Ask kids questions: 9 Cool Questions to Ask Your Kid

118 Get to Know You Questions for Kids in 2023

December 14, 2022 by Sarah Kristenson

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Aren’t kids so interesting? They have so much personality… and have so much to learn about the world.

They can also be both simple and complex. They have no filters, which often makes them say exactly what they are thinking and feeling. Yet, they can also be shy… closed off and secretive at times.

Grown-ups can learn so much from kids. The question is how? And the answer is simple… ask them!

In this article, we’ll share 118 Get to Know You Questions for Kids that are sure to break the ice and get them singing like a canary! I promise it will be fun for them – and you!

What You Will Learn

What are Get to Know You Questions 

“Get to Know You” questions are a great way to get to know someone better… no matter what age. The questions can be formulated to learn more about a person’s likes, dislikes, tendencies, fears, dreams, beliefs, biases, favorites, and so much more.  

For children, in particular, these questions can be a way to express themselves better. After all, sometimes they know the answer but just can’t communicate it well. A question can be their guide to figuring out what they really want to say.  

118 Get to Know You Questions for Kids

1. Do you like your name?
2. If you could pick your own name, what would it be? 
3. What’s your favorite color?
4. If you can eat only one kind of food, what would it be? 
5. Are you usually excited to meet new friends? 
6. Are you the type to approach other kids to introduce yourself or would you rather wait for them to approach you?
7. What’s your favorite season? 
8. Do you like your milk hot or cold?
9. Which do you prefer: milk or chocolate? 
10. What’s your favorite dessert?

“Get to Know You” questions are a great way to get to know someone better… no matter what age.

11. Which one do you like more: cookies or cake? 
12. Have you ever had a pet? 
13. What’s your favorite animal in the zoo?
14. Are you afraid of insects or bugs?
15. What insect or bug are you most afraid of? 
16. What’s your favorite ice cream flavor?
17. Do you eat your vegetables?
18. What is your favorite vegetable?
19. If you had one superpower, what would it be?
20. What superhero do you think the world needs today? 
21. Which instrument would you prefer to play: piano, guitar, or drums?
22. Do you like the beach?
23. Do you know how to swim?
24. What is your favorite thing about your mom?
25. What is your favorite thing about your dad?
26. What is your favorite thing to do with your parents?
27. Where would you like to go with your family? 
28. How do you like to spend time with them? 
29. Do you want (more) siblings?
30. What do you like most about your brother/sister?
31. What meal do you like having best with them (breakfast, lunch, or dinner)?
32. Would you like to go camping with your family? 
33. Is there anything you’d like your family to do together more?
34. Do you play board games with your family?
35. What’s the best way to hang out with your family?
36. Have you ever baked together with your mom? 
37. What’s your favorite thing at the family barbecue? 
38. What’s the household chore you don’t mind doing on a weekend?
39. Have you ever been grounded? For what?
40. Do you share clothes with your siblings?
41. What’s your favorite activity to do with your brother or sister? 
42. Do you consider your brother/sister as your friend too? 
43. Do you have a best friend?
44. Who is/are your best friend/s?
45. What makes them your best friend?
46. What do you like doing with them?
47. Where do you usually hang out?
48. Do you share your toys with them? 
49. What do you do to hang out? 
50. Do you share your food with your friends?
51. What’s your favorite game to play with them?
52. Do you like hanging out at their house? 
53. Do you play video games with them?
54. Do you like playing dress up or pretending with your friends?
55. Do you have a secret hideout? 

For children, these questions can be a way to express themselves better.

