If you have a toddler at home, chances are you’re familiar with “Ms. Rachel.” She’s the friendly face behind a popular YouTube show that offers lessons on early speech and language development in a fun, engaging way.
Since skyrocketing to YouTube fame in 2019, she’s captivated countless toddlers—including many of those I work with in early intervention. Many parents ask me if “Ms. Rachel” can help their child learn to communicate. My response?
The program can be a valuable tool—but only when used deliberately, alongside meaningful parent-child interaction.
In other words, she can help—but she’s not a replacement for you. The most powerful way children learn to communicate is through daily interactions (like talking, reading, singing, and playing) with their parents and caregivers. Children need the opportunity to take the skills that Ms. Rachel teaches and apply them in real life to express themselves—that’s the “meaningful” part, and it’s how kids truly master these skills.
As a speech-language pathologist (SLP), also known as a speech therapist, I help guide families on healthy screen time habits (Be Tech Wise With Toddler, Say ASHA and the Screen Time Action Network) while helping them make the most of educational programming like “Ms. Rachel.” In my practice, I offer parents strategies to build on what their children learn from her content and foster meaningful interactions beyond the screen.
Below is some information about why “Ms. Rachel” is so appealing and what parents should know about her content—along with a few strategies you can use with her videos to support your child’s communication development.
Why Kids Respond to “Ms. Rachel’s” Style
One of the reasons so many toddlers love “Ms. Rachel” is because she uses strategies that are backed by research—and they really work! Although “Ms. Rachel” is an early childhood educator by profession, she uses many of the same strategies recommended and used by speech-language pathologists.
Some of her most effective techniques include:
- Repeating words often, which helps toddlers learn and remember new vocabulary.
- Talking slowly and clearly when saying words and short phrases.
- Pausing after saying something, giving children time to respond or try saying the word themselves.
- Using a sing-song voice, which naturally grabs kids’ attention and keeps them engaged.
- Adding hand gestures or signs when saying some words to help children connect actions and words.
- Encouraging children to copy her actions, sounds and words, which helps them build a foundation for communication.
These are all simple things you can try at home, too! And when used during play, mealtimes, or reading, they can turn everyday moments into learning moments that fuel your child’s language growth.
Real-Life Interactions Matter Most
Sometimes parents hear stories—online or from friends—about kids who “started talking” after watching “Ms. Rachel.” It’s easy to think that more screen time might be the answer. But here’s the truth: “Ms. Rachel” can be a helpful tool, especially for showing your child how to copy sounds, words, and actions. But the real magic happens during everyday moments, like playing together, eating meals, or getting ready for bed. That’s when your child learns what words mean, how to use them, and how to connect with others.
3 Strategies for Parents and Caregivers
Below are a few strategies to help you make the most of “Ms. Rachel’s” content.
Strategy #1: Mirror Your Child
Some children are especially drawn to “Ms. Rachel’s” gestures or facial expressions because young children often find visual-social cues more interesting than spoken words. Follow their lead! Try copying what your child is doing—whether it’s clapping, pointing, or saying “ba-ba.” Then use those same actions or sounds during your daily routines. This helps your child learn to connect with you, not just with the screen—and that’s where real language learning begins.
Strategy #2: Try Slowing Things Down
“Ms. Rachel” already speaks slowly and clearly when she teaches new words, but her singing might still be a little fast for some toddlers—especially those with speech or language delays.
One easy tip? Slow down the video playback speed (you can do this on YouTube). This gives your child more time to understand the words and maybe even try singing along. It’s also a helpful reminder for parents: when you sing or talk with your child, slowing down your own speech can make it easier for them to follow and join in.
Strategy #3: Watch With Your Child, Not Just Nearby
One of the best ways to make screen time more meaningful is to watch the show together— this is called co-viewing. When you sit with your child and join in, it turns passive screen time into an active learning moment.
Here are a few simple things you can do while watching together:
- Copy what “Ms. Rachel” says or does so your child sees the same action from both of you.
- Pay attention to what your child reacts to—a smile, a giggle, or where they look tells you what they’re interested in.
- Pause the video periodically to give your child a chance to respond or try something on their own.
- Talk about what’s happening in the video, just like you would during a story or a game.
These little moments of connection during co-viewing can help your child build communication skills—and feel more connected to you.
Supporting Your Choices
If your family uses “Ms. Rachel” as part of your child’s screen time, you’re not alone. Understanding what makes her videos so engaging can help you use them intentionally to support your child’s language development. With a few simple strategies, you can turn screen time into connection time. I hope you feel encouraged to give these ideas a try as you continue supporting your child’s communication journey.
If you have concerns about your child’s speech, language, or communication development, the American Speech-Language-Hearing Association (ASHA) recommends that you consult with a licensed and ASHA-certified speech-language pathologist. To locate an SLP in your area, visit www.asha.org/profind, or contact your local Child Find program and request an assessment. You can also ask your pediatrician for a recommendation.
Jeannette W. Reiff, M.S., CCC-SLP is Associate Director of Clinical Issues in Speech-Language Pathology for the American Speech-Language-Hearing Association.