This document provides vocabulary ideas for various interest areas in early childhood classrooms. It lists vocabulary words related to blocks, dramatic play, cooking, toys and games, art, the library, discovery, sand and water, and music and movement. It emphasizes choosing words relevant to the materials and activities in each classroom and connecting new words to what children already know. It also suggests adding math and literacy content when talking with children.

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Here are some ideas regarding vocabulary in various interest areas. Of course, these may be different for each
classroom depending on the materials available. Feel free to delete or add vocabulary words as appropriate for
your classroom. Remember it is not about the length of the word a simple word like “blue” could be new to a
child, but “blueprint” might be a new word for another child–it is about knowing the child. If you use a new or
novel word connect that word to what the child already knows “blue—that is the color” or “blueprints are written
plans for building” You don’t have to memorize all the words you use. Put them on the wall or near the areas or
even on the table
Blocks:
Position ( backward, behind, in front of, under, over, on top, etc)
Speed fast, slow, roll, etc)
Sphere/round
Tip over
Vertical/horizontal
Construct/construction
Deconstruct
Crash, fall, collapse
Structure
Architect/architecture
Blueprints
Assemble
Cooperate/cooperative (teamwork)
Perimeter
Reinforce
Sturdy
Base
Equal
Narrow
Thin
Wide

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Support
Talk about attributes of toys in this area shape, corners, color, patterns, curves
Dramatic Play:
Imagination
Create/creativity
Dramatic
Role
Scene
Pan, pot, etc
Props
Career
Talk about attributes of foods ( color, shape, texture, etc)
Money
Measurement (heavy, light, full, empty. Etc)
Talk about function of materials –this spoon is for stirring liquids, this pan is for cooking, etc
Cooking:
Prepare
Appetite
Courses (appetizer, entrée, dessert)
Ingredients
Serve
Dish
Measure
Descriptive food words: crunchy, crispy, mushy, delicious, chewy, sweet, bitter, sour, etc.)
Toys & Games:
Assemble
Coordination
Focus
Manipulate/manipulatives
Insert
Pattern
Model
Sort
Turn/rotate
Art:
Creative/create/creativity
Technique
Multi-colored
Masterpiece
Medium (i.e.: paint, crayons, chalk, etc.)
Imagine
Scene
Texture
Blend

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Descriptive words: rough, smooth, curvy, straight, dark, light, swirl, etc.)
Library:
Literature
Author
Illustrations
Published
Title
Spine
Sequence
Plot
Characters
Scene
Sequence -first, second, next, etc.
Discovery:
Explore
Discover
Investigate
Curious/curiosity
Hypothesis
Predict/prediction
Theory
Measure
Thin. Wide, etc
Temperature, warm, cold,
Dimensions
Circumference
Environment
Sink/float
Empty/full
Hollow/solid
Invent
Slimy
Dig, bury, hide, sift,
Funnel
Sequence
Sand & Water:
Empty/full
Sink/float
Volume
Construct
Explore
Shallow/deep
Splash
Fit
Discover

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Senses
Wet
Equal
Flowing
Habitat
Music & Movement:
Rhythm
Count
Beat
Dance
Pattern
Chorus/choir
Ensemble
Motions
Volume
Sound
Strum/shake/rattle
Instrument
Loud/soft/listen
Add math content
 Estimate distance, “how long will it take to get those blocks across the room” “Lets make our way
down the hallway” “what floor are we on?” “far away”
 Notice quantity “which is more” “lets count the steps” “more” “less” “big” tall” “short” “how may
can fit” “lets count our friends”
 Speed “fast” “slow”
 Talk about size, height, length and weight of objects –capacity to hold something “full” empty”
“completing a puzzle”
 Direction and movement—following and predicting the path of a moving object, like a rolling ball.
 Shape/attributes “round” square” “long” “It has sharp corners” It has curves” matching pairs “fitting”
patterns in songs, language
 Spatial “Up” Down” “Under” “behind” “on top”
 Talk about time “before” “after” soon” “next” “first”
Add literacy content
 Draw attention to sounds or rhyme
 Identify sound repetition and patterns
 Point out letters
 Use visuals
 Make phrases more complete “woof” “you hear the dog across the street”
 Explain meaning of new words
 Talk about your actions as you do them “I am checking off who is here today at school on my clip board…”
 Talk about other children’s actions “wow Billy stacked two blocks”

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In the above example the teacher wrote the words right on the table! Put words on cards on a key ring for the
activity or an area
Routines
Diaper changing / pottying
Full/ empty
Notice letters or colors or shapes on diaper or pull up
Notice, point out, talk about shapes, colors on clothes
Count how many wipes to get clean
Talk about buttons- count buttons or snaps
Talk about words on clothes
Washing hands
What comes first –talk about sequence of washing hands
Temperature of water
Count pumps of soap
Getting in line
How can we make a good line
Talk about sequence “what do we do first”
Talk about position, behind, front, middle, etc.
Play eye spy while in line
Straight
Make getting in line engaging and interactive ( march in place, sing, etc.)

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Meals
Talk about shapes of food, color, number
Full/ empty
More/ Less
Describe texture, smell, taste
Hungry/ thirsty
Delicious
Tasty
Spicy/bland