Most AAC practice happens indoors: at the table, during therapy, in daily routines. But some of the most important communication happens outside, with other kids, in unstructured play.
The playground is where children learn to negotiate, share, request, protest, joke, and connect with peers. For a child who uses AAC, the playground can feel like the hardest place to communicate. It's loud, fast-paced, and there's no therapist structuring the interaction.
But with some preparation, it's also one of the best places to practice.
Why Playground Communication Matters
Indoor communication tends to be adult-directed. The parent or therapist sets up the activity, asks the questions, and controls the pace. That's useful for learning new vocabulary, but it doesn't build the skills a child needs for peer interaction.
At the playground, communication is:
- Initiated by the child. They need to approach another kid and start something.
- Fast. Peers don't wait 30 seconds for a response the way adults do.
- Unpredictable. You can't script what another 4-year-old is going to say.
- Highly motivating. The child wants to play. That motivation drives communication.
Research by Light, Parsons, and Drager (2002) found that children who use AAC have significantly fewer peer interactions than their speaking peers, not because they lack social interest, but because they lack efficient tools for the fast pace of social exchange. Playground practice directly addresses this gap.
Playground Vocabulary to Prepare
Before heading out, make sure these words are accessible on the device. They cover the social functions most needed during outdoor play.
Core playground words
| Word | How it's used |
|---|---|
| go | "Go!" on the swing, down the slide, starting a chase game |
| stop | Ending an activity, setting a boundary |
| push | Requesting a push on the swing |
| my turn | Turn-taking on equipment |
| your turn | Giving someone else a turn |
| more | "Push me more," "Do it more" |
| help | Getting up something, reaching, climbing |
| fun | Commenting on the activity |
| watch me | Getting a parent's or peer's attention |
| again | Repeating a fun activity |
| up | Going up the climbing structure |
| down | Going down the slide |
| fast | Describing or requesting speed |
| come | Inviting a peer to join |
| play | "Want to play?" or "I'm playing" |
Peer interaction phrases
If your child's device supports pre-programmed phrases, set up a few for common social moments:
- "Want to play?"
- "My turn"
- "Your turn"
- "That was fun"
- "Come with me"
- "Watch this"
These short phrases are fast to access and cover the most common peer exchanges.
Modeling on the Swings
Swings are the best playground equipment for AAC practice. The rhythm is predictable, the child is stationary (easier to access the device), and there are natural communication opportunities every few seconds.
What to model
"Push." Stand behind the swing. Before each push, tap "push" on the device. "You want me to push." Then push. Repeat. After a few rounds, pause and wait. See if they reach for the device or look at it.
"More." After pushing for a while, stop. "Do you want more?" Tap "more." Wait. If they kick their legs, bounce, or look back at you, that's communication. Model "more" and push again.
"Stop." Say "Stop?" and stop pushing. Tap "stop." Then resume. This teaches them that "stop" is available if they need it. Many children never learn to say "stop" because adults don't model it during fun activities. But stop is one of the most powerful words a child can have.
"Go." Before releasing the swing, say "Ready? Go!" Tap "go." This creates an anticipation game that children love.
"Fast" and "slow." Push faster, tap "fast." Push slower, tap "slow." These descriptive words add richness to the interaction beyond just requesting.
Modeling on the Slides
Slides are quick and exciting. The AAC moments are mostly at the top and bottom.
At the top: "Ready? Go!" or "Down. Going down!" Use the device before they slide.
At the bottom: "That was fun! Again?" Model "fun" and "again." If they scramble back to the top, you've got your answer. But model the word anyway so they hear it paired with the action.
Waiting in line: If other children are on the slide, this is a natural turn-taking opportunity. "Wait. It's their turn. Your turn next." Then when it's their turn: "Your turn! Go!"
Modeling in the Sandbox
Sand play tends to be slower and more sustained, which gives you more time to model.
"Help." Filling a bucket, building a mound, digging a hole. "Help me dig. You help."
"More." "More sand in the bucket."
"Look." "Look at my castle. Look what I made." This word is great for drawing a peer's attention.
"Pour." "Pour the sand. Pour it in."
"My turn" / "your turn." If another child is using a shovel or bucket: "That's their shovel. Your turn soon."
Peer Interaction Scripts
Approaching another child is hard for any kid. For a child using AAC, it can feel impossible. Having a plan helps.
