Top 100 Essential Vocabulary Words for Children | Base Fence Age 2

Age 2 in this article means from the second birthday until before the third birthday: approximately 24–35 months. It does not mean Primary 2, Grade 2 or the second level of a school programme. The subject is early everyday communication, with the adult using familiar experiences to make words understandable and useful.

The Base Fence Age 1 guide introduced people, immediate messages, familiar objects and simple actions. Those words remain useful. An older article does not expire at a birthday, and a child does not have to demonstrate every earlier entry before encountering a new word. Keep the earlier words that fit your life and add relevant language from this guide.

This selection broadens the kinds of meanings available to adults. Some words name things, such as towel or crayon. Some describe actions, such as bring or carry. Others help a child influence an interaction, such as choose, finished or turn. Still others describe a state or relationship, such as wet, empty, beside or under. A balanced vocabulary includes more than a collection of object labels.

Did you know that two children can use the same word for quite different purposes? One might say book to request a favourite story, while another says book to show what they have found. A child might use ball while pointing at a picture, asking for a toy or recalling a game. Adults can notice those purposes alongside the actual word, because useful communication involves both meaning and a reason to share it.

No universal first-100 list fits every household. Family members, languages, meals, transport and care arrangements differ. Teacher may be important in one child’s day while another child needs a grandparent’s name more often. Coat may appear mainly in books for a child in a warm climate. Use the article to plan relevant interaction, not to make your child’s world match a printed selection.

Some entries are likely to be understood before they are spoken. A child may place a toy under a chair with support while using a gesture instead of saying under. Another may repeat a place word in a story without independently using it in a new situation. These observations are different, and the adult should preserve the context rather than assigning a single knows-or-does-not-know label.

For developmental context, consult ASHA’s communication milestones for ages 2–3. This professional resource discusses broader communication patterns, including word combinations, questions and developing grammar. It covers an age range, not a promise that every example appears immediately after the second birthday. If you are concerned about hearing, lost skills or communication development, speak with your child’s doctor or a qualified speech-language professional rather than using this selected list as an assessment.

The Base Fence activities here are original teaching suggestions, not an individual therapy programme or a clinically validated treatment. Adapt them to the child’s interests, abilities, sensory preferences and professional support plan when one is in place. A useful guide should help adults understand and respond; it should not create another set of demands that the child must perform before receiving ordinary care.

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Start with a shared scene. The child might be placing a block, trying to reach a book, watching a bus or offering a drawing. Notice the actual focus before choosing the word. If you planned to discuss food but the child is showing you a toy, the toy gives you the stronger immediate reason to speak.

Choose a base that does a job in that scene. Crayon names the tool. Draw names the action. Blue might identify which crayon is wanted, if that colour word is already useful. Paper might solve the problem of needing another surface. You do not need all four at once. The best base is the one that clarifies what the child is attending to or trying to accomplish.

Offer a short model in an ordinary voice. You might say “Crayon”, “You are drawing” or “More paper?” Keep pronunciation clear without stretching every sound or making the sentence unnatural. The written examples offer choices; they are not scripts that every caregiver must reproduce identically.

Respond to the child’s contribution. If they point towards the paper, offer it when appropriate. If they hold out the crayon, notice whether they are giving it, asking for help or showing it. If the intention is unclear, make a simple supported check: “More paper, or help?” Show the options if you can. The aim is understanding, not forcing a guess into a correct sentence.

Then add a little language if it helps. A child who says “Wet” during handwashing might hear “Wet hands” or “Your hands are wet.” A child who says “Mine” can hear “Your book—this book is yours.” The expansion preserves the original message while supplying a clearer grammatical form or a useful relationship.

Choose the addition for meaning. A size word helps when size distinguishes two blocks. A location phrase helps when someone needs to find a toy. A person word helps identify who is doing an action. Adding an adjective to every noun merely to lengthen speech can make the sentence less relevant. One well-chosen addition can offer more than a chain of disconnected descriptions.

Leave room after the model. The child may continue the activity, offer another word, point or move on. You do not need to follow every short message with a paragraph. Conversation includes shared action and pauses, and an expansion should support those turns rather than occupy all of them.

Return to the meaning in another situation. A block can be on a tower, on a mat or in a box. The same adjective wet can describe hands, a cloth or a rainy window. Different clear examples help adults avoid teaching one memorised scene as the entire meaning of a word. They also offer a chance to notice what the child recognises without arranging a formal test.

Three useful kinds of expansion

An object expansion makes a label more specific. Block becomes big block when size is the relevant difference. Book becomes animal book when that identifies the chosen story. The adult should keep the description accurate and avoid adding features the child cannot see or that do not matter to the current message.

An action expansion explains what is happening. Child drawing can receive “The child is drawing.” Ball under can receive “The ball is under the chair.” The adult supplies the natural sentence while keeping the event recognisable. The child’s shorter form remains a successful attempt to share meaning.

A message expansion helps someone express a purpose. Help can become “I need help.” Finished can become “I am finished with the book.” Turn can become “It is my turn to roll.” These examples are useful because they let a person request, refuse, clarify or coordinate an interaction. They should never become the required price of receiving the response.

Keep the base and the connection in balance

This is the Base Fence article in the series, so the selected word and its everyday meaning stay at the centre. The longer examples show where the base can lead. They do not turn every entry into a lesson on connectors, advanced ideas or formal grammar. A child needs a useful word in a clear situation before a long explanation can do much work.

The same familiar word may appear in several grammatical forms. Draw becomes drawing; find becomes found; child becomes children. Use the natural form in your own speech. If the child uses a different form, respond to the intended message and offer the ordinary model. A grammar correction drill would change the purpose of this guide.

Likewise, a word may have more than one meaning. Orange can name a fruit or colour. Hard can describe a surface or a difficult task. Turn can name an opportunity or a movement. Start with one clear use, then introduce another when a real context supports it. The earlier meaning is still valid, and the new example broadens the child’s possible understanding.

Choosing a small set for today

A useful adult plan might contain one word for an object, one for an action and one for a message. During drawing, those could be paper, draw and choose. During a toy game, they might be block, build and turn. This is a planning option, not a daily quota or an evidence-based dosage.

You can keep the same useful words across many days. Change the example when the child’s interest changes, rather than replacing the word because a calendar says it is time. If the activity becomes strained, put the article aside and return to ordinary interaction. The method should make it easier to respond well, not harder to enjoy time together.

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The following quick-reference groups contain 100 distinct entries. The order makes the article easier to browse; it is not a fixed acquisition order or a sequence of tests. Choose a familiar word, read its fuller entry if needed, then use it in a real situation rather than asking the child to work through the tables.

Family names, household routines and local language can be adapted. A relevant alternative is often more useful than an unfamiliar printed item. Keep the distinction between the selected word and a child’s total communication: these tables support adult planning, while the child brings their own interests, languages and ways of participating.

People, names and belonging · quick scan

No.	Word	Adult model
1	Friend	Your friend is playing with the blocks.
2	Teacher	Your teacher is reading a story.
3	Brother	Your brother is holding the book.
4	Sister	Your sister is drawing.
5	Family	This is our family.
6	Name	Your name is Sam.
7	Child	The child is playing.
8	Boy	The boy is reading.
9	Girl	The girl is building.
10	Person	A person is at the door.

Requests, choices and social messages · quick scan

No.	Word	Adult model
11	Please	Please pass me the book.
12	Thanks	Thanks for bringing my book.
13	Sorry	Sorry, I knocked your tower. I will help rebuild it.
14	Wait	Wait while I open the book.
15	Turn	My turn to roll. Now your turn.
16	Mine	This cup is mine. That cup is yours.
17	Share	We can share this book.
18	Choose	Choose a book: this one or that one.
19	Need	We need a towel. Our hands are wet.
20	Finished	You are finished with the puzzle.

Care, clothing and daily independence · quick scan

No.	Word	Adult model
21	Toilet	The toilet is in the bathroom.
22	Nappy	I am getting a clean nappy.
23	Potty	This is the potty.
24	Pants	Here are your clean pants.
25	Shirt	Your shirt is here.
26	Coat	This person is wearing a coat.
27	Towel	We need the towel to dry your hands.
28	Soap	I am putting soap on our hands.
29	Brush	This is your hairbrush. I will brush your hair.
30	Clean	Your hands are clean now.

Familiar food and mealtimes · quick scan

No.	Word	Adult model
31	Apple	This is an apple.
32	Orange	I am peeling the orange.
33	Egg	This is an egg.
34	Soup	The soup is in the bowl.
35	Pasta	Here is your pasta.
36	Chicken	The chicken is walking.
37	Cheese	This is cheese.
38	Yoghurt	Your yoghurt is in the bowl.
39	Snack	It is time for a snack.
40	Breakfast	We are having breakfast.

Making, drawing and toy play · quick scan

No.	Word	Adult model
41	Block	The block is on the floor.
42	Puzzle	Here is your puzzle.
43	Crayon	This crayon makes a mark.
44	Paper	The paper is on the table.
45	Draw	You are drawing.
46	Build	We are building a tower.
47	Push	Push the car.
48	Pull	I am pulling the box towards me.
49	Throw	Throw the soft ball into the basket.
50	Catch	I will catch the ball.

Movement, finding and showing · quick scan

No.	Word	Adult model
51	Run	The child is running.
52	Jump	The rabbit is jumping.
53	Climb	You are climbing with my help.
54	Fall	The tower fell down.
55	Carry	I am carrying the book to the table.
56	Bring	Bring your book to me.
57	Hold	You are holding the book.
58	Find	Let's find your book.
59	Hide	I will hide the ball behind this cushion.
60	Show	You are showing me your drawing.

States, textures and simple comparisons · quick scan

No.	Word	Adult model
61	Wet	Your hands are wet.
62	Dry	Your hands are dry now.
63	Dirty	The shoe is dirty. There is mud on it.
64	Soft	This toy feels soft to me.
65	Hard	The block feels hard.
66	Full	The toy box is full.
67	Empty	The box is empty now.
68	Fast	The toy car is going fast.
69	Slow	The car is going slowly.
70	Careful	Carry the book with both hands. I will help you.

Feelings, comfort and relationships · quick scan

No.	Word	Adult model
71	Angry	You seem angry that the game stopped. I am here.
72	Scared	That sound seemed scary. You can stay with me.
73	Excited	You look excited to see the bubbles.
74	Hurt	Your hand hurts. Let me help.
75	Kind	You brought the book when I needed help. That was kind.
76	Gentle	Put the toy down softly, like this.
77	Hungry	You may be hungry. We have your meal ready.
78	Thirsty	You seem thirsty. Here is your water.
79	Tired	You look tired. We can have a rest.
80	Happy	I am happy to see you.

Familiar places and journeys · quick scan

No.	Word	Adult model
81	Room	We are in this room.
82	Kitchen	I am going to the kitchen to get your cup.
83	Bathroom	We are going to the bathroom to wash hands.
84	Garden	The flowers are in the garden.
85	Shop	We are going into the shop to buy bread.
86	Road	The bus is on the road.
87	Bus	The bus is stopping.
88	Train	The train is arriving.
89	Playground	We are at the playground.
90	Nursery	Your book is in your nursery bag.

Location words and useful questions · quick scan

No.	Word	Adult model
91	On	The book is on the table.
92	Under	The ball is under the table.
93	Beside	The teddy is beside the box.
94	Behind	The teddy is behind the box.
95	Near	The ball is near the box.
96	There	Your book is there, on the chair.
97	Here	Your book is here beside me.
98	Where	Where is your book? It is on the chair.
99	What	What would you like to read?
100	Who	Who is reading the book? Daddy is reading.

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1. Friend

A friend is someone with whom we share a friendly relationship. For a two-year-old, begin with a familiar child or adult who regularly enjoys time with them, rather than calling every stranger a friend. The word can grow from a specific relationship to a broader idea later.

Say: “Your friend is playing with the blocks.” Name the person too, so friend does not replace their own name. A short comment can connect the relationship with a recognisable shared experience.

Base Fence: friend → my friend → My friend is building a tower. The fuller sentence is an adult model, and the child’s own message can be shorter.

Try another setting: look at a photograph of a familiar play companion and recall one real event. Do not require hugging, sharing a favourite possession or greeting on command to prove friendship. The useful distinction is between knowing a person’s name and having a word for a friendly relationship.

2. Teacher

A teacher is a person whose role includes helping others learn. Use it for the actual educator in your child’s setting, together with the name or title the setting uses. If your child does not attend a group programme, a book scene can introduce the word without suggesting that attendance is required.

