Pop the Pig Speech Therapy: Fun Ideas for Preschool & Early Elementary

games therapy ideas

Pop the Pig speech therapy setup with colorful articulation and language cards, showing the pig toy and burgers used to target speech and language goals.

Pop the Pig – the belly-busting game where a pig eats burgers until his pants pop – is a speech therapy favorite for a reason. Kids are instantly hooked by the suspense and silliness of this game.

In this post, we’ll explore how to use Pop the Pig in speech therapy with toddlers, preschoolers, kindergarteners, and early elementary students. You’ll learn why kids love it, ways to embed speech and language goals naturally (think verbs, describing words, concepts, etc.), and plenty of play-based ideas to keep little ones engaged. By the end, you’ll have actionable tips – from vocabulary and articulation games to imaginative play extensions with books and songs – to turn Pop the Pig into a powerful therapy tool. Let’s dive in!

Why Kids (and SLPs) Love “Pop the Pig”

Two young children excitedly play Pop the Pig during speech therapy, feeding the pig toy burgers and giggling as his belly grows.

High on fun, low on rules: Pop the Pig is incredibly simple – roll a die, feed the pig a burger, and press his head the number of times shown. With each press his belly inflates until… POP! This built-in surprise element is something kids cannot resist. The suspense of “when will he pop?” keeps children on the edge of their seats, making the game highly motivating. Even shy kiddos light up with laughter and anticipation as the pig’s belly grows.

Quick turns = more practice: For speech therapists, Pop the Pig is a gem because it moves fast. Each turn is brief, meaning lots of turn-taking and repetition in a short time. In fact, Pop the Pig and similar pop-up games allow rapid-fire practice of targets between turns. You can easily sneak in a speech sound or language prompt before each burger is fed, resulting in a ton of trials by game’s end. More trials = faster progress!

Naturally teaches skills: The game’s mechanics inherently reinforce useful concepts. When played traditionally, Pop the Pig helps kids learn colors, numbers, and counting (each burger has a color and number). It also encourages social skills like turn-taking, waiting, and coping with winning or losing. These skills are practiced every time players pass the die or cheer on their peers. As one pediatric therapy source notes, family games like this can target social interaction, following directions, reasoning, and good sportsmanship – all while kids are just having fun.

Engagement and laughter: Above all, kids love that this greedy pig is hilarious. There’s something undeniably funny about a pig that keeps eating hamburgers until his belt pops open! The goofy theme lowers anxiety and boosts willingness to participate. As an SLP from My Speech Shop puts it, “Pop the Pig is a MUST-HAVE speech therapy game” and she brings it out at least once a month for a variety of goals. It works beautifully as a reward or reinforcer during therapy – a few correct productions or answers earn a turn to feed the pig. This keeps sessions positive and motivating for our little clients.

Tip: If you need a quick motivator or reward in sessions, Pop the Pig is perfect. It’s engaging but simple, so kids stay focused on their goals without getting too distracted by complex rules. Plus, the “pop” surprise gives an instant payoff for their hard work.

Now that we know why this game is a hit, let’s look at how to embed therapy goals into all that fun.

Targeting Speech & Language Goals with Pop the Pig

One of the best things about Pop the Pig is its flexibility – you can adapt it to target virtually any speech or language goal. Most any game can be turned into a language game with a little creativity, and Pop the Pig is no exception. Here are ways to naturally weave in learning during play:

