A child spends far more time with their family than with a speech therapist, and most of the learning happens there. What follows needs no materials, no set-aside time and no professional skill. It needs only a change in the way you converse.
Leave space for a reply
The most common mistake is hurrying. The parent asks a question and, when the answer does not arrive within a second, answers it themselves. The child learns that there is no need to try. Count silently to five before stepping in - that small pause opens a great deal.
Extend what they say
When the child says one word, give the same idea back with one word more. They say 'water' - you say 'want water'. They say 'want water' - you say 'want cold water'. You are not correcting them; you are showing them the next step.
Name what is happening
While dressing, while cooking, on the way somewhere - put into words what you are doing. 'I'm putting on the sock. The red sock. Now the other foot.' Language is learned tied to experience, not isolated in exercises.
Ask questions that need more than yes or no
'Do you want it?' closes with a nod. 'What do you want?' requires words. When the child is at an earlier level, even a choice between two things - 'apple or banana?' - gives more than a closed question.
Read together, even without reading the book
With young children a book does not have to be read word for word. Look at the pictures, name things, ask, point. The value is in the conversation around the book, not in the text.
One mistake to avoid
Do not correct every word. Constant correction closes a child down and turns speaking into a source of anxiety - particularly for children with pronunciation difficulties or stuttering. Instead of 'that's not how you say it, try again', simply repeat the word correctly within your own reply, naturally, and carry on with the conversation.
This guidance does not replace assessment and therapy where those are needed. When a child is in therapy, the parent receives concrete exercises matched to their objectives.