Say: “Your teacher is reading a story.” Connect the label with a clear action and a familiar person. Avoid describing every adult who gives an instruction as a teacher.

Base Fence: teacher → my teacher → My teacher is reading our book. The adult can model the relationship without asking the child to recite a formal title.

Try another setting: talk about a nursery photograph or a real greeting. If the child is quiet at arrival, model the greeting yourself. Understanding a role word and feeling comfortable during a transition are separate matters, and one difficult morning does not erase the relationship.

3. Brother

A brother is a male sibling. Start with the child’s real family relationships and the words your household uses. A child without a brother does not need this entry prioritised over a more relevant person’s name.

Say: “Your brother is holding the book,” when the relationship is real and the action is visible. Use his name too, helping the child connect a familiar person with a family role.

Base Fence: brother → my brother → My brother has the red book. Keep the extra description accurate and useful; it should help identify the current scene rather than simply make the sentence longer.

Try another setting: look at a family photograph or a story containing siblings. Explain the story relationship plainly. Do not assume that the word carries a duty to surrender toys or provide affection. A family label helps describe belonging, while adults still support fair, comfortable interactions between children.

4. Sister

A sister is a female sibling. The word can describe a real family relationship or one pictured in a story. Use names and the family’s own language naturally, especially when the relationship is not part of the child’s daily household.

Say: “Your sister is drawing,” if that matches the scene. A child may first know the person by name, and the role word can be added gently: “Maya is your sister.”

Base Fence: sister → my sister → My sister is drawing a cat. The adult supplies the complete sentence without making the child repeat it before joining the activity.

Try another setting: name the relationship in a familiar photograph and recall an ordinary shared moment. Avoid suggesting that all girls are sisters or that every family has the same members. The meaningful category is a particular relationship, not appearance, age or the fact that two children happen to be together.

5. Family

Family names the people connected through family relationships and care. Families take different forms, so begin with the people who actually belong in your child’s life rather than presenting one arrangement as the correct model.

Say: “This is our family,” while looking at a suitable photograph or talking about familiar people. Name one or two people at a time. A crowded picture does not need to become a memory test.

Base Fence: family → our family → Our family is eating together. Use a truthful example; family members do not need to live in one house or appear in one photograph for the word to matter.

Try another setting: notice another family in a story and describe the visible relationships. Do not quiz the child about absent relatives or private family circumstances. The base word offers a way to talk about belonging while leaving room for the child’s real experience and the family’s preferred explanations.

6. Name

A name is the word or words used to identify a person, animal, place or thing. Begin with the child’s own name and familiar people’s names, where the purpose is obvious.

Say: “Your name is Sam,” using the actual name. Then introduce yourself: “My name is Aisha.” Make the speaker clear, because my and your change with the person talking.

Base Fence: name → my name → My name is Sam. This is an available model, not an introduction every two-year-old must perform for visitors. A child may respond more comfortably with a familiar caregiver than an unfamiliar adult.

Try another setting: give a toy a name during pretend play, then distinguish “a bear” from “Teddy” if the child is interested. Avoid treating a quiet response as proof that the child does not know their name. Observe everyday recognition and use, and seek professional advice for broader concerns rather than relying on one question.

7. Child

A child is a young person. It is a broad category that includes the learner and other children, even when their ages, appearances and ways of participating differ.

Say: “The child is playing,” while looking at one clear picture. Add the person’s name when known, so the category does not flatten the individual into a label.

Base Fence: child → a child → A child is playing in the garden. The adult’s sentence links a person, action and place without requiring the child to analyse the grammar.

Try another setting: notice two children in a book and model the natural plural children. There is no need to explain the irregular ending or test it separately. If your child says childs, respond to the message with a natural model: “Yes, the children are running.” The useful progression is from recognising a person to talking about people as a group, with meaning kept clear throughout.

8. Boy

Boy is a word some children use for themselves and that adults use for some male children. Introduce it with a familiar, accurately described person rather than guessing from clothes, toys or hair.

Say: “The boy is reading,” when the story identifies the character that way. You can name the character too, giving the child a specific person and a broader category.

Base Fence: boy → a boy → A boy is reading a book. The complete model helps connect the label with an action, while a shorter contribution remains useful.

Try another setting: look at another clearly identified story character. Avoid suggesting that a particular colour, hairstyle or activity proves someone is a boy. For an unfamiliar child, child or their name is often a clearer choice. The vocabulary goal is a useful word for describing people, not a rule about what someone should wear, enjoy or be able to do.

9. Girl

Girl is a word some children use for themselves and that adults use for some female children. Use it in an accurately described, familiar context instead of inferring identity from a dress, colour or hairstyle.

Say: “The girl is building,” when a book or known relationship makes the description appropriate. Include the character’s name if available, so the person remains more than a category.

Base Fence: girl → a girl → A girl is building a tower. The adult supplies a natural sentence, and the child can contribute by pointing, acting or offering a shorter phrase.

Try another setting: notice another identified character doing a different activity. Avoid teaching that girls belong with particular toys or behaviours. For someone you do not know, child is a useful alternative. The word should help a child talk about people accurately while leaving their interests, clothing and abilities open rather than turning a label into a prediction.

10. Person

A person is a human being. This broad word is useful when a name or more specific description is unknown or unnecessary. Begin with a clear picture or familiar scene containing one person.

Say: “A person is at the door,” when an adult can safely manage the actual situation. In a book, “This person has a bag” gives the child something visible to connect with the label.

Base Fence: person → one person → One person is carrying a bag. The sentence shows the word doing a practical job without introducing a formal definition.

Try another setting: compare a picture of a person with a toy animal, naming each accurately. Do not turn appearance differences into a guessing game about who counts as a person. Later, model people naturally when more than one person is present. The singular and plural forms can be heard in meaningful conversation without an irregular-plural lesson.

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11. Please

Please can make a request sound polite, but a two-year-old’s access to necessary help, food, drink or comfort should not depend on producing it. Begin by modelling the word in your own genuine requests.

Say: “Please pass me the book,” with an open hand and an available book. Thank the child if they help, and continue warmly if they need support. Politeness grows through seeing how people treat each other, not only through repeating a courtesy word.

Base Fence: please → help please → Please help me open the box. The adult can offer this as a possible fuller message while helping immediately.

Try another setting: use please when you request a turn from another adult. Avoid repeatedly withholding a wanted object while asking “What is the magic word?” The useful lesson is how a social word can accompany a request, while the child’s original intention remains recognised and respected.

12. Thanks

Thanks expresses appreciation. Thank you is an equally natural form, and families may use a familiar expression in another language. Let the child hear it when someone genuinely does something helpful.

Say: “Thanks for bringing my book.” Name the action so the appreciation has a clear meaning. A specific sentence can show more than a repeated demand that the child perform manners after every exchange.

Base Fence: thanks → thanks Daddy → Thanks, Daddy, for helping me. Model the full version yourself when it fits. A wave, smile or comfortable silence does not need to be publicly corrected.

Try another setting: thank another caregiver for opening a door or preparing a shared activity. Avoid making appreciation a condition for receiving care or a reason to shame a quiet child in front of visitors. The word becomes useful when it belongs to a real relationship and an understandable helpful action, with adults demonstrating the behaviour they hope to encourage.

13. Sorry

Sorry can express regret, acknowledge an accident or show concern after someone is hurt. A two-year-old can hear the word in honest adult repair without being expected to understand every social nuance.

Say: “Sorry, I knocked your tower. I will help rebuild it,” after a real mistake. The helpful action makes the word concrete. It shows that repair involves more than saying a sound and moving on.

Base Fence: sorry → sorry Teddy → I am sorry I knocked Teddy over. Use a light pretend scene only when it remains enjoyable and clear.

Try another setting: support a small accidental collision between children by checking who needs help and describing what happened. Do not force an apology as a public performance while ignoring distress or the practical repair. The base word is one part of learning to notice another person’s experience; adult support, calm boundaries and a useful next action give it substance.

14. Wait

Wait means allowing some time before an action or event. Make early examples brief, visible and truthful, because “later” can be hard to connect with an event that never seems to arrive.

Say: “Wait while I open the book,” then open it promptly. Name the reason and the next action. A supported pause during a real task is clearer than asking a child to wait indefinitely to prove patience.

Base Fence: wait → wait here → Wait here with me while the door opens. In an actual safety situation, provide physical support and supervision rather than relying on the instruction alone.

Try another setting: pause before a toy car starts, then say go and begin. Let the child see a clear end to the waiting. Avoid turning long adult conversations or delayed meals into endurance tests. The word should help explain a manageable delay, with the adult responsible for making the situation reasonable.

15. Turn

Turn has several meanings; here it means an opportunity to do something in a shared activity. Begin with a quick, predictable exchange where each person can see when their opportunity begins.

Say: “My turn to roll. Now your turn.” Roll a large ball once, then make it available to the child. Keep the exchange short enough that waiting does not become the whole activity.

Base Fence: turn → my turn → It is my turn to roll the ball. The adult can model both speakers’ perspectives naturally, using names when pronouns are confusing.

Try another setting: alternate placing a large block on a shared tower, if the child enjoys that arrangement. Do not demand that a child surrender a treasured object simply because the adult says turn. Shared materials, duplicate objects and adult help can make the idea clearer. Later, the movement meaning of turn can be introduced separately through a real action.

16. Mine

Mine means belonging to the speaker. It changes with who is talking, so use clear exchanges and respect a child’s attempt to communicate possession rather than treating the word only as selfishness.

Say: “This cup is mine. That cup is yours,” while each person has their own safe, familiar cup. Keep the objects distinct and point to the relevant person as you speak.

Base Fence: mine → this mine → This book is mine. If the child uses a shorter form, respond to the meaning and offer the natural sentence without requiring a repetition.

Try another setting: sort an adult’s shoe and the child’s shoe during dressing. Explain shared objects separately: “This ball is for us to use together.” Avoid using mine to settle every dispute automatically; ownership, access and turn-taking are different relationships. The useful word lets the child express a claim that an adult can acknowledge and help interpret calmly.

17. Share

Share can mean letting others use something or enjoying something together. Begin with a cooperative activity that does not require giving up a highly valued possession, such as looking at a book side by side.

Say: “We can share this book,” then make room for both people to see. A shared experience can introduce the word more comfortably than an instruction to hand over a favourite toy.

Base Fence: share → share book → We are sharing the book together. Keep the sentence connected to what the people are actually doing.

Try another setting: place several large blocks in a common basket for a joint game, with adult support. Do not interpret difficulty sharing as proof that the word is unknown or that the child lacks kindness. Understanding the label, managing feelings and controlling an action are separate demands. Model practical arrangements, acknowledge ownership and help everyone find a workable turn or alternative.

18. Choose

Choose means selecting from available options. The options should be real and acceptable, so the child’s response has an honest effect on what happens next.

Say: “Choose a book: this one or that one.” Hold up two familiar books, name them briefly and allow time. A point, reach, word or established communication method can show the selection.

Base Fence: choose → choose book → I choose the animal book. The adult can model a choice of their own without putting words into an unclear child response.

Try another setting: offer two suitable crayons or two songs. Avoid presenting too many items or asking a false choice when only one outcome is permitted. For necessary routines, offer a smaller genuine decision within the routine if possible. Choosing should build a connection between communication and agency, not become a trap in which the child is corrected for selecting the option they were offered.

19. Need

Need describes something important or necessary in a situation. Begin with an obvious practical relationship, such as needing a towel to dry wet hands, rather than lecturing about the difference between needs and wants.

Say: “We need a towel. Our hands are wet,” then get the towel and use it. The action and result help explain why the item matters.

Base Fence: need → need help → I need help with my shoe. If the child is struggling, provide assistance while offering the sentence; do not demand it first.

Try another setting: notice that drawing needs paper or that an empty cup needs filling when a drink is wanted. Be careful about claiming to know every internal need from one behaviour. The adult can say “You may need a rest” while observing and responding. A useful word helps describe a problem and its support, without replacing attention to the child’s actual message.

20. Finished

Finished means that an activity or amount has come to an end. It can also be a useful message from the child when they no longer want to continue.

Say: “You are finished with the puzzle,” after the child clearly puts it aside. Acknowledge the ending and help tidy if appropriate. Do not interpret every pause as a final refusal; observe whether the child returns to the activity.

Base Fence: finished → finished book → I am finished with this book. The adult offers a fuller form while accepting a gesture or shorter message.