Articulation Practice: If you’re working on speech sounds, use the game as a fun drill. Have the child earn a burger by saying a target word or sound 3-5 times correctly. For example, if the target sound is /p/, they might say “pop” or “pig” five times, then get to feed the pig a burger. You can also match the number on the burger to repetitions – e.g. a “3” means say the word 3 times. This turns practice into a game! By the time the pig pops, your student may have said their sound 20+ times without even realizing it. (Sneaky, huh?)
Basic Concepts & Vocabulary: Pop the Pig provides plenty of chances to reinforce early concepts. Talk about colors by having the child name the burger’s color before feeding it (“I have a purple burger”). Work on size concepts using the pig’s belly (is it getting big or little?). The game is great for in/out (put the burger in the pig’s mouth), empty/full (his belly is full when it pops), and more/less (each turn he eats more, how many are left?). You can also label categories: burgers are foods, a pig is a farm animal, etc. Don’t forget the pig itself offers vocabulary opportunities – discuss his body parts (head, belly, mouth) and clothing (hat, shirt, pants – which hilariously pop off!).
Functional Language & Phrases: Encourage useful phrases during the game. Model and have the child use polite requests like “I want a turn”, “Can I have a burger?” or “Feed the pig. These functional phrases can be targeted for kids using AAC or early language. Also practice pronouns by alternating “my turn” and “your turn.” A simple hand-over-hand strategy can help clarify these shifting pronouns – touch the child’s chest for “my turn” and your chest for “your turn” so they learn to use each correctly. Games are perfect for such turn-taking language.
Action Words (Verbs): Pop the Pig is loaded with verbs to model. Roll the die, pick a burger, feed the pig, pushhis head, eat, and of course pop! Narrate each action: “You’re pushing the pig’s head…he popped!” Emphasize and repeat these verbs. You can even have the child make short sentences: “Pig eats burger,” “I push the head,” etc. One therapist reported consistently using verbs like roll, push, eat, and pop every time she plays – great repetition for children learning action words.
Answering Questions & Following Directions: Use the game’s steps to prompt wh- questions. Ask things like: “What color burger did you get? How many times do we push?” or “Where do we put the burger?”. This practices comprehension and expressive skills (e.g., child answers “I got red” or “push it three times”). To target following directions, give fun commands involving the game pieces – “Before you feed the pig, jump 2 times” or “Find a burger under the table.” You can even hide the plastic burgers around the room for a scavenger hunt: the child must listen to clues using spatial concepts (e.g. “Look under the chair”) to find each one. Once found, they feed the pig. This merges gross motor play with language concepts like prepositions.
Describing & Attributes: Encourage kids to describe the pig and burgers. Is the burger hard or soft? What shape is it (circle)? Talk about the pig’s appearance – “He has a big belly, a white chef’s hat, a pink nose,” etc. As the game progresses, comment on how his belly is getting bigger or “so full!”. You can also discuss opposites (before/after, big/small, empty/full) and ordinal terms: “Who was first? Who’s second? Who went last?”If the concept of first, second, third is tricky, place numbered cards by each burger eaten to visually show the sequence.
Social-Emotional Skills: Use Pop the Pig to work on feelings and social language in a low-stakes way. For example, practice good sportsmanship phrases like “Good game!” or “Your turn, my turn.” After the pig pops, some kids may feel surprised, excited, or even a bit disappointed if they “lost.” This is a chance to name those feelings and model responses (“It was surprising when he popped! That was fun. Let’s play again.”). The dramatic pop can actually help kids learn to manage unexpected outcomes in a safe, humorous context.

As you can see, there are endless goals to target with this one game. SLPs have used Pop the Pig for everything from basic requesting to articulation to grammar.

Get creative and don’t be afraid to bend the rules of the game. It’s okay if you don’t follow the box instructions exactly – adapt it to fit your therapy needs! In the words of one therapist, “Sometimes making up your own rules helps make the game even more fun.”

Ideas by Age Group: Toddlers to Early Elementary

Pop the Pig is officially recommended for ages 4+, but with supervision (due to small pieces) you can adapt aspects of the game for slightly younger toddlers as well. Here are age-appropriate ideas and modifications for using Pop the Pig across various stages:

Toddlers (Around 2–3 years old)

Toddlers have emerging language skills and shorter attention spans, so keep it super simple. You might not play a full game by the rules, and that’s okay! Instead, use the pig toy as a fun prop in easy turn-taking routines. For example, you can hand the toddler a burger and model a single word like “eat!” as you help them feed it to the pig. Encourage any vocalization – animal sounds (“oink!”), exclamations (“uh-oh!” when it pops), or simple words (“eat,” “more,” “pop”). Some tips:

