Core Words for Toddlers: Building First Sentences with AAC

If you're introducing AAC to a toddler, you might be wondering where to start. The answer, backed by decades of vocabulary research, is core words.

Not nouns. Not labels. Not the names of their favorite snacks or cartoon characters. Core words: the small, high-frequency words that make up the backbone of everything we say.

This guide focuses specifically on the 2 to 3 year old age range. We'll look at what research tells us about toddler vocabulary, which core words to target first, how toddlers combine words to build their first sentences, and practical strategies for modeling core words in everyday life.

What Toddlers Actually Say

When you listen carefully to a typically developing 2-year-old, you'll notice something interesting. They don't mostly say nouns. Yes, they name things. But the words they use most often are words like "more," "no," "mine," "want," "go," "uh oh," and "that."

Research confirms this observation. Banajee, DiCarlo, and Stricklin (2003) studied the vocabulary of toddlers and found that the most frequently used words were overwhelmingly core vocabulary. Words like "that," "more," "no," "mine," and "want" appeared far more often than any specific noun.

This makes intuitive sense when you think about it. A toddler might say "dog" once when they see a dog. But they'll say "more" 30 times in a single meal. They'll say "no" 50 times before lunch. "Mine" might come up every time a sibling exists.

Why This Matters for AAC

Many AAC systems and communication boards for toddlers are set up with pages of nouns. Food items, animals, family members, favorite toys. It feels right because those are the words parents think their child wants to say.

But a board full of nouns gives a child the ability to label. It does not give them the ability to communicate. There's a big difference.

With only nouns, a child can point to "cookie." But they can't say "want cookie," "more cookie," "no cookie," or "my cookie." They can't say "all done" or "help" or "go." They can't protest, request, comment, or direct.

Starting with core words gives toddlers the same tools that typically developing children use most. For a deeper look at the difference between core and fringe vocabulary, see core words vs. fringe words.

The First Core Words to Target for Toddlers

You don't need to teach 50 words at once. Start with a handful that match your toddler's daily life and current communication needs. Here are eight strong starting words, chosen based on frequency research and practical utility for the 2 to 3 age group.

1. More

The classic starter word, and for good reason. It works with food, activities, sensory play, books, music, and anything else your toddler enjoys. It's also easy to model because you can create opportunities constantly: give a small amount, wait, model "more," give more.

2. Want

Once a toddler has "want," they can begin to combine it with other words. "Want milk." "Want up." "Want that." It turns single-word communication into the beginnings of sentences, which is a huge developmental leap.

3. No

Toddlers are very motivated to refuse things. "No" gives them a socially acceptable way to protest, which can reduce frustration, tantrums, and other challenging behaviors. It's also one of the most frequently used words in typical toddler language.

4. Go

Works for requesting actions: "go outside," "go car," "go swing." Also useful during play: "ready, set, go!" It pairs well with many nouns and locations, making it a flexible early combiner.

5. Help

Toddlers constantly need assistance. Opening containers, reaching things, working toys, putting on shoes. "Help" gives them a way to recruit you instead of screaming or crying, which is a win for everyone.

6. All Done

Marks the end of an activity, a meal, or a task. It's one of the most functional words for daily routines because transitions happen dozens of times per day. Getting dressed? All done. Bath time? All done. Snack? All done.

7. Mine

Highly motivating for toddlers, especially those with siblings. "Mine" is a power word. It expresses ownership and identity, both of which are developmentally central for 2 to 3-year-olds.

8. That

A pointing word. "That" lets a toddler direct your attention to anything in the environment without needing to know the specific noun. "Want that." "What's that?" "Look at that." It's one of the most frequently occurring words in Banajee et al.'s (2003) toddler vocabulary research.

For a more detailed breakdown of which core words to prioritize, see 10 core words to teach first.

How Toddlers Build First Sentences

Typically developing toddlers don't jump from single words to full sentences. There's a middle stage that's critical: two-word combinations.

Around 18 to 24 months, children start combining words in predictable patterns. And here's the key insight: almost every two-word combination includes at least one core word.

Here's what that looks like:

Notice the pattern. The core word is the engine of the sentence. The fringe word (usually a noun) adds specificity. Without the core word, the child can only label. With the core word, they can make requests, protest, comment, and direct.