Try another setting: use finished when a song ends or an adult completes a small task. Distinguish it from gone: a book can still be present when the reading is finished. At meals and care routines, follow the child’s individual guidance and respond to signals thoughtfully. The word should clarify an ending, not be used as a trick to deny a need or force continuation.

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21. Toilet

A toilet is a fixture used for passing urine and stools. For a two-year-old, the word can be familiar before independent toilet use is appropriate. Vocabulary teaching is not a timetable for toilet training.

Say: “The toilet is in the bathroom,” during an ordinary, private care routine. Use the household’s normal respectful language and keep the explanation brief. A book or doll scene can introduce the label without asking the child to demonstrate.

Base Fence: toilet → go toilet → I need to go to the toilet. Adults can model a useful message while providing the support the child currently needs.

Try another setting: notice a toilet sign or a picture in a familiar book. Do not use embarrassment, public questioning or rewards for saying the word as the centre of the activity. The useful progression is understanding a place and a possible care message, while readiness, privacy and practical support remain individual matters.

22. Nappy

A nappy is an absorbent item worn for toileting care. Diaper is another English word used in some families; choose the term that matches the child’s everyday environment.

Say: “I am getting a clean nappy,” during the usual change. Tell the child what is happening and involve them in a manageable action if they want, such as holding suitable clothing.

Base Fence: nappy → clean nappy → I need a clean nappy. This is an available adult model, not a phrase the child must say before receiving timely care.

Try another setting: use a doll picture or a pretend-care scene. Avoid contrasting children as good or bad based on nappy use, or suggesting that learning the word requires stopping its use. The label helps organise a real routine. Clean, wet and finished can be added naturally when the child understands the immediate objects, without turning personal care into a performance or comparison with other children.

23. Potty

A potty is a small receptacle used by some young children for toileting. Some families use one and others do not. Introduce the word only as relevant information, without implying that a two-year-old must use one independently.

Say: “This is the potty,” in a calm, private context or while looking at a book. Let the child ask, look or move on. The word can become familiar without requiring a physical demonstration.

Base Fence: potty → my potty → The potty is in the bathroom. The fuller sentence gives a visible location rather than setting a performance target.

Try another setting: talk about a character’s potty in a story, following the child’s interest. Avoid pressuring the child to sit for a vocabulary lesson or treating refusal as lack of understanding. Care decisions should fit the child and appropriate guidance. This entry supplies a label and possible message within a respectful routine.

24. Pants

Pants has different meanings across English varieties. In this guide, it means underpants, following common British usage. If your household uses pants for trousers, make that meaning clear and use the familiar word consistently in the immediate routine.

Say: “Here are your clean pants,” while showing the actual clothing item. An adult helps with dressing as needed, and the child can participate by choosing between two suitable pairs or holding the fabric.

Base Fence: pants → clean pants → I am putting on clean pants. The adult model names the action and item without requiring independence.

Try another setting: sort familiar clothing during laundry with adult supervision. Keep pants, trousers and nappy distinct when those differences matter in your household. A child encountering different English varieties may hear more than one valid use. Explain the local example simply instead of declaring another family’s word wrong or using a clothing label as a test of maturity.

25. Shirt

A shirt is a garment worn on the upper body. Families may use T-shirt for a particular everyday item; start with the name that accurately describes the child’s familiar clothing.

Say: “Your shirt is here,” before dressing. Name an obvious feature only if it helps the child identify the item: “The blue shirt.” The activity remains dressing, with language fitted around comfortable support.

Base Fence: shirt → my shirt → I am putting on my shirt. A child may contribute by finding it, lifting an arm or using a shorter phrase.

Try another setting: notice a shirt in a photograph or on a doll. Contrast it with trousers by showing the actual items separately. Avoid asking the child to name several garments while struggling to dress. Understanding shirt, managing sleeves and tolerating a clothing texture are different demands; clear words can support the routine without becoming another obstacle within it.

26. Coat

A coat is an outer garment worn over other clothing. Its usefulness depends on the family’s climate, travel and routines. A child who rarely uses a coat may meet the word first in a story.

Say: “This person is wearing a coat,” while looking at a clear picture. If your child has a familiar coat, name it during an actual departure and explain the immediate reason for wearing it.

Base Fence: coat → warm coat → I am wearing my coat outside. Keep the description true to the garment and situation.

Try another setting: compare a coat with a familiar shirt, one item at a time. Do not assume that a cold-weather clothing word is more essential than a locally useful garment. The adult can substitute raincoat or jacket in daily planning when that better matches experience. The wider lesson is that clothing words help describe what people wear and how a routine is organised.

27. Towel

A towel is a piece of absorbent material used for drying. Handwashing gives the word an obvious purpose and a visible change from wet hands to drier hands.

Say: “We need the towel to dry your hands.” Show it before use, then describe the action. If the child prefers an adult to help, keep that support available rather than turning the routine into an independence test.

Base Fence: towel → dry towel → Please pass me the towel. The fuller model can be a genuine adult request when the item is safely accessible.

Try another setting: identify a different towel in a bathroom picture or folded laundry. Explain that a towel remains a towel when it is wet; dry describes its current state. This small distinction helps avoid attaching a category word to only one appearance. Keep the teaching moment within the existing routine and allow personal care to proceed comfortably.

28. Soap

Soap is a substance used in washing. Introduce it through the household’s normal handwashing routine, with the adult controlling the product and following appropriate care guidance.

Say: “I am putting soap on our hands,” while showing the relevant action. A short comment is enough; the child does not need to handle the container, smell it closely or name ingredients.

Base Fence: soap → wash with soap → We are washing our hands with soap. The adult sentence connects an object with its purpose.

Try another setting: identify soap in a simple bathroom picture. Keep it distinct from water and the towel by naming each at the part of the routine where it is used. Avoid turning cleaning products into a sensory play collection. The vocabulary goal is to understand a familiar care word, while storage, safe use and the actual washing procedure remain the adult’s responsibility.

29. Brush

Brush can name a tool or the action performed with it. Begin with one clear meaning, such as a familiar hairbrush, then show the related action when it occurs naturally.

Say: “This is your hairbrush. I will brush your hair,” if the child is comfortable with the routine. Showing the tool before using it helps clarify what the word refers to in each sentence.

Base Fence: brush → brush hair → I am brushing your hair gently. If the child prefers observing, demonstrate on a doll or your own hair instead.

Try another setting: notice a toothbrush in a book and use its full name. Do not mix hair care, tooth care and painting in the first explanation simply because each involves a brush. The word has related uses, but clear separate examples help the adult maintain meaning. Physical comfort and appropriate care take priority over completing the spoken model.

30. Clean

Clean describes something with dirt or unwanted material removed, though its exact meaning depends on context. Start with an obvious everyday example, such as a washed hand or a freshly wiped play surface.

Say: “Your hands are clean now,” after the actual routine. Name what changed: “We washed the mud off.” A visible before-and-after event is more useful than an abstract rule about cleanliness.

Base Fence: clean → clean hands → My hands are clean after washing. The adult can say the full sentence while the child contributes a word or action.

Try another setting: describe a clean spoon ready for a meal. Avoid using clean as a judgement of a child’s worth, or assuming that looking clean proves an object is hygienically safe. This is vocabulary for an ordinary state and action. Adults still make the practical decisions about washing, food preparation and appropriate materials.

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31. Apple

An apple is a fruit that comes in different colours and forms. Use a familiar food example or a clear picture; eating or handling a whole apple is not necessary for learning the word.

Say: “This is an apple,” while an adult prepares the usual appropriate serving. You can name the outside and the prepared pieces as apple, helping the child connect different appearances with the same food.

Base Fence: apple → red apple → I would like some apple. Choose the description only when it matches the example, and respond to the child’s request without requiring the longer sentence.

Try another setting: find an apple in a book or shopping picture. Avoid making colour the defining feature, because apples are not all red. The useful category grows through accurate examples. The word belongs to a familiar food experience, while preparation and dietary decisions follow the child’s usual care guidance.

32. Orange

Orange can name a fruit and a colour. For this entry, begin with the fruit so there is one clear meaning in view. The colour use can be introduced separately when it is relevant.

Say: “I am peeling the orange,” while an adult prepares it. Name the whole fruit and the suitable prepared portion without asking the child to taste it to prove understanding.

Base Fence: orange → an orange → I would like some orange. In a picture, “The orange is in the bowl” adds a visible location instead of a food request.

Try another setting: notice another orange in a book. Later, an orange-coloured toy can show the related colour word, with a clear explanation that you are now describing colour. Avoid assuming a child is confused simply because one word has more than one use. Adults can keep each immediate example understandable and let broader meanings accumulate over time.

33. Egg

An egg is a food familiar in many households and also something laid by certain animals. Begin with the context the child actually meets, rather than explaining all biological meanings at once.

Say: “This is an egg,” while an adult handles preparation or while looking at a clear picture. If egg is served, use the child’s usual appropriate form and dietary guidance.

Base Fence: egg → cooked egg → The egg is on your plate. The fuller sentence names a location the child can see, without turning the meal into a naming test.

Try another setting: identify an egg in a farm story, explaining the pictured example simply. Raw eggs, shell fragments and unfamiliar food experiments are unnecessary teaching props. If the child does not eat egg, the word can still be encountered in books. Learning a food label does not require tasting it, and a personal dietary restriction does not create a vocabulary deficit.

34. Soup

Soup is a liquid food that may contain other ingredients. Start with the soup your family actually has or a familiar picture, since appearance can vary widely.

Say: “The soup is in the bowl,” during an ordinary meal once it is safe to serve. Name the container and food separately if the child is unsure which you mean.

Base Fence: soup → warm soup → I am eating soup with a spoon. Keep descriptions accurate; warm and hot should not be treated as interchangeable when temperature matters.

Try another setting: let a doll pretend to have soup from an empty bowl. A pretend scene can connect the food word with eating and utensils without adding real food to play. Avoid introducing a new recipe or asking the child to finish a serving as part of the language activity. The purpose is a useful name and a recognisable action, with feeding and preparation managed normally.

35. Pasta

Pasta is a food made in many shapes, often served cooked with other ingredients. It is useful when it belongs to the child’s actual meal experience; otherwise another familiar food may deserve priority.

Say: “Here is your pasta,” during the usual meal. You can name another visible ingredient separately if the child is interested, but there is no need to list everything in the dish.

Base Fence: pasta → more pasta → I would like some more pasta. A point or familiar sound can carry the request while the adult supplies the fuller language.

Try another setting: find pasta in a food picture or describe an adult’s meal. Avoid using dry pieces as counters or sensory materials for this vocabulary activity. The child can learn the word from ordinary eating and pictures. Different shapes can be named pasta across separate experiences, helping the category remain broader than one favourite form.

36. Chicken

Chicken can name a bird and a food. Begin with one clear context and use accurate language when the other meaning appears later. The child does not need a complete explanation of food origins in the first encounter.

Say: “The chicken is walking,” in a farm picture, or “This is chicken,” at a familiar meal. Choose the sentence that matches the actual scene rather than moving rapidly between meanings.

Base Fence: chicken → little chicken → The chicken is beside the tree. For a meal, “More chicken, please” is another possible adult model.

Try another setting: find a different picture or food example on another day. Avoid treating a valid use as wrong because the child first learned the other meaning. The word can have related references, and adults can clarify the current one through context. Dietary choices and food preparation remain separate from the child’s opportunity to hear and understand the label.

37. Cheese

Cheese is a food made in different forms and varieties. Begin with the version familiar in your household, if it is part of the child’s usual diet.

Say: “This is cheese,” while an adult prepares or serves it appropriately. If the child points towards it, respond to the likely request and model the word naturally without asking for a repetition first.

Base Fence: cheese → more cheese → I would like some cheese. In pretend play, the adult can use “The cheese is on the plate” with a clear picture or suitable large toy.

Try another setting: notice cheese in a book about food or shopping. Do not assume all cheese must be the same colour or shape. A child may need different truthful examples to broaden the category. Learning the label does not require tasting a new variety, and the vocabulary activity should follow existing dietary restrictions and feeding guidance rather than introducing a nutritional goal.

38. Yoghurt

Yoghurt is a cultured milk food, with dairy-free products sometimes using the same everyday label. Use the exact familiar product name when necessary for your household, while keeping dietary decisions with the adults responsible for care.

Say: “Your yoghurt is in the bowl,” during an ordinary meal or snack. Name the spoon as a separate object if that helps the child understand what you are referring to.