56. School closed early today. Where would you and your friend go to hang out? 
57. Do you and your best friend have the same taste in clothes?
58. Would you wear the kind of clothes your best friend wears?
59. Do you and your friends have a secret hideout?
60. There’s only one slice of pizza left. Both you and your friend want it. Do you share or do you compete against them for it?
61. Have you ever covered up for a friend? 
62. What’s the one thing your friend could do to make you mad? 
63. What was the biggest fight you had with your friend? How long did it last?
64. What is your favorite subject?
65. Who is your favorite teacher?
66. Do you like school? 
67. What do you like/not about school?
68. Are you in a club?
69. What club are you in?
70. What’s the best game to play during recess?
71. Do you think you spend enough time in school?
72. Do you get a lot of homework? 
73. Do you like speaking up in class? Why or why not?
74. What’s the best thing you’ve learned in school so far?
75. Are you excited about going to the next school level?
76. How do you usually prepare for school?
77. Do you go to school by bus or by car?
78. If you take the school bus, what do you like/not like about it?
79. Do you like your food in the cafeteria?
80. Do you like your snacks or lunch from home? 
81. If you could pack your own lunch, what would be in it?
82. Have you ever swapped lunch with your classmate? 
83. What’s the most memorable swapped lunch experience you have?
84. What’s your favorite ride in the playground?
85. If you could have only one subject for the whole day, what would it be?
86. Who is your favorite teacher? 
87. Why do you like that teacher? 
88. What’s the best comment you received from a teacher?
89. Do you think grades are important? 
90. Do you like reading?
91. What is your favorite book?
92. Do you like math?
93. Do you like your art class? 
94. Would you rather work alone for school projects or work with a friend or group?
95. What’s your favorite hobby?
96. Is there an activity you would like to try? 
97. Who is your favorite cartoon character? 
98. Which character would you like to dress up as next Halloween?
99. Do you like playing sports?
100. You have one free day. Which would you prefer to do: stay home and play video games or go out and play?
101. What age did you learn to ride a bike?
102. What’s your favorite TV show?
103. Who is your favorite superhero?
104. What’s the best way to spend a weekend?
105. What’s your idea of an ideal vacation?

Kids have so much personality… and have so much to learn about the world.

106. Do you know how to ride a bike?
107. What was the first sport you learned?
108. If you were to choose between basketball and baseball, what would you choose?
109. Do you like arts and crafts?
110. You’re invited to your friend’s birthday party. Do you buy them a gift or do you make them one? 
111. What new hobby would you like to try or explore?
112. Do you like to travel?
113. If you were to go on a trip, would you rather go to the beach or the mountains? 
114. Have you ever been on a boat?
115. Have you ever gone fishing?
116. If you receive an acceptance letter to Magic School, would you go? 
117. Do you like playing in the rain or snow?
118. Would you rather take the plane or the train?

Final Thoughts on 118 Questions For Kids in 2023

There are so many more questions you could ask to get to know kids better. They have so much to learn too, of course, so their answers are likely going to change in the future.

What’s important is that what you know about them today is what’s true about them at present. Keep the lines of communication open always with questions like these… and some of your own.  

This is merely one more tool to help grown-ups learn more about their kids. As a bonus, the kids can learn more about themselves.  Be sure to check out this article on 19 Mindfulness Activities for Kids in a Classroom Setting for more ideas on how to better connect with them as a parent, mentor, teacher or friend.

8 questions to ask kids to get them talking about their day

If you’re feeling like the only responses you get from your kids are “I don’t know,” one-word answers or grunts, you’re not alone: Parents and children alike report trouble communicating with one another, particularly when it comes to tough topics like mental health and sex. As challenging as it may be, talking to your kids every day can help you stay connected and provide space to offer encouragement when necessary. Even the most introverted child has something to say.

Here are eight unique questions to ask kids that can facilitate conversation, according to parenting experts and expert parents.

1. What was the best part of your day?

Instead of the typical “How was your day?” question, experts say that asking your child to recall the day’s highlights will yield a richer and more interesting response. Worded this way, the question also guides your kids to focus on the positive.

Hand-in-Hand parenting instructor and author Kate Orsen says she asks her daughter to list three good things that happened that day. Questions like this, Orsen says, “open up conversation without putting pressure on a child to talk.”

