The goal of prompting a child is to prevent him or her from making errors while learning a new skill, and to decrease the amount of time it takes to learn the new skill. As a child shows improvement in performing the skill, adults can fade the amount of assistance provided until the child reaches his or her level of independence. Several prompting procedures that educators and parents can use to promote children's learning are described in the literature. In this article, the authors focus on two prompting procedures, least-to-most and most-to-least. Within the two prompting procedures are five different types of prompts. They discuss each type of prompt and describe how adults can use these prompts within the least-to-most and most-to-least prompting procedures.