Base Fence: yoghurt → more yoghurt → I would like some more yoghurt. A child may use a shortened spoken form, a sign or a point; respond to the message and offer the ordinary word once.

Try another setting: identify yoghurt in a shopping picture or notice an adult preparing it. Avoid treating the package design as the whole meaning of the word. The same food may appear in another container, and that difference offers a natural opportunity to connect the label with the contents rather than one brand or colour.

39. Snack

A snack is a smaller eating occasion or a food eaten at that occasion. Its meaning comes from the family’s routine, not from one particular packaged item.

Say: “It is time for a snack,” when that is actually the plan. Then name the available food. The child can begin to connect a broad routine word with a concrete example.

Base Fence: snack → my snack → I am having a snack at the table. The fuller sentence adds an activity and place without requiring the child to use it before eating.

Try another setting: notice a snack scene in a book or prepare the usual snack together with appropriate adult help. Avoid teaching that snack always means sweets, biscuits or a particular product. The label can cover different suitable foods. It should organise a familiar part of the day, while hunger signals, dietary needs and actual meal arrangements remain individual care matters.

40. Breakfast

Breakfast is the meal commonly eaten near the beginning of the day after waking. Families’ schedules and foods differ, so connect the word with your actual routine rather than one supposedly correct menu.

Say: “We are having breakfast,” while the meal is taking place. Name one familiar food or action as needed: “You are eating bread.” The broader meal word can become clear through repeated use in a recognisable setting.

Base Fence: breakfast → my breakfast → I am eating breakfast with Daddy. Use the real person and situation rather than a memorised sentence that does not match the day.

Try another setting: look at a breakfast scene in a book and compare it gently with your own routine. Do not require the child to identify the meal from a clock or explain time concepts. The useful early connection is between a recurring event, the people involved and the word adults use for it.

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41. Block

A block is a solid piece used here as a building toy. Begin with large, age-appropriate blocks that the child can explore comfortably. The word has other meanings, but toy play gives this entry a clear first reference.

Say: “The block is on the floor,” while showing one obvious piece. You can then place it on another and describe the action. Keep the activity open to the child’s own idea rather than requiring a particular tower.

Base Fence: block → big block → Put the big block on the tower. The adult can model the full instruction while offering help and allowing a shorter response.

Try another setting: identify a different block with another shape or colour. A child who knows one favourite piece may need varied examples to connect the broader category. Avoid making colour sorting or counting a condition for joining the play. The word can support building, finding, requesting and commenting without becoming a worksheet task.

42. Puzzle

A puzzle is an activity in which parts or information need to be arranged or worked out. For this age, a familiar, suitable large-piece puzzle gives the word a visible, manageable example.

Say: “Here is your puzzle,” before beginning together. Name a particular piece or action only when it is useful. If the child wants to explore the pieces differently, you can acknowledge the interest without forcing completion.

Base Fence: puzzle → animal puzzle → I want the animal puzzle. The adult model shows how the category word can help make a choice between familiar activities.

Try another setting: compare the puzzle with a book during a genuine choice. Keep the objects clearly different, and accept a point as the selection. Finishing a puzzle, understanding its name and managing its pieces are separate demands. The language activity should not turn a difficult physical fit into repeated questions about what the child knows.

43. Crayon

A crayon is a drawing tool that leaves colour on a surface. Use suitable materials and ordinary adult supervision, with paper available and the purpose demonstrated clearly.

Say: “This crayon makes a mark,” while drawing a simple line yourself. Let the child explore their own marks if they want. Naming the tool does not require a recognisable picture, a correct grip or a chosen colour.

Base Fence: crayon → blue crayon → I am drawing with the blue crayon. Use the colour only if it matches the object and adds useful information.

Try another setting: find the crayon during tidy-up or choose between two suitable colours. Keep crayon distinct from paper and the finished drawing by naming each at the relevant moment. Avoid asking the child to identify many colours before they can participate. A practical request, such as “Crayon, please,” can be more useful than a long naming drill.

44. Paper

Paper is a material used for drawing, writing and many other purposes. Begin with a clear sheet used in a familiar activity, rather than introducing every kind of paper at once.

Say: “The paper is on the table,” before drawing together. Name the crayon separately, then describe how the tool leaves a mark on the paper. The visible relationship can make both words easier to interpret.

Base Fence: paper → more paper → I need another piece of paper. The adult can model a practical request while providing the material without demanding a full sentence.

Try another setting: notice paper in a bookmaking or folding activity led by an adult. Keep any cutting tools under appropriate adult control. If the child calls the finished picture paper, acknowledge the material and add “Your drawing is on the paper.” This refines the message without treating a reasonable early label as something to correct repeatedly.

45. Draw

Draw means making marks to represent, explore or express something. At Age 2, the action can include scribbles and lines; a recognisable object is not required for the word to apply.

Say: “You are drawing,” while the child makes marks with suitable materials. Comment on an observable action such as a long line instead of asking “What is it?” after every mark.

Base Fence: draw → draw line → I am drawing a line on the paper. The adult can demonstrate the sentence with their own marks rather than directing the child’s whole activity.

Try another setting: draw a simple toy or route yourself while the child watches, then invite participation without pressure. Keep drawing distinct from writing if that difference arises naturally. Avoid grading the picture or using a correct label as proof of artistic skill. The base verb helps the child talk about an action, ask for materials and share what they are doing.

46. Build

Build means making something by putting parts together. Large blocks, cushions arranged by an adult or a suitable construction toy can give the verb a clear, visible meaning.

Say: “We are building a tower,” while adding a block. Name the action as it happens, then allow the child to add, remove or rearrange a piece. The result does not have to match an adult design.

Base Fence: build → build tower → We are building a tall tower together. Add tall only when the visible height makes the description useful.

Try another setting: look at a picture of people building a house, explaining the scene simply. The shared verb connects a small play action with a larger real activity. Avoid claiming that a child understands construction generally because they use the word during blocks. Different materials and purposes can broaden the meaning through separate experiences, with the adult keeping the immediate example clear.

47. Push

Push means applying force to move something away or make it move. A large toy car or an empty light box can demonstrate the action in a safe, clear way.

Say: “Push the car,” then show a gentle push across the floor. Let the child try or watch. Name the movement rather than asking them to copy your exact hand position.

Base Fence: push → push car → I am pushing the car towards the box. Keep the destination visible if you add it.

Try another setting: an adult can push a toy pram or another suitable object while the child observes. Contrast pull later with a different obvious movement, rather than switching instructions rapidly. Keep the action separate from pushing people; an adult can say “We push the toy, and we keep people safe.” Learning the verb gives a name for movement, while boundaries around bodies and suitable force still need patient adult support.

48. Pull

Pull means applying force to draw something towards a person or along with them. Begin with a suitable object that moves easily and does not involve dangerous cords or resistance.

Say: “I am pulling the box towards me,” while demonstrating on a clear floor. Let the child watch the direction before offering an invitation to join.

Base Fence: pull → pull box → Pull the box towards you. If the direction words are unfamiliar, use a shorter model and show the action yourself.

Try another setting: pull a sturdy board-book tab with help only if the book is designed for it and the child is comfortable. Keep pull distinct from push through obvious separate examples. Avoid tug-of-war over a favourite object to make the word memorable. The useful concept is how an action changes position, and a calm cooperative example can show that relationship without creating a conflict or asking for a difficult physical effort.

49. Throw

Throw means sending something through the air with a release from the hand or another movement. Use a soft, suitable large object and a clear play area, with an adult deciding what is safe to throw.

Say: “Throw the soft ball into the basket,” if the child already enjoys that action. An adult can demonstrate instead, and the basket can be close enough that accuracy is not the central challenge.

Base Fence: throw → throw ball → I am throwing the ball into the basket. The model names action, object and destination without requiring a perfect result.

Try another setting: describe a character throwing a ball in a picture. Explain the practical boundary: balls may be thrown in this game, while books and hard toys are placed down. Understanding the word does not guarantee impulse control. Adults still arrange the space, protect others and help the child choose a safe action.

50. Catch

Catch means stopping and holding something moving towards you. It is both a language idea and a physical task, so a child can understand the word without being ready to catch a thrown ball.

Say: “I will catch the ball,” while another adult rolls or gently sends a suitable ball towards you. Make your own action obvious. The child can watch, comment or join in a simpler rolling exchange.

Base Fence: catch → catch ball → Daddy can catch the ball. Use the real person and action rather than asking the child to perform on command.

Try another setting: look at a catching scene in a book or pretend that a toy catches a large soft object. Avoid turning missed catches into vocabulary failures. If the physical task is difficult, change the activity while keeping the word available through observation. The useful progression is recognising an event and talking about it, with movement demands adapted to the individual.

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51. Run

Run describes moving quickly on foot with a running pattern. Children have different movement abilities, so the word can be learned through watching an adult, toy scene or picture without requiring a demonstration.

Say: “The child is running,” when that is what the picture or real scene shows. Add a location only if it is obvious and relevant.

Base Fence: run → dog run → The dog is running in the garden. If the child’s message is shorter, answer its meaning and model the natural sentence once.

Try another setting: contrast a person walking with a person running in separate clear examples. Do not ask a child to race, cross a space unsupervised or move faster to prove understanding. The verb helps describe an action and later recall a familiar event. Knowing the word is different from judging when running is safe, which remains an adult responsibility during play and outings.

52. Jump

Jump describes a movement that takes the body off a supporting surface. At Age 2, the vocabulary example should fit the child’s actual abilities, with observation an entirely valid way to participate.

Say: “The rabbit is jumping,” in a clear picture or with a suitable toy. Show a small pretend movement and name the action, allowing the child to watch or imitate in their own comfortable way.

Base Fence: jump → rabbit jump → The rabbit is jumping over the line. Use an imagined line in toy play if the relationship is easy to see.

Try another setting: notice an adult demonstrating a gentle jump in an appropriate space. Avoid using furniture, heights or repeated movement tests as teaching props. A child who does not jump during the activity may still understand the word. Keep language observation separate from assessing motor development, and use professional guidance for concerns about physical skills.

53. Climb

Climb means moving up, down or over something using the body and support. Introduce the word through a safe existing activity or a picture, rather than creating a new climbing challenge.

Say: “You are climbing with my help,” if that accurately describes a supervised situation. An adult manages the physical support and the suitability of the equipment throughout.

Base Fence: climb → climb up → The toy is climbing up the steps. A toy scene can make the direction visible without asking the child to climb.

Try another setting: identify climbing in a story about a familiar animal or playground. Explain the actual boundary briefly: “We climb here with an adult.” Do not assume that understanding up, down or careful makes unsupervised climbing safe. The useful word describes an action, while deciding where and how to do it remains a separate practical matter requiring adult judgement.

54. Fall

Fall describes moving down unexpectedly or losing support. A tower of large blocks falling onto a clear floor can show the event without involving a person’s body.

Say: “The tower fell down,” after an ordinary play event. Use a calm tone and help rebuild if the child wants. If a child falls, attend to their comfort and safety before adding language.

Base Fence: fall → tower fall → The tower fell onto the floor. The adult models the natural past form, even if the child’s shorter message uses fall for every time reference.

Try another setting: look at a picture of leaves falling. Explain the visible event without mixing every meaning of the word at once. Avoid deliberately knocking down a valued creation or startling the child to provoke a reaction. The base verb becomes useful for commenting on a change and recalling what happened, not for manufacturing distress as a lesson.

55. Carry

Carry means holding or supporting something while moving it. Begin with a light, safe object that the child already handles comfortably, or demonstrate the action yourself.

Say: “I am carrying the book to the table.” Let the movement make the relationship clear. If the child joins, choose a manageable item and a short, uncluttered route.

Base Fence: carry → carry book → I can carry my book to the chair. The adult model gives a purpose and destination without requiring the child to perform independently.

Try another setting: notice a person carrying a bag in a picture. Contrast carrying with leaving an object on the table through a real change, rather than a definition drill. Do not load the child with several objects to test following instructions. Understanding the verb, balancing the item and navigating a space are separate tasks, so support the physical demands while keeping the spoken example useful.

56. Bring

Bring means moving something towards a person or a relevant place. The direction depends on the situation, so use a clear destination and a familiar object.

Say: “Bring your book to me,” while sitting close by with an open hand. Point if needed and make the invitation practical, such as beginning a shared story.

Base Fence: bring → bring book → Please bring the book to the sofa. The adult can simplify the sentence or demonstrate if the destination is unclear.