Similarly, New Orleans mom Sarah Netter says she always tries to redirect to the positive.

“I usually get a full report on who pushed who, who spilled yogurt at lunch and who said bad words. (He’s almost 5). So I ask him, ‘You’ve told me the bad stuff, now tell me one fun thing you did today,’” says Netter.

“I usually get a full report on who pushed who, who spilled yogurt at lunch and who said bad words. So I ask him, ‘You’ve told me the bad stuff, now tell me one fun thing you did today.’”

SARAH NETTER, MOM

2. What made you sad?

Mom Jody Allard of Seattle describes this question as one of the most useful questions she has learned to ask her children.

“One of my kids tends to open up then about issues at school or feeling ignored or excluded, and it always puts her behavior in context,” Allard says. “Like, oh, no wonder you were tantruming all afternoon; you’re feeling sad about your friends at school.”

Parents with tight-lipped teens may find they’re met with eye rolls when asking this question that may be too sensitive to adolescent emotions.

Mom Meredith Cohen Carroll of Aspen, Colorado, says she asks her kids, “What’s the most annoying thing that happened today?” Simply swapping the word “sad” for “annoying,” she says, is a less intrusive approach to elicit tough talks.  

3. Who did you play with today?

During adolescence and teenage years, in particular, it can be hard to draw out anything beyond the one-word answer. Experts like Kezia Willingham, center manager of Child Parent Centers, Inc., suggest parents follow the journalists’ rule of asking four Ws and one H: who, what, where, when, why and how.

“Open-ended questions are better at facilitating deeper communication with children than questions that can be answered with a simple ‘yes’ or ‘no’,” Willingham says.

“Open-ended questions are better at facilitating deeper communication with children than questions that can be answered with a simple ‘yes’ or ‘no.’”

KEZIA WILLINGHAM, CENTER MANAGER OF CHILD PARENT CENTERS, INC.

San Francisco mom Nikki Ramsey Hootman says she’s learned to avoid questions with superlatives — like best or worst — because it tends to result in a complete brain-freeze for her overly literal kid.

“It forces him to re-evaluate every moment of the day to make sure he is choosing the absolute correct answer, and usually he’ll get overwhelmed and say, ‘I don’t know,’” Hootman says.

She says instead, she’ll go for leading questions like, “Give me an example of a problem you did in math today” or “Who did you play with at recess?” Once your child gets started, one thing may lead to the next, she suggests.

4. How’s Rachel?

Recalling facts from previous conversations — such as mentioning your child’s friend by name — shows your child you’re listening.

Get to know your child’s school schedule, asking things like, “What did you do in art this morning?” Keep in mind their favorite toys or games with questions like, “What did you get to build with blocks this afternoon?” Pay attention when your child opens up to you about their particular joys or challenges by asking about something they previously mentioned, such as “How was Mr. Mueller’s class today?”

Being specific to something you’ve already discussed shows them you’re paying attention and value what they have to say.

5. How were you kind?

Research shows that prosocial behaviors are skills that can be taught. The nonprofit, Roots of Empathy, found that schoolchildren who were taught messages of social inclusion and engaged in consensus-building activities demonstrated less aggression and more ability to understand and share the feelings of another.  

Foster kindness by asking your child for an example of how they were kind to someone and/or how someone was kind to them. Studies suggest that if we make a habit of asking this question, our children will make a habit of having an answer.

6. What surprised you the most?

Ask this question and you may learn unexpected changes to your child’s daily routine. (“We had a sub today,” “The principal had a talk with our class,” “Soccer practice was cancelled.”) Other times, this question may simply solicit better responses than the old, “What did you learn in school today?”

Answers like “I learned a week-old sandwich gets moldy” or “Joey explained how babies are made” remind us that learning doesn’t only happen in the classroom.

7. What’s the funniest thing that happened today?

Asking what your child found funny will help you get to know and appreciate your kid’s sense of humor.  

