How to teach children to use prepositions through hands-on activities

Prepositions describe where things are, how they move and how objects relate to one another. Words such as in, on, under, beside, between, behind and through can seem small, yet they carry a great deal of meaning in everyday communication. Children use them to explain where a toy is, follow directions, tell a story and participate successfully in classroom routines.

Many children understand a preposition before they can say it accurately. A child may place a car under a chair when asked, but still say “car chair” when describing the action. Hands-on learning helps bridge that gap because the child can see, touch and move the objects while hearing the target word repeated in a meaningful context.

For speech pathologists, educators and parents, practical preposition activities can be fitted into play, snack time, craft, outdoor games and shared book reading. The aim is not to drill isolated words for long periods. Instead, it is to create frequent opportunities for children to hear, understand and use location words during enjoyable interactions.

Start with meaning before accuracy

Begin with a small group of contrasting concepts. In and out, on and off, or under and on top are easier to demonstrate than a long list of location words. Place a teddy in a box, take it out, put it on a cushion and move it off. Use a clear gesture and an expressive voice so the meaning is easy to notice.

Use real objects that matter to the child. A favourite truck, lunchbox, doll or set of farm animals will usually create more engagement than unfamiliar therapy items. During play, model short phrases such as “The cow is in the barn” and “The horse is behind the fence.” Repeat the same structure several times before expecting the child to respond.

Accept communication at the child’s current level. A child who says “under” while placing a block under a cup is demonstrating useful progress, even if the full sentence is not yet present. You can expand the message naturally: “Yes, the block is under the cup.” This provides a strong language model without turning every response into a correction.

Make a simple activity kit

A small container of versatile materials can support many positional language games. Include plastic animals, blocks, paper cups, a scarf, toy food, cardboard boxes, pegs and a few small vehicles. These items are inexpensive and easy to find in Australian supermarkets, discount shops and education suppliers, making them practical for families and school-based clinicians.

Set up a predictable routine. First, introduce the objects, then demonstrate one instruction, invite the child to act, and finally describe what happened. For example, say, “Put the apple in the bowl,” wait for the child to respond, and then comment, “The apple is in the bowl.” This sequence combines receptive language, expressive language and repetition.

Everyday routines can provide equally valuable practice. At an Australian childcare service, children might put hats in their bags, sit beside a friend at group time or place drink bottles under the bench. At home, children can put socks in the drawer, toys on the shelf and shoes by the door. These routines help children connect therapy vocabulary with useful daily experiences.

Turn movement into a language game

Children often learn spatial concepts more readily when their own bodies are involved. Create a simple obstacle course using cushions, masking tape, a tunnel or a row of chairs. Give one instruction at a time: “Go under the chair,” “Stand beside the cone,” “Walk between the pillows” or “Jump over the line.” Demonstrate first if the concept is unfamiliar.

Use a toy to give the child control. The child can direct a puppet to crawl through a box, hide behind a cushion or sit next to a teddy. Then reverse the roles and let the child tell the adult where to put the toy. This creates a natural reason to use prepositions and can reveal whether the child understands the word or is relying on imitation.

Outdoor play offers plenty of opportunities. At a local park in Melbourne, Brisbane or Perth, a child might run around a tree, climb onto a platform, crawl through a tunnel or stand between two markers. Keep instructions safe and concrete, and avoid asking children to move into restricted areas or unsafe positions. The physical experience makes abstract language easier to remember.

Use food, craft and pretend play

Snack preparation is a motivating way to practise location words. Ask the child to put crackers on a plate, spread something between two biscuits, place fruit in a bowl or move a cup beside the plate. Talk through each step and allow the child to complete the action before giving the next instruction. Always consider allergies, choking risks and the child’s individual feeding needs.

Pretend cafés, grocery shops and picnic games bring prepositions into imaginative language. A child can put the “bread” in a basket, place a pretend sausage on a plate or hide a toy under a tea towel. For seasonal therapy planning, food-themed resources can also be found through holiday food ideas, which may help clinicians connect play activities with celebrations and shared meals.

Craft activities are useful because the finished product gives children something to describe. During a collage, ask them to glue a sun above the house, put grass under the animals and place a cloud behind the tree. Avoid giving too many positional instructions at once. Two or three target concepts are usually enough for a short session, especially for children with attention, language or motor-planning differences.

Build from understanding to conversation

A useful progression begins with following directions, moves to choosing between options and ends with spontaneous description. Start with “Put the bear under the box.” Next, ask, “Where should the bear go?” while offering visual choices. Later, pause and encourage the child to explain where the bear is without a prompt.

Visual supports can make the language more accessible. Use simple photographs, drawings or symbols showing each relationship. A child may benefit from a small “where” board with pictures for in, on, under, behind and next to. Pair the visual with the spoken word and the real action rather than using the picture as a replacement for interaction.

For children who use augmentative and alternative communication, make sure positional words are available on their communication system. Model the words while moving objects, and allow extra time for the child to find and select a symbol. A spoken response, sign, gesture, eye gaze selection or communication device response can all demonstrate meaningful participation.

Stories provide a bridge from concrete play to more flexible language. While reading, pause to comment on where characters and objects are located. After the story, recreate a scene with toys and ask the child to move the characters. In school settings, connect the activity with classroom vocabulary and the Australian Curriculum’s emphasis on oral language, interaction and comprehension.

Adapt the activity for each learner

Some children need larger objects, stronger visual contrast or more space to move. Others may understand a word but find it difficult to manipulate objects because of motor, sensory or coordination needs. Offer stable materials, reduce the number of objects and allow the child to indicate the answer by pointing, looking or choosing a picture.

Bilingual and multilingual children may learn prepositions differently across languages. Check whether the family uses a different word order or expresses location through case endings or other grammatical forms. Work with parents and interpreters to identify meaningful equivalents, and avoid treating a difference between languages as a language disorder.

Assessment should focus on functional use rather than a single worksheet score. Record which words the child understands, which words they use spontaneously, how much prompting is needed and whether they can apply the concept with new objects. Collaboration with teachers, education support staff and families helps ensure that the same vocabulary appears across therapy, classroom routines and home life.

When working with an ABA team or other professionals, agree on the target words, prompting style and way of recording progress. Consistent language reduces confusion for the child. In Australia, families may also be navigating NDIS-funded supports, school policies and privacy requirements, so share only the information needed for coordinated care and follow the service’s consent procedures.

Practical ways to keep practice consistent

A short activity repeated across the week is often more effective than an elaborate session used once. Choose one or two target prepositions, build them into ordinary routines and celebrate clear communication. The following strategies can help adults maintain a consistent approach:

• Pair every target word with a real action, gesture or visual.
• Begin with contrasting concepts that are easy to demonstrate, such as in and out.
• Use the child’s preferred toys, foods, books and movement games to increase engagement.
• Give one instruction at a time, then allow enough processing and response time.
• Expand the child’s message instead of demanding a perfect sentence.
• Record progress across different people, objects and settings rather than relying on memorised answers.

Keep the tone playful and responsive. If a child loses interest, change the activity rather than repeating the same prompt. A two-minute game with genuine interaction can provide more useful language practice than a long task that feels disconnected from the child’s interests.

Prepositions become easier when children experience them repeatedly in meaningful situations. Move the toy, hide the puppet, build the obstacle course, prepare the snack and describe what is happening together. With thoughtful modelling and opportunities to communicate, children can carry these words from hands-on play into conversation, classroom participation and everyday life.

Choose one routine this week and add two location words to it. Model the words clearly, invite the child to act or describe, and celebrate every successful attempt. Small, consistent moments can build a strong foundation for understanding and using spatial language.