This is exactly why starting with core words accelerates language development. A child who knows "more," "want," "no," and "go" plus five nouns can create 20 different two-word combinations. A child who knows 20 nouns and no core words can only label 20 things.

Why Core Words Help Toddlers Build Language Faster

The math is simple, but the implications are significant.

Nouns are one-to-one. Each noun maps to one thing. "Apple" means apple. That's it.

Core words are one-to-many. Each core word combines with dozens or hundreds of other words. "More" works with every noun and many verbs. "Want" opens up every possible request. "No" applies to every possible refusal.

This means that every new core word a toddler learns multiplies their communication possibilities. Every new noun only adds one.

Baker, Hill, and Devylder (2000) found that a small set of core vocabulary accounts for the vast majority of the words used in daily conversation. For toddlers, this ratio is even higher because their total vocabulary is smaller and their communication is more repetitive.

The practical takeaway: if you want your toddler to start forming sentences quickly, teach them the combining words first. The nouns will come, and they're easy to add later. But the core words are what make sentences possible.

Practical Tips for Modeling Core Words with Toddlers

Knowing which words to target is step one. Step two is modeling those words in ways that work for very young children. Here are strategies that research and clinical practice support.

Model on the device, not just with your voice

When you say "more" out loud, your toddler hears it. When you also press "more" on the AAC device, they see where it is, hear the device say it, and learn that the button is connected to the word. This is aided language stimulation, and it's one of the most evidence-based strategies for teaching AAC use (Kent-Walsh & McNaughton, 2005).

For a full guide to this approach, see AAC modeling at home.

Create communication temptations

Give your toddler a small portion of something they want, then wait. Put a favorite toy in a clear container they can't open. Start a fun activity and then pause. These "communication temptations" create natural motivation to communicate without being a drill.

Follow their lead

If your toddler is interested in the dog, model core words about the dog: "look," "that," "big," "go." If they're interested in blocks, model "more," "up," "on," "fall." Following their attention means they're already engaged, which makes learning much more likely.

Accept all communication attempts

If your toddler reaches for something, honor the reach. If they look at the device, acknowledge it. If they press a button, respond immediately. Even if it's the wrong button. The goal at this stage is to build the understanding that communication works. Accuracy comes later.

Use the same words over and over

Repetition is not boring for toddlers. It's how they learn. Model "more" at breakfast, at the swing, at bath time, while reading, during bubbles. The more contexts your toddler hears a word in, the faster they'll generalize it.

Research on how much modeling to aim for can help you set realistic goals. See how much AAC modeling is enough.

Keep the AAC device available all the time

AAC should not be something that comes out only during "therapy time" or "practice time." If the device is always available, your toddler has the opportunity to communicate whenever they want to, which is the whole point.

Common Mistakes to Avoid

Loading the device with only nouns

We've covered this, but it bears repeating. A page of food pictures lets your toddler label food. It doesn't let them say they're hungry, full, or want something different. Core words first, nouns added alongside.

Requiring button presses before honoring requests

At the toddler stage, demanding that a child press a button before you give them what they want can backfire. It turns communication into a transaction and can create negative associations with the device. Model generously. Respond to all communication attempts. Device use will follow.

Targeting too many words at once

Two to three new core words at a time is plenty for a toddler. Stay with those words for several weeks before adding more. Depth of practice matters more than breadth.

Comparing to other children

Every child's AAC journey is different. Some toddlers start pressing buttons within days. Others observe for months before they engage with the device directly. Both paths are normal.

When to Start

The short answer: now. If your toddler is between 2 and 3 years old and has limited spoken language, there is no reason to wait. Research has consistently shown that AAC does not prevent or delay speech development. In fact, it often supports it. See does AAC delay speech for the research on this question.

If you're just beginning the AAC process, getting started with AAC walks through the practical first steps. And if you're wondering about the broader case for early intervention with AAC, AAC for toddlers covers the topic in depth.

The Big Picture

Toddlers are natural communicators. Even before they have words, they point, reach, cry, laugh, push things away, and pull you toward what they want. AAC doesn't replace those behaviors. It adds to them.

Core words are the bridge between gestures and language. They give your toddler the ability to say "more" instead of just reaching. To say "no" instead of just pushing away. To say "want that" instead of just crying and hoping you figure it out.

Start with a few core words. Model them constantly. Follow your toddler's lead. Respond to every attempt. And give it time.

The words will come.