Try another setting: an adult brings a towel to the child after washing and names the action. This shows the verb without always putting the demand on the learner. Avoid calling across a busy room and treating a lack of response as proof of poor understanding. The child may need a clearer cue, an easier route or time to finish their current action. A useful direction helps accomplish something together.

57. Hold

Hold means keeping something supported or in your grasp. It can also describe staying in a position, but begin with a clear object held comfortably in the hands.

Say: “You are holding the book,” when the child has it. If you offer an object, say “Would you like to hold it?” and respect the response.

Base Fence: hold → hold book → I am holding the book with both hands. Choose the fuller description only when it matches the visible action.

Try another setting: describe an adult holding a cup or a toy holding a pretend bag. Keep hold separate from carry by noticing whether the person is moving with the object. Do not require prolonged holding to demonstrate attention, or hand over unsuitable items because the child can say the word. The verb helps name a physical relationship, while material choice and support remain with the adult.

58. Find

Find means locating something that was being looked for or noticed. Start with a familiar object that is easy to see, so the language does not become a difficult search challenge.

Say: “Let’s find your book,” while looking together in its usual place. If the child notices it, respond “You found it!” and continue with the actual purpose of reading.

Base Fence: find → find book → I found my book on the chair. The adult offers the natural past form in a meaningful event.

Try another setting: find a familiar animal in a simple picture. Avoid hiding an essential comfort object or making the search stressful to create a lesson. If the child cannot locate the item, provide a clue or show it. The useful progression is connecting a question, a search and a result, with the adult helping the child succeed in the shared activity rather than testing endurance or memory.

59. Hide

Hide means putting something where it is not easily seen, or moving out of sight. A brief toy game can make the event clear while keeping the child comfortable.

Say: “I will hide the ball behind this cushion,” then place it where the child has seen the action and can find it easily. A visible setup helps separate understanding hide from remembering a complicated location.

Base Fence: hide → hide ball → The ball is hiding behind the cushion. The adult can supply the fuller model while the child points or retrieves the object.

Try another setting: notice a hidden character in a familiar book. Keep people-hiding games predictable and supervised, with no bags, enclosed spaces or frightening disappearances. Do not take away a treasured object to force a request. The word should describe a playful change in visibility, and the child should be able to end the game or ask for help comfortably.

60. Show

Show means making something available for another person to see or understand. It is useful because children often want to share an interesting object or action, not only request things.

Say: “You are showing me your drawing,” when the child brings it towards you. Look at it and make a genuine comment about something visible. The response gives the child’s invitation a real effect.

Base Fence: show → show Mummy → I want to show Mummy my picture. The adult model names a social purpose without making the child perform an explanation.

Try another setting: show the child an interesting book picture yourself, then leave room for them to point out another detail. Avoid turning show into a constant demand to demonstrate knowledge or display possessions to visitors. The base verb supports shared attention and communication between people, with the child’s interest helping decide what deserves another look.

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61. Wet

Wet describes something with liquid on or in it. A washed hand, damp cloth or rainy window can provide a clear example within an ordinary routine.

Say: “Your hands are wet,” before drying them. Then describe the change: “The towel helps dry them.” The two states become meaningful because the child can observe the same hands before and after.

Base Fence: wet → wet hands → My hands are wet after washing. The adult can model the full sentence without asking the child to touch an uncomfortable material.

Try another setting: look at wet pavement from a safe place or notice a wet coat in a picture. Keep wet distinct from dirty: clean water can make an object wet, and dirt is a different feature. Avoid presenting textures as mandatory sensory experiences. A child can learn through looking and hearing, while the adult names the actual state accurately and supports comfortable participation.

62. Dry

Dry describes something with little or no moisture on it in the relevant situation. Start with a visible change in a familiar routine, such as hands after a towel is used.

Say: “Your hands are dry now,” when that is true. Name the earlier state only if it helps: “They were wet, and we dried them.” The child does not need a formal explanation of opposite adjectives.

Base Fence: dry → dry hands → I am drying my hands with the towel. Here the related action word grows naturally from the description.

Try another setting: compare a dry cloth with a visibly damp one if both are suitable and the child is interested. Avoid assuming that every object feels the same or that appearance alone establishes dryness. The word is useful because it describes an observable state and a practical goal in care, not because the child can sort a large collection correctly on command.

63. Dirty

Dirty describes something with unwanted dirt or material on it in a particular context. Keep the label attached to an object or state, rather than using it as a judgement about a person.

Say: “The shoe is dirty. There is mud on it,” after a real outing. An adult can then clean it in the usual way, making the change visible.

Base Fence: dirty → dirty shoe → My shoe is dirty after the walk. The fuller sentence adds a simple event connection without requiring the child to explain the cause independently.

Try another setting: notice a dirty toy in a picture and discuss what a character might do next. Avoid making dirt a reason for shame or suggesting that a child is bad for ordinary messy play. The useful contrast is between states and actions: an object can become dirty and later be cleaned, while its name and the child’s worth stay unchanged.

64. Soft

Soft describes something that yields easily to touch or pressure, and it has other related uses. Begin with an obvious, comfortable material such as a familiar soft toy.

Say: “This toy feels soft to me,” while touching it yourself. Invite the child to explore only if they want. Your description can introduce the word even when the child prefers to watch.

Base Fence: soft → soft toy → The soft toy is on the bed. A clear location can extend the phrase without adding another unfamiliar sensory idea.

Try another setting: compare the toy with a suitable firm object on a separate occasion. Keep the contrast gentle and avoid extreme, sticky or surprising materials. Soft does not mean safe in every circumstance, so adults still choose appropriate objects and settings. The vocabulary goal is to name a quality that can belong to different things, rather than teach one particular toy as the permanent meaning of soft.

65. Hard

Hard can describe a firm surface or something difficult to do. For this entry, begin with the texture meaning, using a safe object such as a large wooden block.

Say: “The block feels hard,” while tapping or pressing it gently yourself. A soft toy beside it can provide a clear comparison if the child is interested, with no demand to touch either item.

Base Fence: hard → hard block → The block is hard and the toy is soft. The adult can offer the comparison while keeping each object easy to identify.

Try another setting: describe the firm surface of a familiar table. Later, if a puzzle is difficult, explain “This puzzle is hard to do” as another use of the word. Do not mix both meanings in the first example. Clear context helps a child hear that the same word can describe different relationships without making their earlier understanding wrong.

66. Full

Full describes a container with as much inside as is appropriate for the context, or a feeling of having eaten enough. Begin with a clear container example rather than interpreting the child’s internal state.

Say: “The toy box is full,” when the visible contents make the description reasonable. There is no need to fill it to an unsafe level or pack objects tightly for a stronger demonstration.

Base Fence: full → full box → The box is full of blocks. The extra phrase identifies the contents and makes the description more precise.

Try another setting: compare the box with an empty container during tidy-up. If the child uses full about eating, respond to the message thoughtfully and follow their care guidance. Do not use the word to argue that a child must or must not be hungry. The useful early contrast is a visible state, with other meanings introduced through actual situations.

67. Empty

Empty describes a container or space with none of the relevant contents inside. A familiar box after the toys are removed offers a clear example without needing a special teaching setup.

Say: “The box is empty now,” while showing the inside. Then place one large toy in and describe the change. Keep the event simple enough that the child can see what the word refers to.

Base Fence: empty → empty box → The box is empty because we took the toys out. The longer explanation is an adult model, not a required response.

Try another setting: notice an empty cup after a drink or an empty plate in a story. Empty does not mean the object itself is gone; the container remains while its contents change. If the child calls it gone, acknowledge the intended message and model the distinction naturally. A practical example can clarify meaning without correcting the child repeatedly.

68. Fast

Fast describes a high speed relative to the situation. A toy moving across a short clear path can show the idea without asking the child to run or increasing physical risk.

Say: “The toy car is going fast,” as an adult controls a manageable movement. On another turn, move it more slowly and label the difference. Use an obvious contrast rather than tiny changes that are hard to notice.

Base Fence: fast → fast car → The car is moving fast across the mat. The adult’s sentence connects the quality with an action and place.

Try another setting: notice a fast-moving character in a familiar picture sequence or story. Avoid presenting fast as always better or asking the child to complete care routines quickly to demonstrate the word. Speed is one property of an action. Understanding the description does not mean the child can judge a safe speed in every real setting.

69. Slow

Slow describes a lower speed relative to the situation. Begin with a clear adult-controlled action, such as moving a large toy across the floor, so the difference is visible.

Say: “The car is going slowly,” while making an unhurried movement. Slow and slowly are related natural forms; the child can hear them in sentences without needing a grammar lesson.

Base Fence: slow → slow car → The car is moving slowly towards the box. Keep the destination clear and avoid adding several directions at once.

Try another setting: describe your own slow walk during a safe routine or compare two toy movements. Do not use slow as an insult about the child or a label for their ability. A person can choose a slower action because it suits the task. The useful word helps describe pace and sometimes support a practical transition, while adults still provide the physical help needed for safety.

70. Careful

Careful describes paying attention to how an action is done. For a two-year-old, pair the word with a specific manageable action, because “Be careful” alone may not explain what to change.

Say: “Carry the book with both hands. I will help you,” then model the action. You can add “We are being careful with the book” as a description of what you are doing together.

Base Fence: careful → careful hands → I am putting the book down carefully. The adult gives the abstract word a visible example.

Try another setting: place a large block gently on a tower and describe the movement. Avoid using careful as the only protection near roads, heights, hot objects or other hazards. Knowing the word does not give a child adult judgement or impulse control. The practical lesson is a supported way to do one action, with the adult naming the behaviour and maintaining the necessary protection.

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71. Angry

Angry names a feeling that may arise when something seems unfair, blocked or upsetting. Adults can offer a possible label while acknowledging that they do not know every child’s internal experience from appearance alone.

Say: “You seem angry that the game stopped. I am here,” if that fits the situation. Keep the immediate response calm and support safe behaviour. A distressed child does not need to explain the feeling before receiving help.

Base Fence: angry → feel angry → I feel angry because my tower fell. The longer sentence is an adult model, not an expectation that a two-year-old can always identify the cause.

Try another setting: talk about an angry character in a familiar story when everyone is calm. Do not manufacture frustration to teach the word. The useful distinction is that a feeling can be acknowledged while an adult still prevents hitting or other unsafe actions and offers a practical next step.

72. Scared

Scared describes feeling afraid. A word can help an adult acknowledge that experience, but naming it does not automatically make the situation comfortable or safe.

Say: “That sound seemed scary. You can stay with me,” if your child reacts to an unexpected noise. Reduce the demand, offer support and avoid requiring a verbal explanation in the moment.

Base Fence: scared → feel scared → I feel scared of that loud sound. The adult model makes a possible feeling and its context available without insisting that it is the only explanation.

Try another setting: notice a frightened character in a gentle story that the child already tolerates. Let them skip the page or stop. Do not use frightening pictures, sudden noises or pretend abandonment as teaching techniques. The useful vocabulary supports requesting comfort, describing an experience and understanding a character, with the child’s response guiding how much discussion is helpful.

73. Excited

Excited describes a strong feeling of eager interest or anticipation. It can appear with enjoyable events, but an adult should still notice whether a child is becoming overwhelmed rather than assuming every energetic response is pleasant.

Say: “You look excited to see the bubbles,” when the child is clearly enjoying the activity. Then continue at a comfortable pace and allow a pause.

Base Fence: excited → excited child → I am excited to play with the bubbles. This is an adult model for a possible message, not a required description of the child’s feeling.

Try another setting: talk about your own excitement before a genuine event, such as seeing a familiar person. Avoid using the word to promise an activity that may not happen. A truthful connection between feeling, anticipation and experience is more useful than exaggerated enthusiasm about every object. The child can hear the label without having to match an adult’s level of energy.

74. Hurt

Hurt can describe pain or an action that causes pain. Respond to the child’s actual need first, using the word to support care rather than turning discomfort into a lesson.

Say: “Your hand hurts. Let me help,” if the child indicates that area. If the cause or location is unclear, acknowledge the message and investigate appropriately instead of confidently supplying an explanation.

Base Fence: hurt → hand hurts → My hand hurts and I need help. A child can point, use a sound or an established communication method while the adult supplies the fuller language.

Try another setting: let a toy have a small pretend mishap and receive gentle care. Keep the scene brief and reassuring. Do not diagnose an injury from a vocabulary response or dismiss a concern because the child cannot describe it precisely. The useful word can open a request for support, while adults remain responsible for assessment and appropriate care.

