Children learn to use prepositions in their preschool years.  These words help the
child describe where things are and help them to follow instructions.  We constantly tell children to put things "on" or "in" or t"o take them off" or "out".  These words are common and extremely useful.  The four that I have just mentioned are the first to emerge and I usually start working on the child understanding them from about 12 months.  Most often, the words are taught in the context of a meaningful routine such as “let’s take your shoes off” and therefore the child learns it quicker.  The more difficult prepositions (i.e., around, behind, beside) are often learned after the second birthday. 

I teach only one or two prepositions at a time.  I will teach words like "in" and "out" and "on" and "off" as pairs because "on" only makes sense if you also understand "off".  The others can be taught on their own.  I also often use “on top of” instead of just saying “on” because “on” and “in” sound so alike and the signs are often similar. 

Here are some ideas of ways that you can teach understanding of prepositions (i.e., not asking the child to expressively label the concepts) around and in the home:

Under
Materials Needed:  A blanket
Procedure:  Once a day, sit down somewhere comfortable and invite your child to read a book with you UNDER a blanket, tablecloth, large towel, etc.  As you invite him under, be sure to emphasize the word and sign it as well.  As you read the story and giggle, remind him once in a while with a sense of fun that you are ‘under’ a blanket.  After you have done this a few times, have the blanket where he can access it and see what he does.

Over
Procedure:  For OVER, it is best to put things your child is interested in over his head while you say and sign ‘over’.  You could also put a cheap candlestick on the floor and act out ‘Jack be nimble’ and emphasize ‘over’ while you or your child jump over the candlestick.

Under, Over, In, On, In front 
Materials Needed:  Any toys that you and your child might be playing with.

Procedure:  Whenever your child sits down for a meal, offer one item to your child (his cup, fork, plate, etc) by holding it on his head and saying “your plate is on you.”  The next time you can place his yoghurt pot in a bag and say “your yoghurt is in the bag.”  Sign the words as best you can.  You can do the same kind of thing when giving him a toy or book that he wants.  The more you model what these concepts mean at times when he is motivated to look, the faster he will learn.

Behind
When you give your child a toy that she wants, place it behind her back and say “your toy is behind you.”  If she does not respond by turning around, push the toy against her back and repeat while you emphasize the word ‘behind’. 

Around
Materials Needed:  chair
Procedure:  Once a day, when you and your child are about to go through a doorway together, place a chair in your path so that your child would have no option but to go around it to get through the door.  As the two of you are about to make your exit, say something like “Uh-oh, the chair is in the way; we will have to go AROUND it.”  Repeat the word ‘around’ as your child is in the process of going around. 

You can also point out going AROUND cars in a car park, AROUND people in the shops, AROUND shoes on the floor, etc.

© Ann Wheeler, DSC 2010.

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