Research check · Baby to preschool
Toys to Develop Language Skills: What Helps
The best toys to develop language skills are not defined by how many recorded words they produce. Short parent-child studies favor toys and books that leave conversational space, invite a response, and let the child—not the device—shape what happens next.
Answer first
Choose for interaction rather than an “educational” badge. A useful toy gives the child reasons to point, request, imitate, narrate, pretend, and take turns with another person. Electronic features can fit, but they should not do all the talking.
What to remember
- Toy marketing claims are not the same as evidence of richer parent-child communication.
- Small controlled studies found fewer adult or child contributions during electronic-toy sessions than matched traditional-toy sessions.
- The evidence measures short play interactions, not long-term language outcomes or proof that every electronic toy is harmful.
- A ten-minute talk-turn observation can compare how two toys shape your own child's interaction without becoming a developmental test.
The toy supports language; the relationship does the work
AAP guidance emphasizes warm caregiver-child interaction, pretend play, problem-solving, and language-rich use rather than expensive or technology-heavy products. A toy can create an opportunity, but it cannot replace a responsive play partner.
That makes a practical buying question possible: does the object leave room for the child to communicate and for another person to respond? Blocks, figures, play food, simple vehicles, art materials, and books can all work when they support that exchange.
Sources: American Academy of Pediatrics, JAMA Pediatrics, JAMA Pediatrics
What the studies actually measured
The studies below compared short play sessions. They describe the communication environment created during those sessions; they do not prove that one toy causes a later language gain or delay.
| Study | Participants and session | Main observation | Key limit |
|---|---|---|---|
| Sosa, 2015/2016 | 26 dyads; infants 10–16 months; 15-minute in-home sessions | Electronic-toy play had fewer adult words, responses, and conversational turns than traditional toys or books. | Small volunteer sample and short-term interaction measures. |
| Sturman et al., 2022 | 28 dyads; children about 2–5; 10-minute lab sessions; autistic and typically developing groups | Parents used fewer utterances and different word roots, with more pause time, during electronic-toy play. | Small sample; not a test of long-term outcomes. |
| Venker & Johnson, 2022 | The same 28-dyad cohort | Children produced fewer utterances and unique words with electronic toys than matched traditional toys. | Related analysis of the same cohort, not an independent replication. |
Sources: JAMA Pediatrics, JAMA Pediatrics, Frontiers in Psychology
A ten-minute talk-turn check
Compare two toys your child already uses, or compare one electronic toy with its sound muted and enabled. Keep the adult, setting, and time of day similar. Observe rather than prompting the child to perform.
Sources: JAMA Pediatrics, JAMA Pediatrics, Frontiers in Psychology
Choose an invitation that fits the stage
For a baby, a soft book, simple object, or safe cause-and-effect toy can support naming and shared attention. For a toddler, familiar pretend objects and large building pieces can invite requests and imitation. For a preschooler, characters, open-ended scenes, puzzles, and making materials can support explanations and stories.
These are opportunities, not promises attached to a category. Match the toy to the child's current motor, sensory, play, and communication abilities; an advanced label or large vocabulary list on the package is not evidence of a better fit.
- Look for two or more ways to use the toy.
- Prefer features the child can pause, change, and control.
- Choose content the family can talk about in everyday life.
- Make room for repetition; children often revisit the same word or story before changing it.
Sources: American Academy of Pediatrics
When electronic features can still fit
The evidence does not justify calling every electronic toy harmful. A controllable sound, adaptive switch, motivating theme, or specific access feature may suit an individual child. The useful distinction is whether technology supports the interaction or dominates it.
If a toy is part of a speech-language, occupational, educational, or augmentative-communication plan, follow the child's qualified professional and individual goals rather than a general shopping rule. The small studies here should inform questions, not override personalized support.
Sources: American Academy of Pediatrics, JAMA Pediatrics, Frontiers in Psychology
Common questions
Do electronic toys cause language delay?
These studies do not establish that. They found differences in adult and child communication during short play sessions. Long-term development, individual fit, and every electronic product were not tested.
What is the best toy for language development?
There is no single best product. Look for an age-appropriate toy that your child enjoys and that creates pointing, requesting, turn-taking, pretend play, questions, or shared storytelling with another person.
What about toys for an autistic child?
The 2022 work included autistic children, but the sample was small. Respect the child's interests, sensory and communication profile, and any individualized guidance from their qualified professional.
Sources and evidence
- Toy Type and Parent-Infant Communication — JAMA Pediatrics; peer-reviewed research; Dec 23, 2015. Accessed Aug 6, 2026.
- Toy Type and Parent Language Input With and Without Autism — JAMA Pediatrics; peer-reviewed research; May 9, 2022. Accessed Aug 6, 2026.
- Electronic Toys and Children's Spoken Language — Frontiers in Psychology; peer-reviewed research; Jul 1, 2022. Accessed Aug 6, 2026.
- Selecting Appropriate Toys for Young Children in the Digital Era — American Academy of Pediatrics; clinical guidance; Jan 1, 2019. Accessed Aug 6, 2026.