75. Kind

Kind describes actions that show care or consideration. It is more useful to name a specific action than to use the word only as a broad judgement about who is a good child.

Say: “You brought the book when I needed help. That was kind.” Connect the word with an observable event, and keep the appreciation genuine rather than using it to demand another favour.

Base Fence: kind → kind action → It was kind to help pick up the books. The adult model names what happened and why it mattered to someone.

Try another setting: notice a story character offering comfort or practical help. Avoid teaching that kindness means giving up all personal boundaries, hugging when uncomfortable or never saying no. A child can be kind while needing a turn, keeping a treasured possession or declining touch. The base word becomes clearer through different considerate actions, with adults demonstrating the same care towards the child.

76. Gentle

Gentle describes using a light, considerate amount of force or a calm manner. Pair it with a specific action, because the word alone may not tell a young child how to move differently.

Say: “Put the toy down softly, like this,” then demonstrate. Add “That is a gentle movement” when the example is clear. Help physically only in an appropriate, comfortable way.

Base Fence: gentle → gentle hands → I am touching the soft toy gently. The child can watch before choosing to participate.

Try another setting: turn a book page carefully or place a large block quietly on the floor. Do not use contact with an animal or another child as the first practice surface. Gentle is a description, not a guarantee of reliable control. Adults should still supervise interactions and protect people and animals, while offering practical models of how an action can become lighter or calmer.

77. Hungry

Hungry describes wanting or needing food. At Age 2, a child may communicate the experience through words, gestures, a familiar routine or a mixture of signals.

Say: “You may be hungry. We have your meal ready,” when the context fits. Offer the usual support and food without requiring the child to confirm the label or use a full sentence first.

Base Fence: hungry → feel hungry → I am hungry and would like something to eat. The adult model gives a possible care message, while the child can communicate in a shorter way.

Try another setting: discuss a hungry character in a story, then connect the event with the character eating. Avoid using hungry to argue against a child’s refusal or interpreting every upset as a food request. The word helps describe one possible need; responsive feeding and individual care guidance still shape what the adults actually do.

78. Thirsty

Thirsty describes wanting or needing a drink. The word can help distinguish a feeling from the drink itself, but the child does not need to use the feeling word before water is offered.

Say: “You seem thirsty. Here is your water,” if that fits the situation. Respond to reaching for the cup or another clear request promptly, naming the drink and the possible need naturally.

Base Fence: thirsty → feel thirsty → I am thirsty and would like some water. The longer sentence remains an adult model rather than an entry requirement for care.

Try another setting: a toy can pretend to need a drink after a small play journey. Use an empty toy cup or a picture to keep the scene simple. Avoid asking the child to wait for a drink so the feeling becomes more noticeable. The useful distinction is between a person experiencing thirst and an object such as a cup or bottle.

79. Tired

Tired describes needing rest or having less energy. Use it as a thoughtful observation, not as an explanation for every refusal, upset or change in behaviour.

Say: “You look tired. We can have a rest,” when that seems likely. Keep the next step practical and the language brief. A child who needs rest does not benefit from an extended discussion about the correct feeling word.

Base Fence: tired → tired Teddy → Teddy is tired after playing. A calm toy scene can show the connection between activity and rest without changing the child’s actual sleep arrangements.

Try another setting: describe your own experience honestly: “I feel tired, so I will sit for a moment.” Do not use vocabulary to explain away unusual tiredness or illness concerns. Seek appropriate advice when needed. The base word supports a possible message and a familiar routine, while adults continue to pay attention to the wider situation.

80. Happy

Happy describes a pleasant feeling. Adults can model it through their own experience and through cautious observations of enjoyment, without assuming that one facial expression reveals everything a child feels.

Say: “I am happy to see you,” during a real reunion. This gives the word a clear speaker and context. With the child, “You look happy playing that game” leaves room for their own experience.

Base Fence: happy → happy child → I feel happy when we read together. Choose a truthful adult model, and do not ask the child to endorse it if the activity is not enjoyable for them.

Try another setting: notice a happy character in a familiar book and discuss the visible event. Avoid asking the child to smile as proof of understanding or treating happiness as the only acceptable feeling. The useful vocabulary gives language to one part of emotional life while leaving room for sadness, anger, fear and uncertainty.

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81. Room

A room is a separate part of a building used for living, working or another purpose. Begin with a familiar room, where the child can connect the broad word with a real space.

Say: “We are in this room,” then use its specific name if helpful: “This is the living room.” A familiar object can anchor the description without requiring a tour of every space.

Base Fence: room → my room → My book is in this room. The sentence gives the place word a useful job in finding or describing something.

Try another setting: look at a room in a simple house picture. Avoid assuming all homes have the same number or arrangement of rooms. Shared rooms and multipurpose spaces are ordinary examples too. The child can learn a broad place word from their actual environment, with later examples gradually showing how spaces can differ while still being called rooms.

82. Kitchen

A kitchen is a place where food is prepared and often stored or served. Name it through ordinary family routines while adults maintain the usual boundaries around equipment, heat and unsuitable materials.

Say: “I am going to the kitchen to get your cup,” then return with it. The action connects the place word with a practical purpose without requiring the child to follow into a busy area.

Base Fence: kitchen → in kitchen → The cup is in the kitchen. Keep the referent clear and the sentence truthful.

Try another setting: look at a kitchen picture and name one familiar feature. Do not turn access to cupboards, appliances or cooking surfaces into a vocabulary game. A child can understand the place through observation and normal supported routines. Different homes may combine cooking and eating spaces, so describe the actual arrangement rather than teaching one picture as the only valid layout.

83. Bathroom

A bathroom is a room used for washing and often other personal care. The exact fixtures vary, so introduce the word through the child’s own household and respectful routines.

Say: “We are going to the bathroom to wash hands,” when that is the actual plan. Show the familiar destination and provide the support the care task needs.

Base Fence: bathroom → in bathroom → The towel is in the bathroom. The fuller sentence links a place with a familiar object that belongs there in your home.

Try another setting: find a bathroom in a house picture or story. Keep privacy and comfort intact; the child does not need to demonstrate personal care for a tutor or visitor. Avoid assuming the word means the child can manage taps, doors or toileting independently. Language can clarify where a routine happens, while the adult remains responsible for safe access and individual support.

84. Garden

A garden is an area where plants are grown. It may be private, shared or part of a public place, and a child can meet the word through a familiar visit or a picture.

Say: “The flowers are in the garden,” while viewing a clear, safe scene. Follow what the child notices, perhaps a tree or a path, rather than requiring an answer about every plant.

Base Fence: garden → green garden → We can see flowers in the garden. Choose a description that accurately matches the particular example.

Try another setting: compare a story garden with a real planted area on another day. Avoid implying that every family has a private garden or that all outdoor spaces are gardens. Keep unknown plants and garden products out of the child’s reach. The useful category grows through recognisable examples, with adults managing the surroundings and allowing observation to be enough when direct exploration is unsuitable.

85. Shop

A shop is a place where goods are offered for sale. Begin with a familiar real shop or simple pretend scene, using objects and actions the child already recognises.

Say: “We are going into the shop to buy bread,” when that is your actual plan. The purpose helps make the place word meaningful without introducing a lesson about money.

Base Fence: shop → food shop → We are buying bread at the shop. The adult model connects people, action, object and place in a short truthful statement.

Try another setting: play a small pretend shop with suitable large toys, making it clear that the exchange is play. Avoid promising a purchase as a reward for naming items or treating every product as something the child may take. Adults can explain ordinary limits calmly. The word helps describe an everyday place and event, not a requirement to buy special learning materials.

86. Road

A road is a route used by vehicles and other traffic. Introduce the word from a safe position, with adults continuing to manage the child’s movement and protection.

Say: “The bus is on the road,” while watching from a secure place. A book or toy road offers an equally useful first example without exposing the child to traffic.

Base Fence: road → busy road → The cars are moving along the road. Use busy only when the scene makes that description clear.

Try another setting: make a simple pretend road on a play mat and move a large toy car along it. Explain the difference between the game and actual roads in practical terms, without expecting the child to manage real traffic decisions. Naming road, recognising stop or following a toy instruction does not establish reliable safety judgement. The adult’s protective actions remain essential while language describes the scene.

87. Bus

A bus is a vehicle that carries passengers, often along a route. A familiar bus seen from a safe place or pictured clearly can make the word useful before the child has travelled on one.

Say: “The bus is stopping,” when that is visible. If you travel together, name the bus during a calm part of the journey rather than while managing a difficult boarding moment.

Base Fence: bus → big bus → We are sitting on the bus. Use the real action and setting, and let the child comment on what interests them.

Try another setting: compare a bus with a car in separate pictures. The child may initially use car for several vehicles; respond with the specific word naturally: “Yes, a bus.” Avoid drilling technical differences or expecting a complete category system. Ordinary sightings, play and conversation can gradually make the distinction useful across different colours and sizes of bus.

88. Train

A train is a series of connected vehicles that travels on a railway. A toy, picture or safely observed real train can supply a clear example, with local names such as MRT added when relevant.

Say: “The train is arriving,” if the event is visible and the adult can maintain attention to safety. During play, “The train goes along the track” can show the relationship clearly.

Base Fence: train → long train → The train is moving along the track. The adult’s sentence adds a useful action and place without requiring the child to explain transport systems.

Try another setting: look at another train picture with a different appearance. Keep train distinct from bus through clear examples rather than a rapid comparison quiz. Real platforms and stations require full adult supervision regardless of the child’s vocabulary. The word helps describe a journey or play event, while adults manage the practical complexity.

89. Playground

A playground is a place with space or equipment intended for play. It may contain different features, so connect the word with a familiar actual visit or a clear story scene.

Say: “We are at the playground,” after arriving safely. Name one activity or object the child notices, without turning the whole visit into a vocabulary circuit.

Base Fence: playground → go playground → We are going to the playground together. Say it when the plan is real, and acknowledge changes honestly if the visit cannot happen.

Try another setting: look at a photograph from a familiar outing and recall one event. The child may remember a swing or path before using the broader place word. Do not require climbing, sliding or another physical action to demonstrate understanding. Adults choose suitable equipment and support, while the word can remain useful for requesting a familiar destination, commenting on arrival or recalling enjoyable play.

90. Nursery

Nursery has several meanings; here it refers to an early-childhood care or education setting. Use the actual term your family and setting use, which may be childcare, preschool or a particular centre’s name.

Say: “Your book is in your nursery bag,” if the setting is part of the child’s routine. Connect the place label with a familiar person or activity rather than presenting it as an obligation every child shares.

Base Fence: nursery → my nursery → I am going to nursery with my bag. The adult model names a real transition, while the child’s own message may focus on a teacher, toy or feeling.

Try another setting: look at a photograph provided appropriately by the setting and talk about one ordinary activity. Respect privacy and the child’s comfort. Knowing the word does not mean separation is easy, and a difficult arrival should receive support rather than another question asking the child to prove familiarity.

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91. On

On often describes contact with and support by a surface. Start with a clear object resting on a familiar surface, such as a book on a table.

Say: “The book is on the table,” while both are visible. Move the book only after the child has had a chance to notice the relationship. One object and one surface are enough for the first example.

Base Fence: on → book on → The book is on the table. The full adult model supplies the relationship words while a shorter child message remains meaningful.

Try another setting: place a large toy on a mat and name the new relationship. Avoid combining on, in, under and beside in a fast command sequence. If the child places the object elsewhere, describe where it actually is and demonstrate again if useful. The goal is a clear location concept, not a test of obedience or memory.

92. Under

Under describes a position below something, often with that object above or covering it. A large toy placed visibly under a low table can make the relationship clear.

Say: “The ball is under the table,” while pointing from a safe, accessible position. You can retrieve it yourself rather than asking the child to crawl into a tight or unsuitable space.

Base Fence: under → ball under → The ball is under the chair. The adult sentence names both objects so the relationship is easier to interpret.

Try another setting: find a toy pictured under a bed in a simple book. Keep the object partly visible at first if hiding would make the task too difficult. Avoid assuming that a failed search proves the word is unknown; visibility, memory and the physical task all matter. A clear second example can clarify the meaning without increasing the demand or turning the scene into a puzzle.

93. Beside

Beside means next to something or someone. It can be useful in shared play because both objects remain visible, making the location relationship easier to show clearly.

