Building Early Language Concepts: Spatial Words and Prepositions for 1–2 Year Olds

As a pediatric Speech-Language Pathologist, I often work with families of toddlers who are just beginning to understand and use the building blocks of language. One important part of this stage is learning spatial and directional language—concepts like in, on, under, up, down, and words like another. Between 12 and 24 months, children typically begin to understand simple instructions involving spatial words (“Put the block in the box”) and start using a few of these words themselves. These early concepts may seem basic, but they are essential for everyday understanding, communication, and future academic skills.

Why These Language Concepts Matter

Understanding and using spatial language supports a child’s ability to follow directions, participate in routines, and describe what they see or want. These skills also lay the groundwork for more complex grammar and thinking skills later on—like telling stories, solving problems, or understanding classroom instructions. When a child doesn’t grasp these early concepts, they may appear confused during simple tasks (“Put your shoes on”) or rely only on pointing rather than using words to describe what they want or where things go. This can lead to communication breakdowns and frustration for both the child and the family.

Signs Your Child Might Be Struggling

If your child isn’t yet following simple directions with words like in, on, or under, or they aren’t using any of these words themselves by around 24 months, it might signal a delay in receptive or expressive language development. You might notice your child putting toys in the wrong spot when you give directions, not responding to phrases like “Give me another one,” or not using spatial words during play (e.g., saying “ball up” or “car in”). These signs are not cause for panic, but they are important cues to start supporting their understanding through focused, playful interaction.

Tip #1: Use Daily Routines to Teach “In,” “On,” and “Under”

Start with real objects and routines your child experiences every day. For example, when cleaning up toys, narrate what you’re doing: “Teddy goes in the bin. Blocks go on the shelf.” Use exaggerated gestures and pause to let your child imitate the action. You can say, “Where does it go? In!” and guide their hand if needed. When putting on shoes, say, “Let’s put your foot in the shoe.” Use these words consistently and repeatedly in natural contexts, and you’ll be surprised how quickly your child begins to understand and eventually say them.

Tip #2: Play with Directional Language Like “Up” and “Down”

Toddlers learn best through movement and play. Try using a ramp or toy slide: say “The car goes down!” as you send it zooming. Then encourage your child: “Push it up the ramp!” You can also play games with a ball, narrating “Throw it up! Watch it come down!” Use your own body too—lift your child up and say “Up!” then squat and say “Down!” Pairing words with action helps build strong connections in your child’s brain.

Tip #3: Model and Practice the Word “Another”

This word can be tricky because it’s abstract. Try using it during snack time or play: offer a cracker and then say, “Do you want another?” while showing them a second one. If they hand you one toy, say, “Let’s get another one!” and show them how to find it. Keep your tone enthusiastic and your language clear. With repetition and visual cues, your child will start to connect the word “another” to the concept of more or a different one—a big step in vocabulary development.

Supporting early language development doesn’t require special tools—just everyday interactions filled with intention, repetition, and play. If you have concerns about your child’s understanding or use of these concepts, a pediatric speech therapy consultation can help identify what’s going on and give you a plan that works for your family. Early support makes a world of difference.