Use single words and gestures: Toddlers may not speak in sentences yet, so focus on one-word utterances. Model words like open, eat, go, pop, more, accompanied by gestures. For instance, say “pop!” and raise your arms when the pig’s belly pops. The cause-and-effect surprise often delights toddlers and may prompt them to try saying the fun word (or at least giggle along).
Build turn-taking basics: Even two-year-olds can start learning to take turns. Say “my turn” and feed the pig, then hand a burger to the child and say “your turn.” They might need help pressing the pig’s head – guide their hand and count the presses together (“One…two…three!”). This early turn-taking practice lays a foundation for later social communication.
Name colors and count together: Toddlers are absorbing new vocabulary rapidly. Label the burger colors as you play (“let’s grab a yellow burger!”). Count out loud as you press the head. Even if the toddler isn’t counting independently, hearing you count “1-2-3” provides exposure to numbers in a fun context. You can also use exclamatory phrases like “Ready, set, go!” before pressing the head – toddlers love that anticipation.
Supervise closely: Toddlers do tend to explore with their mouths, and the burgers are small. Make sure an adult manages the pieces, or use a “giant” pretend burger (like a foam ball or bean bag) for a feeding game instead. Always monitor for safety with under-3s.

At this age, keep sessions very short and celebratory. The goal is exposure and enjoyment – if they say a new word or even attempt one, success! Even just laughing when the pig pops means they had a positive communication experience.

Preschoolers (3–4 years old)

Preschoolers can handle more structure and will start to grasp the actual game rules. This is a prime age for play-based therapy, and Pop the Pig hits the sweet spot. Here’s how to engage your chatty three- or four-year-olds:

Introduce simple rules: Many 3-4 year olds find it hilarious to follow the pig-feeding routine. Explain the basic rules (“We roll the die, see the color, pick that burger, and feed the pig. We press his head and uh-oh, his belly might pop!”). Preschoolers love predicting when the pig will pop – use this to your advantage by asking, “Do you think he’ll pop this time or need more burgers?” to spark some conversation about more vs. all done.
Expand utterances: If a child is speaking in 1-2 word phrases, model slightly longer ones during the game. For example, if the child says “pig eat,” you can expand: “Yes, the pig eats the red burger.” Use repetitive sentence frames each turn, like “The pig is eating a ___ burger” to reinforce grammar (present progressive verb + adjectives). Over a few rounds, you might hear the child start using those longer phrases too.
Target preschool concepts: Work in those early language goals seamlessly. Colors and counting are still key at this age – let the child announce the number on the burger and count presses with minimal help. Incorporate concepts like big vs. small (maybe have a play coin as a “small cookie” vs the “big burger” to feed the pig). Use spatial terms by placing burgers in different spots – “on the table,” “under the cup,” etc., and have the child follow one-step directions to find them.
Imaginative play: Preschoolers have blooming imaginations, so feel free to embed the game in a pretend-play scenario. Perhaps set up a little “burger restaurant” where the child is the chef “cooking” play burgers for the pig. They can take the pig’s “order” (great for practicing questions and polite speech, e.g. “Pig says ‘I want a red burger, please!’”). This kind of role-play around the game can elicit lots of spontaneous language and is often very motivating at this age. The pig can even be part of a story – “Uh oh, Pig ate too much. Let’s make him exercise!” (cue a mini dance party or a song to get the wiggles out).
Books & songs: Tie in a simple pig-themed story or song after the game to reinforce concepts. For example, read a short book like “If You Give a Pig a Pancake” (even though it’s pancakes, preschoolers relate to the pig character and sequence of events), or sing “Old MacDonald Had a Farm” and let the child supply the “oink oink” when you get to the pig. These extensions solidify new vocabulary in a different format and keep the fun going.

Preschoolers will ask to play Pop the Pig over and over – and repetition is wonderful for learning. Don’t be afraid to play again if time allows; each round offers new chances to practice targets. Just vary your prompts (one round focus on colors, next round focus on verbs, etc.) to cover lots of ground.