Mom Katia Grubisic, of Montreal, Quebec, says her husband always asks their 3-year-old what they had for lunch at day care because he’s found that her response — “caca” — makes her laugh.

“She finds it hilarious,” Grubisic says. “He follows up with questions about sauces and sides.”

8. What are you grateful for?

Child and family psychotherapist Veronica Bojerski says that asking your children to contemplate gratitude can boost their mood (and yours). Bojerski says she and her daughter practice gratitude checks-ins on the way to school.

“I get to hear what is important to her,” Bojerski says.

Like all these conversation-starters, asking this question strengthens the parent-child connection, and Bojerski says that repeating a gratitude practice at bedtime promotes better sleep by releasing worries.  

You can’t force your child to talk, but by asking the right questions and genuinely listening, you’ll build trust and help your child open up.

Questions to ask children every day

Posted on 17 September 2021 at 10:00 am

Blog Children in the City >
Miscellaneous > Questions to ask children every day

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Communication with people occupies a key place in a person’s life. For a child, this important need is closed through communication with parents. This communication not only allows the child to receive and exchange information and news, but also fulfills his need to be in the circle of close people and feel his importance.

Child psychologists advise asking children a few important questions every day that will help them better understand their emotions, as well as feel the care and interest of loved ones. “Kids in the City” learned what questions should be repeated to children every day.

It’s not the quantity that matters, it’s the quality

Today, time is a great luxury, so few parents can give their children enough time and attention. Modern parents are very tired at work, so they want to relax at home. According to research, on average, parents spend only 14 minutes a day with their children. Most often, this communication comes down to reproaches and showdown.

Psychologist Jamie Cooper advises memorizing just four questions in order to establish a connection with children, and to make communication, albeit a short one, comfortable and useful.

What interesting things happened to you during the day?

Make it a habit to ask your child and other loved ones every day how their day went. Don’t ask or push, but show interest and listen carefully every day. At first, the child may not describe his experiences to you in too much detail. But as soon as he gets used to this question, your relationship will become a little more trusting.

Photo: Freepik

What interesting things happened to your friends?

From early adolescence, communication with peers comes to the fore in the child. Often, it is friends, not parents, who become the authority for the child in important matters. To strengthen the bond with your child, try to be genuinely interested in his friends. Ask them what their hobbies are, what they live and do in their free time.

What do you remember most about today? What good things happened during the day?

These questions not only help to keep the conversation going, but also help to focus on all the good things that happen to the child. This practice is useful for everyone, without exception, because it allows you to focus on the positive and notice even small joys.

Ask your child for good news every day, and over time he will begin to think more positively. If the day is not set, try to brighten up the rest of it with something pleasant.

You may find our article useful: How to develop positive thinking in children: useful games and important questions

Photo: Freepik

Do you need my help?

Many people feel uncomfortable asking for help. Often this is due to the fact that in childhood they did not receive sufficient support from their parents. Ask your child if he needs help. This will allow him to feel that there is always someone to wait for support from.

Communication with children is a huge contribution to their future. The sooner you start practicing deep conversations with your child, the more likely you are to have a close, trusting relationship with him as an adult. Remember that communication should be accompanied by tactile contact, because it is hugs and kisses that make the bond between parents and children stronger and stronger.

Read also: Hugs are the best cure for problems: 7 reasons why you should hug your child more often

How to teach a child to ask questions?

Preliminary skills

The child’s repertoire should include a large number of requests (mand-reactions) for actions with objects. Some prefer to wait until the child also learns to use adjectives and prepositions and begins to make requests in the form of sentences. Others have been successful in teaching children to ask questions (requesting information) to teach them prepositions and adjectives, as this has increased the child’s motivation to use these parts of speech functionally. The author believes that the most important thing is to teach the child to distinguish the context in which it is appropriate to use a particular question (asking for information), and then learn the skills in the order in which it will be most effective in each particular case. If the child makes mistakes in distinguishing between different questions, postpone learning to ask questions and switch to other necessary skills.

