Basket of Real Objects

Safety

Every object, and every part that comes off it (a lid, a cap), must not fit the small parts test cylinder (1.25 in. × 2.25 in.).
No glass, sharp points or edges, button batteries, magnets, or cords.

Presentation

1
Invite the child: "I have a basket for you." Sit beside the child on the floor or at a low table.
2
Take out one object at a time and hand it to the child to hold and look at.
3
Period 1 (naming): while the child holds it, say the name clearly two or three times in a short sentence: "This is a cup. Cup." Put it on the mat and take out the next one.
4
When all the objects are on the mat, begin Period 2 (recognition): "Show me the spoon." "Give me the cup." "Put the sock in the basket."
5
Say the name again as the child hands over the object: "The spoon." This is the point of interest: the child finds the named object.
6
If the child picks another object, name the one they chose ("That is the cup") and ask for the other one again later. Do not say "no".
7
Do not ask "What is this?" (Period 3) until the child is talking freely. If the child says a name on their own, repeat it back in a sentence.
8
Put the objects back in the basket with the child, naming each one, and return the basket to the shelf where the child can take it out again.

Extensions, easiest to hardest

Baskets for other parts of the child's day: bath, kitchen, garden, clothing
More objects in the basket (up to 8) as the child learns the names
Two objects that are close in kind, such as a spoon and a fork, or a cup and a bowl
Period 3 ("What is this?") once the child is talking freely, often at about 30–36 months

Control of error

The adult. When the child gives a different object, the adult names that object and asks again later; the child is never told "wrong."

Ready to move on when the child…

Gives or points to each named object in the basket when asked
Brings the basket from the shelf and takes out the objects
Says the name of one or more objects without being asked
Asks for the name of an unfamiliar object with a word, a point, or a look at the adult

Guide note

Choose objects the child uses or sees every day. For a child who speaks another language at home, give the name in the home language first if you know it, then in English, and ask the family for the words they use for common objects. The 3–6 lesson uses three objects; with young toddlers, two or three objects at a time is enough.