Want to support and track your child’s understanding and use of pronouns (he, she, him, her)? Help support your child’s learning of pronouns with this interactive shopping activity!

The contents of this activity, such as text, graphics, images, information, as well as other material and content contained in this activity are for informational purposes only. The content is not intended to be a substitute for professional advice, diagnosis, or treatment. Always seek the advice of your qualified healthcare provider with any questions you may have regarding your child’s development.

This activity features language and cognitive development concepts children learn throughout their early childhood years as a toddler, preschooler, and within their early elementary school years. Specific age milestone information can be found with a simple internet search!

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Let’s get to the activity!

First, let’s print and laminate the Grocery Shopping Background Scene and food items for labeling and following directions. 

Next, cut out the food items for shopping!

Then, attach either dot adhesives for use in your child’s interactive binder book or magnets for use on a magnet board to the back of the picture cutouts. Additionally, place dot adhesives (rough side) on the Grocery Shopping background scene. Note: Adult Supervision is required. Use caution with the magnets, dot adhesives, and small pieces as they are not intended for use with children under the age of 3. Please use caution and supervise your child with the dot adhesives, magnets and small pieces when working on this activity. Only work on activities that you feel are safe for your child. Warning: Choking Hazard. Children under 3 should not participate in any activities that involve small pieces.

Is your child under 3? The Activity Garden includes a modified version of this activity available in bigger print for younger toddlers. Small pieces, magnets, and dot adhesives are not intended for use with the bigger print activities. Please remember that adult supervision is required with all activities shared on Simplicity Happens. Just a kind reminder to stay safe and have fun while learning with your little ones!

I used adhesive dots (soft side) on the picture cutouts.

I used adhesive dots (rough side) on the Grocery Shopping background scene. I also hole punch the top of the grocery shopping background scene to store in my son’s interactive binder book (you’ll notice I forgot to hole punch the grocery shopping background scene before taking the picture)!

Last, attach an adhesive dot (soft side) to the back of the “grocery list” and an adhesive dot (rough side) to the back of the “Grocery Shopping Background Scene” (note that there are a few more lists given within the downloadable activity so you can attach them all on the back).

Now that it’s all set up and ready to go, it’s time to PLAY!

Receptive Labeling

This picture scene can also be used for receptively and expressively labeling the food items and boy/girl.

First, my son and I go through the pictures together. I want to determine his ability to identify food and boy/girl vocabulary pictures when I name them. This demonstrates his ability to receptively label food and boy/girl vocabulary.

First, we work on receptive labeling:

He continues to work on pointing to the remainder of the food items until they are all labeled. I keep a record of his learning to support his knowledge during future play activities in my “Activity Garden: Goal Tracking Sheets” booklet:

I then take notes on this specific activity in my “Activity Garden: Goal Tracking Sheets” booklet:

Expressive Labeling

Next, my son and I go through the pictures together. I want to determine his ability to identify food and boy/girl vocabulary pictures when I point to the picture and ask, “What is this?”. This demonstrates his ability to expressively label food and boy/girl vocabulary.

Now, we work on expressive labeling:

He continues to work on pointing to the remainder of the food items until they are all labeled. I keep a record of his expressive labeling to support his knowledge during future play activities in my “Activity Garden: Goal Tracking Sheets” booklet.

Receptively Identifying “He” and “She”

Then, we work on receptively understanding “he” and “she” within one-step directions. I want to determine his ability to receptively identify “he” and “she” when I give a direction.

First, I use the “grocery list” to give my son a direction with “he” and “she”:

He continues to work on putting the remainder of the food items in the carts, and I keep a record of his learning to support his knowledge during future play activities in my “Activity Garden: Goal Tracking Sheets” booklet.

Expressively Identifying “He” and “She”

Then, we work on expressively understanding “he” and “she” within one-step directions. I want to determine his ability to expressively identify “he” and “she” when asked, “Who has the [insert food item here].”

First, I let my son play on his own and fill the grocery carts with whichever food items he likes. During this time or after, we can work on expressive labeling.

I keep a record of his learning to support his knowledge during future play activities in the Activity Garden booklet.

Once we are finished playing, we clean up by keeping all of the items in a cute little zip pouch.

What did you and your little ones enjoy most about this activity? Let me know in the comments below!