing signs of being done with the activity, allow them to move to something else; any back-and-forth vocal interaction with your learner should be a positive experience, and that includes allowing them to be finished when they choose to be. Working towards longer engagement can be one of your learner’s longer term goals if this is a concern.

This activity may take as little as 2-3 minutes, depending on your learner’s engagement, but can be paired with other activities involving the beanbags in one play session - here are several ideas

Skills: Requesting + turn-taking

If your learner has indicated they are finished repeating sounds or touching the bean bags, collect all the beanbags and put them in a bag. Shake the bag in front of your learner (for this activity, the more theatrically you can perform these activities, the better – do your best to engage by being silly or dramatic). Reach in, take a bean bag out and then quickly put it back in. Do this several times, then hold the bag out to the learner. If the learner reaches for, points to, or vocalizes in order to get the bag, immediately let your learner choose a beanbag from the bag (see below if your learner does not request***).

To engage your learner, you can pretend your learner’s hand is being held inside the bag by a monster by holding their wrist and saying, “Oh no! It’s a monster! You’re stuck!”, but be sure to gauge your learner’s frustration level and let go before it is no longer funny. In the beginning, sometimes the only reason a learner will want to take a turn is to see if the monster will get them again, and that’s ok – you’re still teaching them how to take turns, as well as to enjoy learning.

Once your learner has taken a turn choosing a beanbag, say “my turn” and dramatically take a beanbag from the bag. Next say, “your turn!” while putting the bag in front of your learner and allowing them to take another beanbag. Continue taking turns until your learner indicates they are finished with the activity.

Variations to work on additional skills:

Receptive vocabulary (learner can point to what is named)

As you choose your first beanbag, name a feature of the beanbag as you choose it (for example: “Blue!”, “Square!”, or use the animal beanbag set to identify each animal. I will use the animal set in this example). Then begin to select two beanbags at a time on your turn. Label one of the two items (for example, if you choose a dog and an elephant, hold both up to your learner and say, “Dog” while holding the dog beanbag closer to your learner and the elephant beanbag farther away). Allow your learner to touch the dog beanbag, or touch the dog beanbag to your learner’s hand. Do not allow your learner to touch the elephant beanbag. Say, “Great job! That IS the dog!”. On the next turn, again choose two animals, label one while holding it close to your learner and allowing them to touch it, then giving positive feedback. Continue until your learner is able to point to the correct animal independently.

Expressive vocabulary (learner can name what is shown to them)

As you choose your first beanbag, name a feature of the beanbag as you choose it (for example: “Blue!”, “Square!”, or use the animal beanbag set to identify each animal. I will use the animal set in this example). When it is your learner’s turn, look at them and wait expectantly for up to 10 seconds (another long wait time!) for them to label their beanbag. If they do not, give them an initial verbal prompt (ex. “Bl-“ for “blue”). If they still do not label the beanbag, repeat the label (ex. “Blue!”) and wait for your learner to repeat the label as well.

***If the learner does not request the bean bag, continue to take beanbags out of the bag and put them back into the bag in front of your learner. If your learner still doesn’t request the bag, hold the bag near your learner and allow them to touch the bag (or gently bring your learner’s hand to touch the bag if they do not do so independently). As soon as your learner touches the bag, empty the contents of the bag directly in front of them while telling them “You want the beanbags, here are the beanbags!”. Play with the beanbags with your learner by swiping the different textures across their face or hands, rubbing two beanbags together, allowing your learner to toss the beanbags in the air or away, or try to have them throw them beanbags back into the bag. After 30 seconds to 1 minute of playing, collect the beanbags or have your learner put them back in the bag. Move the bag close to your learner and allow some time for your learner to reach out for the bag or indicate that they want the bag. If they do not indicate that they want the bag in 10 seconds (it’s going to feel like much longer than you thought it would be!), again bring the bag closer and encourage your learner to touch the bag or bring their hand to touch the bag. Repeat all steps until the learner begins touching the bag or indicating that they want it independently. Then return to the above activity.

If your learner doesn’t engage even after trying all these steps, this may not be the activity for your learner, and that’s ok! How many times have you shared a movie, activity, or restaurant you really like with a friend only to have them not feel the same way? Maybe your learner prefers a more dynamic activity like the road signs activity I have listed, and you can begin by teaching them safety words and working on auditory attention. Maybe your learner wants to create independently with Magna Tiles, and you can have them request each tile by shape, color, or function. I truly believe there is a way to break through with your learner, and I look forward to working with you to figure it out.

Available as a PDF by request.