Kindergarten (5–6 years old)

By kindergarten, children often have the basics down and are ready for more complex language tasks. They still adore playful activities, but you can integrate slightly more challenge into the game for this age group:

Incorporate literacy & phonics: Kinders are starting to learn letters and sounds, so you can sneak some pre-literacy into Pop the Pig. For instance, label each burger with a letter (use dry-erase marker or stickers). Before the child feeds the pig, have them name the letter and the sound it makes (e.g. “B says /b/”). If you’re targeting phonological awareness, you might ask, “Can you think of a word that starts with that sound before we feed pig?” Quick little additions like this turn the game into a multi-modal learning opportunity.
Longer sentences and storytelling: Encourage the child to speak in complete sentences during their turns. Instead of “red burger,” have them say “I have a red burger for the pig.” Model using conjunctions: “Pig ate so much because he was hungry!” You can also do a story sequencing activity after the game: ask the kindergartener to retell the “story” of the game – e.g., “First, we rolled the die and fed him a bunch of burgers. Then his belly got bigger. In the end, POP! His belt burst open!” This retelling reinforces sequencing words (first/then/last) and causal language in a natural way.
Social skills & pragmatics: Five- and six-year-olds can start to take others’ perspectives. Use Pop the Pig to practice politeness and turn-taking in a group. They can be in charge of reminding a friend “It’s your turn now” or asking for a burger instead of grabbing. If playing in a small group, have them cheer for each other (“Go pig go!” or “Good job feeding him!”) to foster positive peer interaction. This game is an easy one to include peers or siblings in, which is great for generalizing social communication skills.
Add a challenge: If you worry a 6-year-old might find the game too easy, add a simple challenge rule. For example, before each turn, draw a vocabulary card or sight word that the child must use in a sentence correctly to earn their turn. Or incorporate a movement: do 5 jumping jacks, then take your turn (gets the wiggles out and adds proprioceptive input for those sensory-seeking kiddos!). They’ll find it novel and not baby-ish, and you’re sneakily getting them to produce longer language outputs under a bit of “cognitive load,” which mirrors classroom demands.

Kindergarteners typically still love the physical comedy of the pig popping and won’t consider it a “little kid” game yet. In fact, many will want to show off their skills using the game – let them be the “teacher” and explain the rules to a parent or another student. Explaining rules is a fantastic language task that checks for understanding and use of sequential language.

Early Elementary (6–8+ years old)

In first and second grade, children become more sophisticated communicators. They may have specific speech or language goals like carryover of certain sounds, using more complex sentences, or improving narrative skills. Pop the Pig can still be leveraged for this age with some tweaks:

Articulation carryover: For kids who can say their sounds in single words, use the game for sentence and conversation practice. Challenge the student that every time they feed the pig, they must ask a question or make a comment containing a word with their target sound. For example, if working on /s/, they could ask the clinician “Do you want some burgers?” or joke “This pig is so silly!”. This turns drill into natural, spontaneous speech practice. Since the game elicits excitement, you’ll often get genuine laughter and unscripted comments – perfect for carryover of articulation skills into real reactions.
Higher-level language: Adapt your questions and prompts to be more open-ended. Ask “Why do you think the pig’s belly pops?” to target cause-effect reasoning. Or have them predict outcomes: “If the pig keeps eating, what might happen? Why?” You can target flexible vocabulary by brainstorming synonyms: instead of always saying “pop,” what else could we say? (explode, burst, etc.). Incorporating these richer language tasks challenges early elementary students just enough while they still enjoy the game format.
Math integration for fun: Sneak in some math word problems to work on language comprehension. For instance: “Pig ate 2 burgers, then 3 more. How many did he eat total?” The student can count the burgers on the table and answer with a full sentence (“He ate five burgers”). This works on quantitative concepts and formulating complete answers. It also shows kids how we use language to talk about numbers.
Writing and drawing extension: After the game, you can have early elementary students do a quick follow-up activity like drawing a picture of the pig with a speech bubble (“I’m so full!”) and writing a caption or short sentence about what happened. This kind of multi-modal extension (play → draw → write) reinforces their narrative and descriptive language skills. It’s also a nice way to calm down after the excitement of the popping belly.
Group therapy adaptation: If you have a small group of 6–8 year olds, Pop the Pig can be a great behavioral incentive to keep everyone on task. Each child gets their own set of target words or questions. After each responds correctly, they take a turn with the game. The structure of having a clear end point (“the game ends when pig pops”) helps students understand the session flow and stay engaged to see the outcome.

At this age, some children might say “This is easy!” – if so, recruit them as your therapy helpers. Maybe one student is in charge of holding the burger tray or being the “dice caller.” Giving them a responsibility elevates their engagement and works on following multi-step directions (e.g. “Pick the burger and also remind Jake to say his sentence before pressing the head”). They often take pride in helping run the game.

