What Do I See?
Parent takes child on a nature walk, pointing out and naming objects like flowers, trees, and animals, then encourages child to say the words back. The agent coaches the parent to observe vocabulary production, word repetition attempts, and early conversational turn-taking — building expressive language skills through real-world exploration.
Opens a guided voice session in TogetherTime.
What you'll need
Find an outdoor area with visible natural elements (trees, flowers, maybe animals). Have paper and crayons ready for later part of activity. Choose a time when your child is alert and curious.
How it works
- 1~30s
Let's start our walk. Hold your child's hand and point to something simple and clear — like a flower or a tree. Say the word clearly and slowly: 'Look, your child, a flower!' Then pause and give them time to respond. Watch their face and mouth closely — does your child try to say the word back? You might hear an attempt, see their lips moving, or notice them looking intently at what you named. Tell me what you observe.
Watch for: Child attempts to say or clearly says a word after parent models it during the nature walk.
- 2~35s
Now let's try with a different object. Point to a tree and say 'Tree! Big tree!' Use an excited, playful tone. Then wait again — give your child a full 5 seconds to process and respond. Listen carefully: does your child repeat the word you just said? Even if it's not perfect, we're looking for that attempt to echo your language. Watch for their mouth shaping the sounds.
Watch for: Child repeats or attempts to repeat words immediately after hearing parent say them during conversation.
- 3~40s
Now let's sit down with the paper and crayons. Draw a simple flower or tree — just basic shapes are fine. As you draw, say 'I'm drawing a flower!' Then hand a crayon to your child and encourage them to scribble. Point to your drawing and ask 'What is this?' Give your child time to respond. Does they name the picture? Even if they just points or makes a sound, we're looking for that connection between object, picture, and word.
Watch for: Child attempts to name or identify a simple drawing of an object previously discussed.