Why do people ask questions?

The main function of the ability to ask questions is to gain access to the necessary information. Of course, if we are talking about adults, they are also reinforced by the opportunity to show politeness in a social context, for example, asking the question “how are you”, “how did you spend your weekend”? If we are interested in interacting with a person, and we enjoy it, such questions help to “keep” the conversation going.

When does a normally developing child ask “what is this”? this is usually the first time he uses questions in his speech. One explanation for this behavior is that the child develops a need for information. He wants to learn and is interested in mastering the world around him. If so, in behavioral terms, the “words”/”answers” become reinforcement for him. Another reason for this behavior may be the fact that by asking a question, the child receives attention from a pleasant person, and this serves as a reinforcement for him. Such an effect can arise, for example, as a result of the fact that the person to whom the child is addressing appeared for a long time along with the reinforcement that appeared when the child asked him a question.

Is my child/student already asking for information?

Remember that in identifying the effective reinforcer for any target behavior of a child, we first of all look at what gives him pleasure. The author met children who “asked for information” by pointing or touching the object of interest without looking at the adult present. This behavior is supported by the fact that the adult “voices” the name of the object that the child touches.

For example, one child was very fond of letters and numbers and constantly pointed to them. And as soon as he did this, the adult called the letter or number. The child could distinguish (point/give/touch) letters and numbers, but remained non-verbal. The only way for him to ask for something was to push or lead his parents to the desired subject or place, where something he was interested in usually took place. Instead of becoming a source of information to which the child could turn, parents have become something like a talking alphabet. Although in this way the presence of the parents has become a reinforcement for the child, which is certainly worth striving for, we would not recommend taking this path so as not to deprive the child of the opportunity to ask for something or to do something with him through other means of communication and learn to enjoy (through combination with appropriate reinforcement) other toys and interactions with other people.

For this child, we have successfully introduced several other skills into the program based on the responses he has already mastered (touch) and his desire to hear someone say the names of letters and numbers. We started with a task that the child had already been taught before (he points / the adult calls), then we introduced a delay of several seconds, and waited for the child to turn to the adult ((fading exacerbation) – readers, I’m sorry, but the terms in Russian are not this is how I came up with the idea of ​​translating, the most ridiculous, translator’s note), before pronouncing the number. Soon enough, the child learned to make eye contact when pointing at something. Then we wrote the numbers on small cards and taught the child to hand us the number he wants us to say (PECS). We have formed in the child the “ability” to give someone a picture with the image of what he wants (reinforcements). In the future, when this is no longer a task, the child will bring pictures to parents. When he does this, the parents will take out the letters and numbers and play them with the child. The skill was more functional because the child learned to ask for a specific game or activity from the parents, whereas previously it could only elicit certain behaviors from the parents if letters or numbers were present in the environment. In addition, the child generalized this skill (PECS) to ask for other toys, food, and activities that he enjoyed. We have also “captured” the motivational power of letters by combining them with blocks, puzzles and songs to make these activities and toys also motivating for the child.

It is also important to understand that even if the child says “question-like phrases”, you need to identify the reinforcer that supports this reaction, and only after that it will be possible to understand whether he is asking for information, or just asking for some object or activity. . For example, a child with echolalia may say, “Do you want to watch TV?” even if he doesn’t care if you want to watch him. It actually means “I want to watch TV”. It is easy to understand how this could happen. Most likely, every time this child wants to watch TV, he leads his mother to the screen and puts her hand on the remote control. Before turning on the cartoons, she is interested in “do you want to watch TV”, the child repeats and the TV turns on. Thus the phrase “Do you want to watch TV?” reinforced many times. The problem is that the child uses the wrong “means” to achieve the goal. Instead, the parents began to prompt the child with the phrase “I want to watch …”, the child finished the phrase “TV” and the TV turned on. The child has not yet learned to repeat individual words under “instruction control” or on his own, but he was able to insert words into favorite songs and we felt that this would be a more successful strategy in order to get the answer “TV” that can be reinforced. In this case, we did not want the child to say “I want to watch TV” until we had taught him to use separate words with different functions because he had strong echolalia. We began to prompt him with many different options for requests (for example, “I want to watch TV”, “Turn on the TV”, “Let’s watch TV”, etc.), but only after he learned to name a lot of objects in response to the question “what it” and do it spontaneously to get our attention. The phrase “I want to watch TV” was now meaningful, because the “listener” could not always determine what the child specifically wanted by saying “TV” – to watch cartoons or to get our attention.