Say: “The teddy is beside the box,” while placing the toy next to an open box. Keep enough space that it is clearly not inside or on top.

Base Fence: beside → Teddy beside → Teddy is beside the box. The adult’s full model identifies both the located object and the reference object.

Try another setting: sit beside the child during a book and describe your own position: “I am beside you.” Do not require the child to move their body to a precise spot to prove understanding. A toy or picture can demonstrate the relationship comfortably. Next to is a useful familiar alternative; hearing two expressions for a similar position can happen naturally once the immediate scene is clear.

94. Behind

Behind describes a position at the back of something or farther away relative to a viewpoint. It can be more complex than a simple label, so begin with a clear scene and consistent viewing position.

Say: “The teddy is behind the box,” while keeping part of the toy visible. An adult can move the toy from beside to behind slowly, naming the new location without asking for an immediate answer.

Base Fence: behind → Teddy behind → Teddy is hiding behind the box. The action word can help if it matches the game.

Try another setting: find a character behind a tree in a simple picture. Avoid changing the child’s viewpoint and moving several objects simultaneously, which can make the relationship unclear. If the child looks elsewhere, show the example again rather than assuming a lack of effort. Location words become useful through understandable arrangements, not through making the search increasingly difficult.

95. Near

Near means not far away relative to the situation. It is a flexible comparison, so use an obvious example and a clear reference point rather than expecting a fixed distance.

Say: “The ball is near the box,” while placing it close by. At another moment, move it farther away and describe the change. The adult can demonstrate without asking the child to judge small differences.

Base Fence: near → near box → The ball is near the box. The complete sentence names the object and reference point, making the relationship easier to follow.

Try another setting: say “I am near you” while sitting close during a comfortable activity. Do not use near as the only instruction in a safety situation; an adult should provide specific support and boundaries. The word helps describe relative position, but understanding it in play does not mean the child can reliably maintain a safe distance from hazards or other people.

96. There

There points towards a place or position in the current situation. Its meaning depends on what the speaker indicates, so accompany it with a clear gesture or named location at first.

Say: “Your book is there, on the chair,” while pointing to the visible book. The named place helps the child understand what there refers to, rather than having to guess from the word alone.

Base Fence: there → book there → Your book is there on the chair. The adult can gradually use less pointing when the situation remains clear, without removing support to create a test.

Try another setting: point to a familiar picture detail and say “There is the dog.” Avoid using there repeatedly towards a crowded scene when the child does not know which object matters. The useful lesson is how a speaker directs attention to a location, with gesture and context working alongside the spoken word.

97. Here

Here refers to the speaker’s current place or a nearby location being indicated. Like there, it changes with the situation and becomes clear through shared context.

Say: “Your book is here beside me,” while showing the book and nearby space. If you invite the child to join, make that invitation comfortable rather than turning it into a demand to move immediately.

Base Fence: here → book here → Your book is here on the mat. The adult’s full sentence gives an identifiable object and surface.

Try another setting: offer a toy and say “Here is the ball.” This use can be heard as part of a real exchange, without a separate explanation of every meaning. Avoid testing “Where is here?” as though here were one fixed place. The word helps people coordinate attention and movement in a particular moment, and its reference can change when another person speaks or everyone moves.

98. Where

Where asks about a place or location. Start with a question whose answer is visible or easy to find, and be ready to supply the answer yourself.

Say: “Where is your book? It is on the chair,” while showing the actual book. The question and answer together make the purpose clear, without requiring the child to search or speak before reading can begin.

Base Fence: where → where book → Where is my book? The adult model supplies a useful question the child may later use in their own way.

Try another setting: let a toy ask where its ball is during a simple game. Avoid repeatedly asking about objects you know the child cannot see, remember or reach. A point, look or movement can answer a location question. The useful progression is understanding that a question can seek information, not simply that adults ask questions to check whether the child knows a label.

99. What

What can ask for information about a thing, action or event. Begin with a clear purpose in conversation rather than using it only as the start of a naming test.

Say: “What would you like to read?” while offering two familiar books. Name the choices and accept a point or reach. The answer changes what you do next, showing that the question has a real function.

Base Fence: what → what this → What is this? The adult can model a genuine discovery, then supply an answer if the child is unsure.

Try another setting: ask what happened after a small, obvious toy event and help describe it: “The tower fell.” Do not ask a long chain of what questions after every child contribution. Comments, answers and actions also belong in conversation. The word becomes useful when it helps someone obtain information, make a choice or share an event with another person.

100. Who

Who asks about a person. Start with familiar people or clearly identified story characters, and use the question to seek or share information rather than demand a public performance.

Say: “Who is reading the book? Daddy is reading,” while the action is visible. Giving the answer yourself can show the question’s purpose without waiting for a spoken response.

Base Fence: who → who there → Who is at the door? In a real situation, an adult manages the door and safety while answering truthfully.

Try another setting: let a toy wonder who has the ball, then reveal a familiar character. A child can answer with a name, point, gesture or look towards the person. Avoid treating quietness around a visitor as proof that familiar people words are missing. The useful question helps identify a person in a particular scene, with enough context and adult support to make the exchange understandable and comfortable.

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Dressing and personal care

Dressing can connect objects, actions and relationships without becoming a separate lesson. Show the shirt, name it and explain the next step: “Your shirt is here. I will help with the sleeve.” The child can participate by choosing, holding, reaching or speaking. Their contribution does not need to be an independent dressing performance.

A useful expansion solves a small communication problem. If the child says “Mine” while reaching for clothing, you might answer “Your shirt—this one is yours.” If they say “Help”, respond promptly and add “You need help with your shirt.” The adult keeps the message intact while offering language that could make it clearer another time.

Care words can be heard before independent care skills are ready. Knowing toilet, potty or nappy does not establish a timetable for changing routines. An adult can name an item, explain what is happening and respect privacy while continuing the support the child currently needs. A vocabulary guide should not convert a body-related routine into public questioning or comparison.

The same principle applies to sensory comfort. A child may know brush and still dislike hair brushing. They may recognise soap while finding a washing routine difficult. Address the practical experience and reduce language demands when needed. Another calm context, such as a book or doll scene, can provide an example without attaching every encounter with the word to discomfort.

Meals, snacks and getting a drink

At a meal, a short useful exchange is enough. A child points towards the bowl; the adult checks the intention and says “More soup?” If the answer is clear, respond. The full model “You would like more soup” can accompany the action, but the child does not need to repeat it before receiving the appropriate food.

Distinguish the item from the occasion. Apple and yoghurt name foods; snack and breakfast name parts of a routine as well as, in some uses, the food served then. Name the actual event truthfully. The child can gradually connect a broad routine word with several different foods, rather than learning that breakfast means only one particular bowl or package.

Choices should be genuine. If two suitable foods are available and the family is comfortable offering either, show and name them. If only one option is possible, do not ask the child to choose something else and then reject the answer. A small real decision can show the practical value of choose and want more clearly than a large set of pretend options.

Keep care responsive. Hungry and thirsty can describe possible needs, while finished can communicate an ending. Observe the child’s whole message and follow individual feeding guidance. The adult’s goal is not to collect a feeling label, a polite phrase and a complete sentence before responding. Language should make an ordinary meal easier to share and understand.

Drawing, building and making

A drawing activity can begin with just paper and a suitable crayon. Name the material or action the child is attending to. If they are making marks, “You are drawing” fits. If they are looking for a new sheet, “More paper?” may be more useful. The word choice follows the practical moment rather than a predetermined teaching order.

Building offers verbs as well as object names. “We build”, “The block fell” and “I can carry this block” describe different events. A child does not need to construct an impressive tower for these words to matter. A small action that both people understand can supply enough meaning for a clear sentence.

Let the child own their idea. An adult can demonstrate one way to use a material without correcting every different use. If the child lines up blocks instead of stacking them, describe that arrangement. If they want to look at the picture instead of complete a puzzle, follow the interest or offer another activity. A shared vocabulary opportunity does not require one correct play outcome.

Make endings understandable. “Finished with the crayons?” can check a possible message, and “We are putting them away now” can explain a real transition. If the child is not finished but the activity must end, acknowledge the difference rather than pretending the child chose it. Truthful language helps keep words connected with what is actually happening.

Finding, hiding and describing places

Location games work best with a small number of visible objects. Put one large toy beside a box and name the relationship. Then move it under a low surface if that can be shown clearly. A crowded arrangement can make it difficult to know whether the child is attending to the object, the gesture, the location word or a familiar routine.

A question can be answered through action. If you ask “Where is the ball?” and the child points towards it, acknowledge the answer. You can add “Under the chair” while retrieving it together. Do not withhold the toy until the child produces the exact location phrase; that would change a shared search into a speech requirement.

Keep hiding games predictable. Let the child see where a toy goes at first, leave part visible or provide a clear clue. The purpose is to make hide, find and a location relationship understandable, not to test memory through increasingly difficult concealment. The child should be able to ask for help, end the game or choose another idea.

Use ordinary routines for transfer. “The towel is in the bathroom” and “The book is here on the mat” show how place words solve real problems. A word that appears outside the game can become more useful, but a quiet response in the new situation is not automatically a failure. The adult can model again and continue with the actual task.

Outings, transport and shared memories

Before an outing, describe the real plan briefly. “We are going to the shop to buy bread” gives a place and purpose. Use playground or nursery when those are the actual destination. If a plan changes, explain the change rather than continuing to promise an event that will not happen.

During the journey, follow what the child can see and what the adult can safely discuss. A clearly visible bus is a better example than a vehicle disappearing behind several buildings. A busy transition may need fewer words, with conversation resumed once everyone is settled. Supervision remains the adult’s first responsibility.

Afterwards, a photograph or book can help revisit one event. “We saw a train” can connect a real experience with a picture. You might add “The train arrived at the station” if that is familiar and useful. Do not review the whole outing as an examination or ask the child to recall every object you named.

A child may remember a small detail that differs from the adult’s plan. Perhaps the interesting event was a wet seat, a person carrying a bag or a dog behind a fence. That detail can support wet, carry, person or behind. The child’s own memory gives a reason for language, and the adult can help make the message clearer without replacing it with a more impressive story.

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This plan organises the adult’s attention rather than the child’s required progress. It does not prescribe a daily number of repetitions, promise new words within a month or assign a pass mark. Repeat, shorten or change any part that does not fit your household. A useful plan leaves room for ordinary life and the child’s changing interests.

Week 1: make choices and requests understandable

Choose one familiar activity with a real decision. A book choice, a crayon choice or deciding which suitable toy to use can give choose an immediate purpose. Show the options, name them briefly and wait for the child’s response in any clear form. Then act on that response when it is an available choice.

Alongside the choice, model one message such as help, turn or finished. Keep the response practical. Help should lead to appropriate assistance, turn should connect with a manageable opportunity and finished should receive acknowledgement. The adult can use a fuller sentence without making the original message inadequate.

At the end of the week, review your own practice. Were the choices genuine? Did you leave enough time? Did you respond to pointing or movement? These questions are more useful than asking how many times the child said please. The plan is working when it improves the clarity and responsiveness of the interaction.

Week 2: connect objects with actions

Choose a familiar object and notice what people do with it. A crayon can be used to draw, a block can be carried and a book can be brought to someone. The verb becomes clearer when the child sees it happening, with the object still easy to identify.

Offer a small expansion that matches the event. “Carry block” can receive “You are carrying the block.” “Daddy book” might mean several things, so observe before expanding: perhaps Daddy has it, the child wants Daddy to read or the child is showing it to him. An accurate short response is better than a confident long sentence built around the wrong intention.

Try a second example later in the week. Carry can describe an adult’s bag as well as a play block. Draw can describe another person’s marks. The new example broadens the word without making the child repeat the old activity. Keep the physical demand easy enough that it does not obscure the language you are trying to show.

Week 3: notice states and relationships

Use a visible state that changes naturally, such as wet hands becoming dry or a toy box becoming empty. Name the state at the relevant moment, and keep the object itself clear. The same object before and after can make the contrast more understandable than two unrelated items.

Add one location relationship during play or a routine. Beside, on and under can be shown with a familiar toy and a box or table. The adult can demonstrate, name and help, rather than presenting a rapid series of directions. A child who points or moves the object has contributed even without saying the location word.

Notice whether the example is genuinely clear from the child’s viewpoint. Behind can become confusing when the viewing position changes; near depends on a comparison. If the adult cannot explain what the child is meant to notice, simplify the arrangement. Increasing the number of repetitions will not necessarily repair an unclear scene.

