Pretend Play
Melissa & Doug Take-Along Tool Kit
A 24-piece wooden toolbox with a hammer, screwdriver, wrench, nails and bolts that really turn and tap. 'Uh-oh, it's broken — let's fix it!' is one of the most powerful pretend-play scripts for early language, and this little kit runs that script on repeat.
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This toy stars in:
How to Use This Toy for Talking
Let your child explore first — follow their lead. Watch what they look at, copy what they do, and add words to their ideas rather than directing the play. Then weave in the goals below for your child's level. A few minutes of shared, chatty play beats a long structured session every time.
Speech Goals by Level
Pick your child's level — not sure? Read the level guide. Each level shows goals for understanding (receptive language — what your child takes in) and using words (expressive language — what they say). Understanding usually comes first, so it's completely normal for the two to be at different levels. And every card has a step down and a step up — meet your child where they are on the day.
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Bronze · First Words
Understanding · receptive
- Follow 'Bang the nail' and 'Turn it'
- Find the 'hammer' when you ask for it
- Understand 'broken' and 'fixed' in play
Using words · expressive
- Say 'bang bang!' while hammering
- Say 'uh-oh!' when something comes apart
- Say 'fix it!' to start the repair
- Say 'in' and 'out' as screws go through the holes
Key concepts
- Uh-oh/broken
- Fix
- In/out
- Turn
Finding it tricky? Drop all demands. Just play side by side and say the words for them — hearing words with zero pressure to speak is still powerful learning.
Too easy? If they copy words easily and use lots on their own, peek at Silver: take their word and add one of yours ('pop!' becomes 'big pop!').
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Silver · Phrases
Understanding · receptive
- Follow 2-step directions: 'Get the wrench AND turn the bolt'
- Understand tool names: hammer, screwdriver, wrench, nail, screw
Using words · expressive
- 'It's broken!'
- 'I fixed it!'
- 'Turn it!'
- 'Need the hammer!'
- 'Screw it in!'
Language structures
- Pronoun + verb (I fixed it)
- Verb + preposition (screw in, take out)
- Requesting tools (need the...)
Finding it tricky? Step back to the Bronze single words. Say their word, then add just ONE more ('ball' → 'big ball') — no need for them to repeat it.
Too easy? If two-word phrases are flowing, start modelling the Gold sentences during play and leave a pause — many children will surprise you.
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Gold · Sentences & Stories
Sentences to model · expressive
- 'The chair is broken, so I'm going to fix it with my hammer'
- 'I turned the bolt really tight so it won't fall off'
- 'First I hammer the nail, then I check my work'
Higher language
- Explaining problems: 'It wobbles because the screw is loose'
- Choosing the right tool: 'I need the wrench because the screwdriver doesn't fit'
- Planning a job: 'First we measure, then we bang it in'
- Pretend scenarios: 'I'm the fix-it person — what's broken at your house?'
Finding it tricky? Shrink your sentences back to the Silver phrases and slow right down — long sentences are harder to process in the middle of exciting play.
Too easy? Move into storytelling: ask 'what happened?' after play, retell it together, or explore the final bands of the Talking Journey.
Julia's Parent Tip
Walk around the house 'finding' broken things — a wobbly chair, a squeaky door — and announce each with a dramatic 'UH-OH!' Then hand your child the toolbox. The uh-oh → broken → fix it sequence is a complete little story with a problem and a happy ending, which is exactly the structure they'll need for telling real stories later.
Ready to turn this toy into talk time?
Grab it on Amazon, then come back to this page during play — the goals work best with the toy in hand.
