Speech-Language Activities in an Easter Egg Hunt!!!!!

by FS&TS

By Sue Jaeger, MS/CCC-SLP 

Easter egg hunts are an age-old tradition that many kids are familiar with.  Why not use this fun, active, and engaging tradition as an opportunity for speech-language development!!!



Kids as young as 2 ½ understand are able to understand spatial concepts such as “in”, “on”, and “under”. Have your child help you hide the eggs for their sibling, friend, or parent to hunt for.

You can have them stuff the eggs putting things the “in” the egg.

For an older child you could have them give you directions to find the egg “move your hand up”, “check under ____”. This is even more fun if you wear a blindfold!


You can use Easter eggs to work on synonyms and antonyms.

Using a sharpie marker write the vocabulary words on each egg so they have to find the match to put them together when stuffing the eggs.

When you stuff the egg you can twist the egg so they can only see one word from each side.  To get the candy inside they have to name the synonyms/antonym - twist the egg to see if they got the right answer to open it up! (see picture)

Write “big” on one ½ and “little” on the other

Write “big” on one ½ and “large” on the other


Make a scavenger hunt with inferences/clues to have them find the next egg on the hunt!

You could make a map/list of clues

You could have a clue stuffed in each egg. Once they get to the end they would find their Easter basket!

“If you’re in a hungry mood, you’d go here to find some cold food” (fridge)

Speech Sounds

Stuff each egg with a picture word containing their articulation sounds.  

Choose a few eggs at random to stuff a treat into.

Have “treat slips” in the egg so they can’t shake the egg and only open the ones stuffed with treats

Write with a sharpie marker on each egg words with their speech sounds, they have to say the word (by itself, phrase, or in a sentence) before they can open it for the treat


Stuff each egg with pictures cut out from magazine of people performing actions such as “walk”, “talk”, “color”, “cook”, etc.

Have the child fill-in-the-blank to elicit the following grammatical forms:

Past Tense “Yesterday, he/she….” Child responds with “walked

Pronouns: “Who is walking?” Child responds “he/she is”.


Stuff each egg with pictures cut out from magazines depicting emotions

Draw simple smiley, worried, or sick faces on each egg with a sharpie (see image)