Week 4: revisit, connect and keep what helps

Return to useful words in the child’s preferred activities. You may notice a more independent request, a wider use or a new combination. Record the event if it helps, but avoid treating one observation as complete mastery. A word can remain familiar in one context while needing support in another.

Connect two known ideas in your own speech. “The toy is wet” links an object and state; “Bring the book here” links action, object and place; “My turn to draw” links a social message and activity. The adult’s model can grow while the child’s own contribution stays shorter.

Finish by choosing what to continue. Perhaps choices are clearer, help is easier to request or the child enjoys describing where a toy is. Perhaps the most useful change is that adults ask fewer testing questions and offer more relevant comments. Use those observations to guide another month, without rushing to complete all 100 entries.

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A useful note describes an event. “Child pointed towards the towel after adult said towel and pointed to it” tells you more than “Knows towel.” It records the spoken cue, gesture and response, allowing a future adult to understand what support was available.

Separate a repeated model from an independent message. If the child says a word immediately after you, record that context. If they later use it to ask for something or show an event, that is another observation. Neither needs to be dismissed, but they should not be combined into a claim that the word is used independently in every situation.

Separate understanding from physical performance. Catching a ball, putting on a shirt and completing a puzzle involve movement and planning as well as language. A child can understand a word without managing the task. Demonstrating the action yourself or using a picture can preserve the language opportunity while reducing the physical demand.

Separate a word’s different uses. A child may understand hard as a texture but not as a difficult task. They may use turn for a shared opportunity but not a change of direction. A note can name the particular meaning observed. That is more accurate than treating a word as one indivisible item that is either fully known or absent.

Include gestures, signs and other established communication methods. If the child points behind the box to direct your attention, that can be an answer to a location question even without the spoken word. Describe it. The adult can then model the language while keeping the child’s contribution meaningful.

Do not infer broad ability from a familiar routine alone. A child may bring shoes because they recognise the departure sequence, the gesture, the object location and the words together. That response is useful. It simply means the observation should preserve those supports rather than claiming that any instruction containing bring will be understood.

Likewise, avoid drawing a large conclusion from one quiet session. A new room, unfamiliar adult, tiredness or a distracting toy can change participation. A tutor should ask caregivers what they see in ordinary life and should describe their own limited observation honestly. A narrow snapshot is not a complete communication profile.

Keep notes proportionate to their purpose. One or two short examples can help adults coordinate. If recording makes you interrupt play or monitor every sound, simplify it. The article is a resource for interaction, not a reason to turn family time into continuous data collection. Formal assessment belongs with appropriately qualified professionals when it is needed.

Three examples of a useful next step

Suppose the note reads: “Child said wet while looking at washed hands; adult said wet hands and dried them.” A useful next step is another natural wet example, perhaps a damp cloth or rainy window. There is no need to demand a full sentence at the next handwash or introduce a large set of texture adjectives immediately.

Suppose the child points to a toy when asked where it is, but only after the adult points nearby. The next step can be another friendly search with the same support, followed by a clearer spoken location. Do not remove all gestures suddenly to make the child struggle. The aim is to understand what helps communication, not to create a harder test.

Suppose the child says mine during a toy disagreement. The next step is to acknowledge the claim, clarify whose object it is and help arrange a workable activity. A vocabulary correction is not the main need. The useful language might include “Your toy”, “Shared blocks” or “My turn next”, supported by an adult who helps manage the social situation.

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At Age 2, use this article through caregiver-supported interaction and play, with demands adapted to the child. A long manuscript belongs in adult preparation. The child’s experience can remain a short book, a toy exchange, a dressing moment or an ordinary conversation, with movement and pauses allowed.

Begin by learning what matters in the child’s day. Ask about family titles, languages, familiar routines, interests and existing professional recommendations. Use the actual name of the childcare setting rather than imposing nursery if that word is unfamiliar. Use the family’s clothing terms where English varieties differ. Relevance is part of accuracy.

Agree on a practical purpose for the session. A caregiver might want clearer choices, more opportunities to ask for help or a more enjoyable shared-book routine. Choose words that support that purpose, then show the adult what you do: notice the child’s focus, offer a short model, respond and add a little if it helps.

Explain observations in ordinary language. “He showed me the drawing, so I looked and described the line” is clearer than a broad claim about advanced expressive skills. “She followed the gesture towards the book” preserves the support. Avoid promising rapid vocabulary growth or interpreting a selected list as an intelligence measure.

Give a manageable continuation. “When she brings a closed book, name open while helping” is a practical suggestion. “Practise all location vocabulary every day” is much less clear and may create pressure. A small, relevant opportunity can fit into family life without new purchases or a formal homework schedule.

Respect personal care, affection and ownership. A tutor does not need access to private routines to introduce toilet or nappy; a caregiver’s explanation or suitable book can be enough. A child should not have to hug, kiss, surrender a cherished object or perform a greeting to show participation. Boundaries and meaningful communication can coexist.

Stay within your role. Describe what happened and what helped, and refer developmental concerns to the child’s doctor or a qualified speech-language professional. If the child already has an individual plan, coordinate with that guidance rather than treating the article as a replacement. The Base Fence is an adult teaching framework here, not a diagnostic or treatment credential.

Different caregivers can use different examples. One might model transport words during a journey, another might discuss family photographs and another might support a drawing choice. The useful consistency lies in accurate meanings, respectful responses and manageable language. Identical scripts are unnecessary when the real contexts and relationships differ.

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This is an English vocabulary resource, but English is only one possible part of the child’s communication world. Keep the names and words used in your family languages. A meaningful home-language request should receive a response, rather than being treated as wrong because it is absent from an English table.

Adults can add an English model when it fits naturally, while continuing to speak in the languages they use comfortably. A grandparent’s familiar title does not need replacing with a printed English label. The child can encounter different words for a shared meaning through actual relationships and routines, without every exchange becoming a translation quiz.

When observing, name the context. An English-only interaction may not show what the child uses with another caregiver or in another language. If professional assessment is needed, provide information about all languages and established communication methods. Do not use the number of English entries demonstrated from this article as a total measure of the child’s communication.

Participation can include speech, pointing, gesture, signs, actions or an established communication aid. Use the approaches already recommended for the child. Do not remove a useful method to force speech. If a child can show a choice clearly, respond to it and offer the spoken model alongside the interaction.

Adapt materials and movements too. A picture can replace contact with an animal. A toy can demonstrate climb, run or jump while the child watches. An adult can carry a block if the physical task is difficult. A dry pretend scene can replace a sensory activity that is uncomfortable. The meaning can stay clear while the route into it changes.

Comfort matters for social language. A quiet child can hear hello, thanks or a person’s name without performing for a visitor. An adult can model the exchange and allow a response in a familiar way. The resource should widen useful opportunities to communicate, not narrow them to one approved voice, posture or style of social participation.

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The next stage can build on useful meanings already encountered, with broader categories, more precise descriptions and more connected accounts of events. It should not discard the base words or make completion of this article a gate. A familiar word can remain useful while its surrounding language develops.

Consider block. The child may first use it to request a piece, then distinguish a big block, describe a block falling and later explain how a tower was built. The base label remains the same while the message becomes more informative. The adult can offer each next form when the actual activity gives it meaning.

Consider finished. It may begin as a gesture or single word ending a game. Later it can identify what is finished, explain what comes next or contrast one person’s activity with another’s. The useful progression includes clearer purpose and relationships, not only a longer sentence.

Questions can grow in a similar way. Where may first be heard with a visible book, then used to search for a missing toy. Who can identify a familiar person before appearing in a story discussion. What can support a real choice or request for information. The adult should preserve the reason for asking rather than turn every question word into a quiz category.

Readiness to use a later article is not a certificate of complete mastery. Keep earlier examples when they help, add new ones when relevant and seek professional advice for concerns instead of assigning a harder list as a solution. A birthday changes the child’s age; it does not instantly replace their interests, languages, support needs or preferred activities.

For the wider Age 1–12 series, progression means expanding a real communication world. Early care and play can lead towards stories, explanations, school language and later precise academic expression. The foundation is useful meaning shared with another person. This Age 2 guide stays close to that foundation while showing adults how a small word can support a richer message.

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Must a two-year-old say these 100 words?

No. The list is an editorial selection for adult modelling and planning. It is not a required spoken total for every child aged 24–35 months. Use professional developmental resources for broader context, and seek individual advice if you have concerns. The title describes the resource’s scope, not a pass mark.

Are these all new words after Age 1?

No. Some earlier useful words remain relevant, while this article broadens the selection and the situations in which adults can use them. A child may already know some entries and need others much later. The progression is in useful meaning and messages, rather than replacing an entire vocabulary at each birthday.

Should we begin with nouns or verbs?

Choose what helps the current interaction. A familiar noun can identify an object, a verb can explain an action and a message word can help a child influence the event. A balanced adult plan includes different kinds of words. There is no requirement to finish all object labels before modelling actions or requests.

How long should a vocabulary activity last?

This guide sets no fixed duration. A useful exchange may be brief and embedded in ordinary care or play. Follow the child’s interest and comfort, and stop or change the activity when it no longer serves a purpose. Length is not proof of quality, and an adult does not need to manufacture a lesson from every routine.

What if the child uses an incomplete sentence?

Respond to the message and offer a natural fuller model when it helps. “Ball under” can receive “Yes, the ball is under the chair.” The child does not need to repeat your sentence before the game continues. A shorter message can communicate successfully while the adult supplies language that may become useful later.

What if I do not understand the child’s message?

Acknowledge the attempt and seek a simple clarification. Show two plausible choices, ask the child to show you or look at the object together. Avoid pretending to understand and then repeatedly acting on the wrong meaning. Once the intention is clearer, respond and offer a short accurate model.

Can we skip unfamiliar food or family words?

Yes. Use a more relevant word in your own planning and return to the printed entry when it becomes meaningful. A child does not need a particular family arrangement, meal or climate to benefit from the guide. The article is a selected resource that should fit real life.

Should we correct every grammar or pronunciation difference?

No. Keep the intended message central and model the ordinary form in your own speech. If concerns extend beyond a particular word or situation, consult a qualified professional rather than creating your own correction programme. The activities here are designed to support interaction, not deliver individual speech treatment.

Does understanding careful or stop make play safer?

Adults still need to supervise, arrange suitable materials and protect the child. Understanding a word during a toy game does not establish reliable judgement in a hazardous setting. Pair practical words with specific supported actions, and continue the physical boundaries appropriate to the child’s age and needs.

Should a tutor test all 100 entries first?

No. Begin with caregiver information, the child’s interests and a practical communication purpose. Observe naturally and record the support available when useful. A selected word list cannot provide a developmental diagnosis, and a long naming test may tell you more about the unfamiliar setting than about the child’s everyday communication.

Can the longer models be used even if the child says one word?

Yes, when they remain clear and relevant. Choose a small addition that helps explain the scene, and simplify again when needed. The child can hear a fuller adult sentence without being required to reproduce it. The expansion should preserve the child’s intention and leave room for another turn.

When should we use the Age 3 guide?

Use it as an additional adult resource when it fits the child’s age and experiences, while keeping earlier useful words. Do not make completion of this list a prerequisite for new books or activities. If you are concerned about development, seek individual advice instead of using progress through articles as an assessment.

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The 100-word selection, Base Fence examples, routines and four-week adult plan are eduKate teaching material. The professional source below provides developmental context; it does not endorse this particular selection or establish the activities as treatment. Use individual professional recommendations when needed.

ASHA: communication milestones, ages 2–3 — broader professional guidance for this age range.

Base Fence Age 1: Top 100 Essential Vocabulary Words for Children — the earlier foundation in the same series. Keep using familiar examples that remain helpful.

Top 200 Vocabulary Words for Kindergarten — a later-stage eduKate resource for adult planning. Its school-related selection serves a different purpose from this Age 2 guide.

eduKateSingapore vocabulary — further vocabulary reading for adults. Select resources by the child’s actual stage and purpose, keeping early learning centred on understandable language and useful everyday interaction.

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Open the complete Children’s Vocabulary Ages 1–12 series hub · Vocabulary Learning System.

Age 1: Everyday Age 1 · Base Age 1 · Connecting Age 1 · Maximum Age 1

Age 2: Everyday Age 2 · Base Age 2 · Connecting Age 2 · Maximum Age 2

Age 3: Everyday Age 3 · Base Age 3 · Connecting Age 3 · Maximum Age 3

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