Joining play already in progress
Scenario: Two kids are playing in the sandbox. Your child wants to join.
Help your child approach and use the device: "Can I play?" or simply "Play?" If the other children look confused, you can briefly explain: "She's using her talker to ask if she can play with you." Most kids accept this and move on immediately.
Inviting a peer
Scenario: Your child is on the climbing structure and wants someone to join.
Model on the device: "Come play!" or "Come with me!" Some children will respond to the device's voice output with curiosity, which actually becomes a conversation starter.
Turn-taking conflict
Scenario: Another child takes the swing your child was waiting for.
This is a real communication moment. Help your child use the device: "My turn." If the other child doesn't respond, you can step in as a facilitator: "She's saying it's her turn. Can she have a turn next?"
Don't always rescue the situation. Sometimes the other child will say no, and your child needs to experience that too. Model "wait" and "next."
Handling Group Play
Group games like tag, hide and seek, or pretend play are challenging because they're fast and the rules keep changing. Some strategies:
Pre-teach the game vocabulary. Before joining a game of tag: "In tag, we say go, stop, got you, and my turn." Practice these core words on the device at home.
Assign a role that fits. In pretend play, your child can be the "customer" who uses the device to order food, or the "doctor" who uses it to ask "Where does it hurt?"
Accept partial participation. Your child might not be able to keep up with every exchange in a fast group game. That's okay. If they use the device once or twice during a 20-minute game, that's practice. It counts.
Pair with a peer buddy. If there's a familiar child who already knows about the device, they can help include your child. Kids are often better at this than adults expect.
What to Bring
The device (obviously)
But think about protection. Playground surfaces are hard. Sand gets everywhere. A durable case and a wrist strap or lanyard can prevent drops.
A portable stand or mount
If your child plays in one spot (sandbox, picnic table), a small stand keeps the device accessible without them having to hold it. Holding a tablet and climbing a structure at the same time doesn't work.
A backup
A low-tech communication board (laminated card with core words) is a good backup for the playground. If the device battery dies, gets too sandy, or is impractical for a particular activity, the board keeps communication going.
Weather and Device Considerations
Tablets and outdoor environments don't always mix well. A few things to plan for:
Sun glare. On bright days, the screen can be hard to see. An anti-glare screen protector helps. Positioning the device in shade (under a bench, in a bag, or under a hat when not in use) also works.
Rain. Don't bring an unprotected tablet to a wet playground. A waterproof case is worth it if you live in a rainy climate. Otherwise, the laminated backup board is your friend.
Extreme heat. Tablets can overheat in direct sun. Keep the device in a bag or shaded area between uses. If the screen feels hot, move it to shade and let it cool down before the child uses it.
Cold weather. Touchscreens can be harder to activate with cold fingers or gloves. Touchscreen-compatible gloves exist for older children. For younger ones, bare fingers in short bursts works if it's not too cold.
Sand and dirt. Sand in the charging port is a real problem. A port cover or a case that covers all openings helps. Wipe the screen with a soft cloth before each use so sand doesn't scratch it.
When to Step Back
Your instinct will be to stay close and facilitate every interaction. At some point, you need to step back.
Signs your child is ready for more independence:
- They initiate with the device without being prompted
- They navigate to the vocabulary they need without help
- A peer has interacted with them through the device before
- They carry or manage the device on their own
When you step back, do it gradually. Move from being right next to them to being a few feet away. Then move to a bench where you can see them but aren't hovering. Stay close enough to help if they call you (or press "help"), but far enough that peers see them as an independent player.
Getting Started
- Download SabiKo for free and set up playground vocabulary
- Start at a familiar, low-traffic playground where your child is comfortable
- Begin with swing or slide modeling (structured, predictable)
- Once comfortable, move to sandbox and peer play
- Bring a backup communication board for the days technology doesn't cooperate
The playground is messy, unpredictable, and loud. So is real life. The communication skills your child practices here will transfer to every other unstructured social situation they encounter.
Download SabiKo free and set up playground vocabulary before your next trip outside.
References
- Light, J., Parsons, A.R., & Drager, K. (2002). "There's more to life than cookies": Developing interactions for social closeness with beginning communicators who use AAC. In J. Reichle, D. Beukelman, & J. Light (Eds.), Exemplary practices for beginning communicators (pp. 187-218). Paul H. Brookes.