Other children often ask questions not to get information. For example, “where is my ball” when the ball is directly in front of them. This often happens when a child is reinforced for saying phrases that “sound like questions,” even if the desired object is in sight. Or he could be taught to ask questions by imitation, without including access to the appropriate reinforcement (i.e., obtaining previously unknown information) in the process. For example, a child could be taught to say the phrase “Who is this?” Looking at photographs of his family. If he knows how to name his relatives, then he does not need an answer to the question “who is this.” In such a situation, the author felt that the best strategy would be to prompt the child for the “correct words” to use in a similar context, and then reinforce them and gradually reduce the prompt, while reinforcing each skill in the right circumstances so that the child learns to distinguish between them. For example, in the case of the mentioned child, I prompted him with the help of an echo and a gesture “Look, this is dad”, “Here is grandmother”, etc., then gradually removed the prompts and simultaneously taught him to ask the question “who is this” in appropriate circumstances, when he really “needed” more information.

How to teach a child to ask questions in appropriate circumstances?

First of all, decide on the “information” that will affect the form of the question:

1. “Maybe?” refers to information about the ability of an object or person to perform certain actions. The answer to this question is usually yes/no.

Example: “Can a donkey fly?”

2. “May/May I” – requires permission to do something or gain access to an object.

Example: “Can I go for a walk? May I have a cookie?”

3. “Can you do it?/Do you want to?” concerns information about the possibility, ability or desire of another person to take part in some activity (you – if you talk to someone whose participation the child needs, he / she / they – if these people are nearby, but you are not talking to them, name – if no one is around).

Example:

• Will Grandma pick me up?

• Can you help me complete the puzzle?

• Will you give me my shoes?

• Can you take out the trash?

• Will he take my truck?

• Will dad go to work today?

• Will Mrs Smith take me to the park?

4. “What/what is this?” – access to information about the name of the subject.

Example:

• What’s in the bag?

• What is it? (pointing to an unfamiliar object or picture)

5. “What?” – specific information about the object, or additional details.

Example:

• I have a dog! Which? Boxer.

• What chips do you want?

6. “Who” – information about how to name a person.

Example:

• Who is this? (about a new child in the class)

• Mom: Today we have guests. Child: who?

• Who took my truck?

7. “Where / where” – information about the location of an object, person or activity.

Example:

• Where is Mommy? (mom is not around)

• Where are my shoes?

• Where are we going?

8. “When?” – information about a certain period of time.

Example:

• When is breakfast?

• When are you leaving?

• When will we see each other?

9. Why? – information about why something is happening or happened.

Example:

• Why did you put the bag over your head?

• Why did you hit me?

• Why is he screaming like that?

10. “Which one?” – distinction between 2 or more objects.

Example:

• Dad: Pass me a cookie (there are three different ones on the table)

Child: Which one?

11. How? — information about a procedure or process.

Example:

• How to do it?

• How does it work?

12. “Did you?” A question with which a pronoun or name is combined with a verb that reflects information about preferences, frequently occurring cases or events in the past.

Example:

• Did you bring cookies?

• Do you like puzzles?

