For many young children, parent-child interaction can be a primary source of play with others. The toys incorporated into these interactions shape the quality and quantity of parent-child communication, with electronic, sound-producing toys dampening communicative exchanges relative to traditional toys, such as wooden blocks and figurines (Sosa, 2016). In this study, I investigated whether parental preference for electronic and traditional toys differ across child gender, child vocabulary level, parental education level and the locations of the study (NYC, NY versus Ithaca, NY). I also investigated whether electronic toys, compared to traditional toys, would limit parent’s language usage, parent’s gestures (e.g., points) and children’s speech during a 10-minute play session. The parents of thirty-two children (15 girls, 17 boys; M = 43 months, SD = 11.71) completed a survey rating their preferences for a range of traditional and electronic toys. They then selected three toys from the survey for an unstructured 10-minute play session with their child. Parents' ratings of the traditional toys were highly correlated to each other as were their ratings of the electronic toys. However, parents’ ratings of the traditional toys were unrelated to their ratings of the electronic toys, indicating that they differed in their preferences for each type of toy. Parents who did not endorse electronic toys as a toy for play with their child had children with higher vocabulary scores. Interestingly, parents’ preference ratings for the toys did not align with the number of electronic toys they selected for play with their child. Finally, there was no effect of toy type (traditional versus electronic) on parent or child language or behaviors during the play session.