Turn-Taking
Outcome 2, Children are connected with their world
Overview
Child waits for their turn, gives the turn to another and re-engages when their turn returns.
Why it matters. Turn-taking is the social scaffold for conversation, cooperative play and later academic participation, requiring impulse regulation, social awareness and sustained attention simultaneously.
Age-banded milestones
- Takes turns with a favourite adult in simple games
- Waits briefly for their turn with support
- Passes an object back on request
- Takes turns in structured 2-person play
- Uses simple words like 'my turn'
- Tolerates short waits with visual support
- Takes turns in small group games
- Follows simple rules with reminders
- Manages losing a turn with adult coaching
- Waits and takes turns in larger groups
- Negotiates turns with peers
- Recovers from disappointment with less support
Red flags, when to seek support
If you notice one or more of these patterns, talk with a GP, child health nurse, speech pathologist or occupational therapist for further assessment.
- Cannot tolerate any wait by age 3, even with support
- Consistently grabs, hits or leaves when asked to wait
- No interest in reciprocal games by age 3
- Extreme distress with turn-taking that does not ease with practice
Strategies & activities
Activities
- Roll-a-ball back and forth between two children with educator facilitation
- Simple board games: Snakes & Ladders, Connect 4 (simplified)
- Building towers: “My turn, your turn, my turn”
- Musical instruments in a circle: pass the drum
- Taking turns to choose the next story page or activity
Materials
- A visual “My Turn / Your Turn” card (laminated)
- Simple games requiring alternation (not competition)
- Sand timer or visual digital timer for turn duration
- A tangible “turn object” (ball, talking stick, special item)
Speech pathologist
- Embedding turn-taking into communication therapy sessions
- Teaching conversational turn-taking through structured interaction
- Building waiting tolerance in the context of communication exchange
Occupational therapist
- Assessing impulse regulation and attention for turn-waiting
- Grading the challenge: shorter waits → longer waits over time
- Providing sensory support during waiting (fidget, seated position)
Educator role
- Name the structure explicitly: “It’s Liam’s turn, then yours”
- Use a visual turn-taking card and hand it to the waiting child
- Provide specific praise: “You waited so well for your turn!”
- Reduce wait time initially, build tolerance incrementally
Family support
- Build turn-taking into home games (cards, board games, building)
- Use dinner-table conversations as a natural turn-taking structure
- Name turns explicitly during play with siblings
- Praise waiting specifically and warmly each time it occurs
Signs of progress
- 1Waits for their turn with physical support then independently
- 2Gives an object or toy to another child when prompted
- 3Re-engages with the activity when their turn returns
- 4Maintains turn-taking across 3+ exchanges without prompting
Related focus areas
Parallel to Cooperative Play
Child progresses from playing beside others to playing with others, sharing roles, materials and a common goal.
Social Engagement
Child initiates and responds to social interaction with adults and peers, showing interest, warmth and awareness of others.
Emotional Regulation
Child develops increasing ability to identify, express and manage their emotional states with adult co-regulation support.
Take turn-taking further
Download our practitioner-ready summary, milestones, red flags and evidence-based strategies you can share with families and educators today.