• Does your grandmother like Thomas cartoons? The next step is to determine how we can make receiving information meaningful to the child. This is an important element of the learning process, because although we can teach a child to “ask questions” even when he does not need information, it is hardly possible to get spontaneous reactions from him in this situation. In other words, we must not only teach him to ask, but also to wait for an answer, and this is possible only if the information is combined with meaningful reinforcement. If the receipt of information for a long time is accompanied by reinforcement, it is likely that in the future questions will be heard more often. The author usually starts teaching with separate interrogative words to make sure that they have become a discriminatory stimulus for the child to receive a specific reaction or information. Then you can change the form of the question and its length as you like. Below you will find some examples of training procedures.

What?

• The instructor has books about Thomas the Tank Engine that a child will love. Books out of sight.

Instructor: I have something for you. Say “What”

Child: “What?”

Instructor: New book about Thomas!

Important: the child should already be able to repeat any word with the help of an echo reaction after the instruction “say”. If the child has difficulty distinguishing between the echo reaction itself and the answer to the question, you can try to repeat a few other words with him using the echo in order to catch the moment.

Example:

• say house
• cottage
• tell doll
• doll
• say what
• what

• Reinforcements stowed in an opaque bag.

Instructor: Say “What is this”?

Child: “What is this?”

Instructor: This is your top, let’s play.

• Child reaching for a bag or box of reinforcements

Trainer: Say “What’s in the bag”?

Child: What’s in the bag?

Instructor: New cartoon! Let’s go see!

• After a question has been followed for a sufficiently long time by a reinforcer, teach the child to ask for information about the name of something they have not seen before.

The instructor examines a book with pictures of marine life, some of which are already familiar to the child, but some are not.

Instructor: what is it?

Child: whale

Instructor points to other sea creatures but does not voice the question to remove the question prompt for the tact/name response.

Child: Shark…octopus…

The instructor points to an animal unfamiliar to the child and immediately prompts: What is it?

Child: What is this?

Instructor: Sea lion!

Depending on the child, motivation in such a task can be both access to information itself (if he loves marine animals) and praise (“Wow! You know everyone”), lowering requirements (then you can not answer questions, but just read together) or any other reinforcement (for example, you can ask him a question if he likes to play with sea animals, and if so, give him a toy sea lion).

Who?

• Planned to visit people who previously combined with strong reinforcements.

Instructor: Someone came, say “Who?”

Child: Who?

Instructor (opening the door): Grandmother! (repeat with other loved ones)

• Different people take turns hiding under a blanket or behind a curtain.

Instructor: Look! Someone is hiding here. Say “who”

Child: Who?

Instructor: says name and person jumps out of cover.

• Instructor: Someone wants to kiss you. Say “Who?”

Child: Who?

Instructor: Me! (kisses him)

• Adjusts the situation when motivational people call on the phone.

Instructor: someone is calling you, say “Who is it?”

Child: “Who is this?”

Instructor: Dad! Dad wants to talk to you.

• The instructor and the child look at the photo album.

Instructor: who is this?

Child: mother

The instructor continues to point to different people in the photo and suddenly points to someone the child does not recognize.

Instructor: Say, “Who is this?”

Child: Who is this?

Instructor: Bill (and adds tactile reinforcement for a good question)

Where?

• Woody Woodpecker is a strong reinforcement.

Instructor: I know where Woody is! Say “Where?”

Child: Where?

Trainer: Under the sofa (helps you find it if needed)

• If you have already mastered the “what” question, combine it with the “where” question.

Instructor: I have something for you.

Child: What?

Instructor: new ball. Say “Where is he?”

Child: “Where is he?”

Instructor: “In the bag”

The child pulls the ball.

• If the child has mastered the “where” question in prepared situations in response to specific SDs, teach him to use the “where” question as a request in conjunction with the name of the item so that he can ask for something he lacks.

When playing ball, the instructor hides it all the time in different places in the room.

Trainer (drawing attention to the basket that usually contains the ball): Say “Where is the ball”?

Child: Where is the ball?

Trainer: under the box.

• Give your child cereal, but don’t give a spoon.

Instructor: Tell me, “where’s the spoon”?