Playful Twists and Thematic Ideas for Pop the Pig

To prevent the game from becoming repetitive over time, try these novel play-based ideas that incorporate Pop the Pig in creative ways:

Scavenger Hunt Feeding: Hide the burgers around the therapy room in tricky places. Have the child hunt for a burger each turn (following clues or answering questions to earn hints). When they find one, they can feed it to the pig. This adds an adventure element and targets location concepts (in, on, under, behind) as they describe where each burger was found.
Obstacle Course Challenge: For active kids, combine gross motor skills with speech. Place the pig on one side of the room and the burgers on the other. The child must complete a quick obstacle course to deliver each burger – for example, hop on one foot or do an “animal walk” (bear crawl, frog hop) to carry the burger to the pig. Incorporate language by narrating actions (“You’re hopping to the pig”) or having them request the next obstacle. This burns energy and builds language (plus they get a kick out of the pig as their “finish line”).
Pretend Play Restaurant: Turn the therapy table into “Pig’s Diner.” The child can take the pig’s order (“He wants 2 burgers, please!”) and “cook” toy burgers or even craft burgers from Play-Doh. Use sequencing language as they “grill” the burger, “put it on a plate,” and then feed it to the pig. You can incorporate lots of verbs and sequencing (first we grill, next we stack, last we serve) and even some imaginative problem-solving (“Oh no, we’re out of burgers – what can we feed him instead?”). This scenario taps into pretend play, which research shows is especially beneficial for developing language and social communication.
Storytime with Pig: Make Pop the Pig the star of a mini story. Perhaps read a burger or pig-themed book and then reenact parts of it with the pig game. Great book pairings include “Burger Boy” by Alan Durant (a funny tale of a boy who turns into a hamburger after eating too many – thematically perfect!), “Pig the Winner” by Aaron Blabey (about a selfish pug named Pig – good for discussing sportsmanship), or “Mercy Watson Goes for a Ride” by Kate DiCamillo (Mercy is a pig who loves buttered toast – you can compare Mercy and the Pop the Pig character). While reading, have the child hold the pig and act out any eating scenes or count food in the illustrations. Afterward, ask comprehension questions or do a quick retell using the pig as a prop. Tying literature to the game helps kids make connections and use new vocabulary in context.
Sing & Rhyme: Incorporate a simple pig or food song related to the game. For example, sing “Old MacDonald” and when you get to “had a pig,” let the child press the pig’s head to the rhythm of “oink-oink here, oink-oink there.” Or try a counting rhyme like “Five Little Pigs” (similar to “five little monkeys” but with pigs eating something silly) where each time a pig “eats,” you press the toy. Songs and rhymes add a melodic element that can improve phonological awareness and memory for language patterns. They also make your sessions feel like playtime rather than work.
Sensory Bin Burgers: For a tactile twist, bury the plastic burgers in a sensory bin (e.g. a box of dry rice, beans, or pom-poms). Have the child dig for a burger each turn. As they feel around, prompt describing words: is it smooth and hard like a burger piece, or something else? This can lead to discussion of textures and objects. Once they pull out a burger, wipe it off and feed that hungry pig! The sensory input can be calming for some children and adds another dimension to the activity.

These novel ideas keep Pop the Pig fresh and exciting even after many sessions. You’ll likely discover your own variations too – there’s “a million different ways you can use this game,” as one SLP noted. The key is to follow the child’s interests and have fun with it. When children are engaged in joyful play, their brains are more open to learning – and they’re more likely to retain new skills. In other words, play is where language lives! So embrace the silliness and creativity.

FAQs: Pop the Pig & Speech Therapy

Q: How do I use the Pop the Pig game for speech therapy?
A: Use it as a playful platform to practice skills! Have the child earn turns by practicing a speech sound or answering a question, then let them feed the pig a burger and push its head. You can target language skills by labeling burger colors, counting pushes, naming body parts (head, belly, etc.), and using short phrases (“push the pig,” “more burgers please”). The game’s quick, repetitive turns naturally provide many opportunities for practice. Plus, the anticipation of the pig popping keeps kids motivated to participate.

