If you've ever found yourself wondering, "What’s the best way for kids to learn?" or feeling confused by all the opinions about play—you're not alone.

From "free play" to "independent play," the conversation around how children learn best is everywhere. But with so much information out there, how do you know what truly supports your child's development?

We see it too. And we want to help.

At Elevate Toddler Play, we're all about making research-backed information easy to understand and practical to use. And today, we’re diving into guided play—a powerful, research-backed way to support your child’s language and learning through play.

We’ll cover:

What is guided play?
Examples of what guided play looks like and doesn’t look like.
Our role as parents in guided play.
Action steps so you can practice today!

So, what is guided play?

Guided play is a mix of child-led exploration and adult-supported learning. Your child chooses the activity, but you’re there to guide and expand their learning in a meaningful way.

Think of it as learning with your child, rather than teaching at them.

For example, if your child picks up a Potato Head toy and starts putting pieces together, you might say, "That’s the nose! We smell with our nose. I wonder what we need to see?"

This simple interaction turns play into an opportunity to build vocabulary, ask questions, and strengthen connections—all while keeping it fun and engaging for your child.

Many people use "guided play" and "play-based learning" as if they mean the same thing, but they’re not interchangeable. Play-based learning is a broad approach, while guided play is a specific type of play where a child leads the activity, and an adult provides subtle guidance to support learning. Understanding this difference helps you recognize when play is truly guided versus when it falls into another category of playful learning.

Let’s walk through a few real-life examples of guided play so you can see how it works.

Scenario 1

Let’s expand on the example above. A child pulls out their Potato Head toy and starts putting pieces on. “Nose!” they say as they put it in place. They’re engaged and having fun.

You see an opportunity to build on what they already know. You join in and say, “Yes, a nose! We smell with our nose.” A few minutes later, you add, “I wonder what we need to see…”—giving your child a chance to connect the idea to the eyes. (The functions of body parts.)

In this moment, you’re not taking over their play. You’re guiding their learning in a way that keeps them engaged while naturally introducing new words and concepts.

Scenario 2

Your toddler is sitting with a container of Potato Head pieces, trying to figure out how to get them out. You sit down beside them and model words as they explore:

→ When they reach for the lid, you say, “Open!”
→ When they pull a piece out, you add, “Take out!”
→ As they put an arm on, you highlight, “On!” and when they pull it off, “arm off!”

They may not repeat these words right away, and that’s okay! By pairing your words with their actions, you’re helping them make important language connections.

Scenario 3

You’ve set up a sensory bin with Potato Head pieces hidden inside. Your child starts digging, feeling around for pieces. Instead of jumping in to tell them what to do, you follow their lead and narrate:

“Ooh, you found something! What does it feel like?”
“You got a foot! It’s kind of bumpy, isn’t it?”
“That piece is round… Hmm, what could it be?”

Your child stays in control of the play, but you’re adding rich language that helps them build describing skills—all while they’re fully engaged.

What’s the Common Thread?

In all of these examples, the child is leading the play, but the parent is adding just enough guidance to introduce new words and concepts.

Sometimes, the child picks the activity (like playing with a Potato Head), and you step in to build language naturally.
Other times, you might set up the activity (like a sensory bin) with a learning goal in mind, but your child still gets to explore freely.

The key? You’re not directing their play—you’re supporting their learning on the side.

If your child is in speech therapy, you’ve probably seen their therapist use this approach. It’s one of the most effective ways to build language because it happens within meaningful, hands-on experiences!

And remember—it’s not the toy that guides the learning. It’s you!

Ready to give guided play a try?

We made this just for you. (& it’s totally free.)
We created a Potato Head Play Guide to help you get started. It includes play prompts that you can use right away to elevate play and build your child’s vocabulary in a fun, natural way.

Now that we know what guided play looks like, let’s take a look and what guided play is NOT.

These examples are NOT guided play.

Scenario 1 (Completely independent play)

A child is playing with toy vehicles and is making a ramp with books. The parent does not step-in or add to what the child is doing. The child chose this activity.

Scenario 2 (Games with fixed rules)

A parent sets up a board game to play with the child. They interact and follow the rules of the game while having fun. The game is leading the goal based on the structured rules.

Scenario 3 (Flashcard drills or video-based learning)

A parent shows the child flashcards with colors on them. The parent then lays the flashcards out and asks the child to point to the named color and repeat it. The parent shows the child a video about colors. Learning colors is the goal.

These are examples of other ways a parent may choose to support their child’s development. We want you to know that these are not wrong and depending on your child and the goal, you may choose an approach similar to one of the examples above.

Here’s what we want you to remember: the most efficient way to obtain specific skills is through guided play!

A Parent’s Role in Guided Play

You are your child’s first teacher—and you already have everything you need to support their learning.

By being present, observing their interests, and adding meaningful language, you’re making a huge impact.

Next time your child is playing, try these simple steps:

Let them choose the activity. No prep required!
Comment naturally on what they’re doing. Instead of directing, add observations.
Introduce a new concept. Look for small ways to expand their vocabulary, ask questions, or model a new skill. For example, if your goal is to build vocabulary around size, you might say: "That’s a BIG truck! Do you see a tiny one? or Let’s find the smallest car!"

This is how we go from random to strategic during playtime! Small moments like these turn everyday play into rich learning experiences.

Need us to walk you through?

We developed the Play By Play, an at-home play guide for the early years. There’s over 50+ play prompts for you to use that set you on the right path for guided play and increase your child’s language skills.

We have an entire section full of interactive worksheets devoted to helping you discover your learning goals and track your progress.

We consider it a total privilege to show you just how doable guided play is with our practical and easy-to-follow format.

You’ll also enjoy:

Source:

Wright, C.A., Hirsh-Pasek, K., & Thomsen, B.S. (2022). Playful Learning and Joyful Parenting [White paper]. The Lego Foundation. www.learningthroughplay.com

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