Child: Where is the spoon? Instructor: It’s in the sink, let’s go get it.

The child must constantly ask for missing items. Make sure to support his requests in a floating mode. You may also need to hide the main reinforcement that he will access with the spoon to delay the reinforcement to get it.

Why?

• Instructor and child working on an “unwanted” task.

Instructor: We’re done. Tell me why”?

Child: Why?

Instructor: Because we are going for a walk (desired activity).

• The child watches a “less attractive” cartoon. The instructor turns it off.

Instructor: Say “Why did you turn it off”?

Child: “Why did you turn it off?”

Instructor: To watch Smeshariki (favorite cartoon)

Which one?

• The instructor hands the child candy.

Instructor: One of the sweets is yours. Say “What”?

Child: What?

Instructor: Orange! (children’s favorite color)

• The instructor holds two fists in front of the child.

Instructor: I have something delicious in one hand for you. Say “Which”?

Child: Which one?

Instructor: This one! (opens his hand and treats the child).

During the exercise, the child can also be taught to ask questions about each hand in turn (perhaps in the left / in the right – interpreter’s note)

• The instructor has two boxes, one of them contains Woody.

Instructor: I have Woody in one box, can you tell me which one?

Child: Which one?

Instructor: Shiny!

• If your child has learned to use the interrogative form on a regular basis, teach him to ask clarifying questions.

The instructor has two balloons.

Instructor: Give me a balloon. Say “which”?

Child: which one?

Trainer: long.

The child gives the instructor a balloon, he inflates it and plays with the child.

• When the child has mastered the “what” and “where” questions, combine them with “what”

Instructor: I have something for you.

Child: what?

Instructor: light ball

Child: Where is he?

Instructor: in a bag (there are 2 bags)

Child: in which one?

Instructor: big.

Whose

• The instructor offers sweets.

Instructor: I have someone’s candy. Say “whose”?

Child: Whose?

Instructor: Yours! (treats the child)

• The instructor puts a piece of candy in front of the child.

Instructor: Say “whose candy”?

Child: What’s the sweetie?

Instructor: Yours!

If the child begins to regularly ask the question “whose” without prompts, add options when the candy belongs to someone else, such as mom (who in this case can take it).

When?

• Cookies on the table.

Child: Can I have cookies?

Instructor: not now, say “when?”

Child: When?

Instructor: when you wash your hands (at least at first the child should not wait too long).

• While reading

Instructor: We are going to the park. Tell me when”?

Child: When?

As soon as we finish reading

• Once you’ve mastered the where question, start pairing it with when.

Instructor: We will go to a special place today.

Child: Where to?

Instructor: to the zoo. Say “When are we going to the zoo?”

Child: When are we going to the zoo?

Instructor: right after lunch (do the training when you sit down to dinner, not right after breakfast)

How?

• The instructor has a toy that the child cannot turn on.

Instructor: I know how to turn it on. Say “How?”

Child: How?

Instructor: like this! (turn away so that the child does not solve the “secret” and the training block can be repeated several times).

After prompting is no longer needed, teach your child to simply ask “How do I turn it on”? And show.

• The instructor has a container with two latches, inside of which are reinforcements. He gives the container to the child.

Instructor: Say “How to open it”?

Child: How to open it?

Instructor: That’s it! (opens and gives the child reinforcement)

Can you?

• The child enjoys watching the instructor grimacing and often makes unprompted comments along the way.

Instructor: let’s play. Can you do that? (the instructor makes a face for the child to repeat)

Child: yes (repeats)

Instructor: funny! It’s your turn.

Child: Can you do this? (makes a face at the instructor)

Instructor: yes, I can/no, it won’t work

Can you?/Can you do it?/Do you want to?

• The instructor addresses a group of children.

Instructor: we will go for a walk if everyone wants. Say “Do you want to walk”? (helps the child ask a question to each participant in the hope that everyone will agree).

• The instructor invites the child to find someone to play with.