Q: What speech and language goals can Pop the Pig target?
A: So many! It can address articulation (say a target word X times per turn), phonology(practice final consonants – e.g. say “pop” when he pops), expressive language (formulating sentences, using verbs like eat, push, pop), receptive language (following one- or two-step directions: “find a red burger under the cup”), concepts (colors, numbers, size like big/full), WH-questions (“Who’s turn is it? What color did you get?”), social skills (turn-taking, saying “my turn/your turn”, handling surprise). It’s truly an open-ended therapy tool. One TPT resource built around Pop the Pig includes over 120 speech-language targets (articulation, categories, questions, etc.) – highlighting how versatile it is. Basically, if you have a specific goal, you can likely adapt this game to target it!

Q: Is Pop the Pig appropriate for toddlers in therapy?
A: Officially, Pop the Pig is recommended for ages 4+, mainly due to small parts. However, you can use components of it with toddlers (2–3 years) with close supervision. For example, you might let a toddler hold and press the pig (they love the popping action!), but hand-over-hand help them to avoid putting pieces in their mouth. Simplify the activity: focus on easy words (“pop!”) and cause-effect (pig eats → belly pops). Many SLPs successfully use it in early intervention by modifying as needed – just always put safety first. If you’re unsure, there are similar cause-effect toys for toddlers without small parts. But with an adult right there, introducing the pig can be a fun way to get those first words and engagement from a little one.

Q: How does using a game like Pop the Pig help speech development?
A: Using games makes therapy fun and engaging, which is huge for learning. When a child is laughing and enjoying themselves, they often forget they’re “working” and end up practicing more. Pop the Pig in particular adds excitement and surprise, which can increase vocalizations and interaction from kids who might be shy. Research shows that play-based learning can significantly improve language skills in young children. Games like this also provide a natural context for language – instead of drilling words in isolation, the child is using them functionally (to request, comment, tell a play partner something). Moreover, playing Pop the Pig can boost attention and turn-taking ability, which are foundational skills for communication. In short, when therapy feels like play, kids are more engaged and progress often comes faster.

Q: My child just wants to press the pig over and over – how can I keep them focused on goals?
A: It’s common for kids to get excited and want to trigger the “pop” immediately. Try harnessing that excitement as the reward. Set a clear structure: “First say your word (or answer my question), then you get to feed the pig.” Using a visual cue like a First/Then board can help. Keep turns short and the pace brisk so they know another chance to press is coming soon. You can also assign roles – maybe the child is the “Pig Feeder” and you are the “Head Pusher,” so they have to hand you the burger after doing their task (sneaky way to ensure they don’t just mash the head non-stop!). Changing up what they have to do each turn (sometimes a word, sometimes a question, sometimes a gross motor action) can maintain interest. If a child is really fixated on the toy, consider letting them have one free “silly turn” at the end where they can press the pig repeatedly – once they know that’s coming, they might stay on task during therapy turns. With a little creativity, you can channel their enthusiasm into meeting therapy goals and still have a satisfying pop at the end!

Wrap-Up: Bring On the Burger Fun!

Pop the Pig isn’t just a goofy toy – it’s a versatile therapy powerhouse when used with intention. We’ve covered how you can adapt this game for various ages and a multitude of goals, from early language in toddlers to articulation carryover in second graders. The beauty of it is that kids are having a blast the whole time. As clinicians (or parents helping at home), when we tap into that joy, we see greater engagement and faster progress. Play-based therapy isn’t just fun – it’s effective!

So next time you need to spice up a session, grab this game and let the pig do the work for you. You’ll love seeing your students’ eyes light up with each pop, and they’ll be learning without even knowing it. It’s a win-win… or should we say “yum-yum”!

Ready to take your Pop the Pig sessions to the next level? Don’t forget to check out my Pop the Pig Game Companion for a treasure trove of printable, drill-based activities that pair with the game. This companion pack is designed to maximize trials while kids play. It’s a huge time-saver for planning therapy (perfect for group sessions and homework too!)

Grab the Pop the Pig Companion here and let the prep work be as easy as feeding a pig! 🐖🍔

You can also check out my Toy and Game Craft Sheets to extend the play! Extend the skills you practiced during the game and send the completed craft for homework!