Why “More” Isn’t Enough: Teaching Specific Requests to Early Language Learners

If your child is just beginning to communicate—whether with words, sign language, or a device—there’s one common word that often gets taught first: “more.” And while that seems useful, I want to gently suggest that it might not be the best starting point.

Here’s why: “More” is vague. It’s often a stand-in for many different needs—help, all done, again, open, snack, play. And when a child can only say “more,” you still have to guess what they actually want. That frustration builds up fast. For them. And for you.

A Simple First Step You Can Take Today

Start by picking one or two specific words that meet your child’s most frequent needs. Think about real moments during their day. Do they often want you to open something? Help with a toy? Ask for a snack? Begin there.

If your child usually signs or presses a button that says “more,” try modeling a new word in its place. For example, instead of prompting them to say “more” when a snack runs out, try modeling “cracker” or “help” or “open”—whichever word fits the moment.

Why Specific Language Builds Real Skills

Here’s the thing: language is functional. Every time your child communicates, it’s because they want something—to get something, to escape something, to connect. Teaching specific requests helps them meet those needs more clearly and with less frustration.

“More” doesn’t tell us what they want. I’ve seen so many little ones walking around signing “more” while crying or melting down—because what they really needed was “all done” or “help” or “again” or even “go.” But no one taught them those words yet.

This is especially important for early language learners—especially non-speaking kids or children in what’s often described as “Level 3” autism support needs. These kiddos deserve access to words that actually work in their lives.

How to Choose Better First Words

1. Watch your child in daily routines. What are the moments where they gesture, cry, or grab your hand? These are communication moments asking to happen.
2. Pick a few high-need, high-frequency words. Think: open, help, snack, book, go, stop, play, all done.
3. Model the word consistently. Say or sign it every time the moment happens. If you're using an AAC device, help them find and press the button.
4. Celebrate the effort, not the perfection. Reward the attempt with access to what they're asking for—even if the pronunciation isn't clear yet.
5. Phase out “more” as a catch-all. Replace it with meaningful vocabulary attached to specific actions and objects.

What You Can Say Instead

Let’s say your little one finishes a few crackers and looks at you for more.

Instead of:

• You want more?

Try:

• Oh, you want another cracker? Say “cracker!”
• Let’s get more crackers. Can you push ‘cracker’ here? (if using AAC)
• Want me to open it? Say “open.”

We’re not banning “more” forever. We just don’t want it to be the only option. Once your child has some specific words, “more” becomes a great next step:

• “More bubbles!”
• “More crackers!”
• “More tickles!”

But in the beginning, let’s give them words that work harder—the kind that can meet their real needs.

When to Reach Out for Support

If your child is signing or saying “more” a lot, but you’re having to play detective every time just to figure out what they want, that’s a sign it might be time for more support. Especially if they’re not yet using many words (spoken, signed, or on a device) that directly meet their needs.

Learning how to teach functional language is a game-changer, and you're not supposed to figure it out all on your own.

Want a Clearer Picture of What Words to Expect and When?

I created a free developmental milestones guide to help you understand what to look for and when. It includes communication, play, social cues, and more—so you can spot when your child might benefit from early support.

Need Support Choosing the Right Words for Your Child?

If you’d like more personalized guidance on how to teach your child functional, specific language—whether they’re non-speaking, just starting to talk, using AAC, or anywhere in between—you can schedule a free 30-minute discovery call with me to see if consultation feels like the right next step for your family.

FAQs

Is it wrong to teach “more” as one of my child’s first words?

Not wrong—but it’s often not the most helpful. “More” is vague, and without other words to pair with it, your child may stay stuck using it for everything. That can lead to frustration for both of you.

What are better first words than “more” for non-speaking children?

Words like “help,” “go,” “open,” “snack,” “all done,” “play,” or specific object names like “bubbles” or “cracker” often meet real day-to-day needs and help your child learn how powerful communication can be.

My child is older and still mostly uses “more.” Can we shift now?

Yes! It’s never too late to teach more specific language. Start by modeling and prompting new words during familiar routines and gradually build a more meaningful vocabulary from there.

Can we still use “more” later on?

Absolutely. Once your child can ask for things by name, “more” becomes an excellent strategy—for more story, more water, more outside—all kinds of things. We just don’t want it to be the only tool in their toolbox early on.

What if my child isn’t using any words yet?

That’s okay. Sign language, AAC, picture cards, gestures—all of these can be pathways into meaningful communication. The key is teaching words that serve a purpose your child cares about right now.