More Than Baby Talk: 10 Ways to Promote the Language and Communication Skills of Infants and Toddlers
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Second Language Acquisition Through Neurolinguistic Programming: a Psychoanalytic Approach
International Journal of Engineering & Technology, 7 (4.36) (2018) 624-629 International Journal of Engineering & Technology Website: www.sciencepubco.com/index.php/IJET Research paper Second Language Acquisition Through Neurolinguistic Programming: A Psychoanalytic Approach A. Delbio1*, M. Ilankumaran2 1Research Scholar in English, Noorul Islam Centre for Higher Education, Kumaracoil. 2Professor of English, Noorul Islam Centre for Higher Education, Kumaracoil, Thuckalay, Tamilnadu, India. E-mail:[email protected] *Corresponding author E-mail: [email protected] Abstract English is the only lingua-franca for the whole world in present age of globalization and liberalization. English language is considered as an important tool to acquire a new and technical information and knowledge. In this situation English learners and teachers face a lot of problems psychologically. Neuro linguistic studies the brain mechanism and the performance of the brain in linguistic competences. The brain plays a main role in controlling motor and sensory activities and in the process of thinking. Studies regarding development of brain bring some substantiation for psychological and anatomical way of language development. Neuro-Linguistic Programming (NLP) deals with psychological and neurological factors. It also deals with the mode of brain working and the way to train the brain to achieve the purpose. Many techniques are used in the NLP. It improves the fluency and accuracy in target language. It improves non-native speaker to improve the LSRW skills. This paper brings out the importance of the NLP in language learning and teaching. It also discusses the merits and demerits of the NLP in learning. It also gives the solution to overcome the problems and self-correction is motivated through neuro-linguistic programming. -
Statistical Language Learning: Learning-Oriented Theories Is That Mechanisms and Constraints Such Accounts Seem at Odds with One of the Central Observations 1 Jenny R
110 VOLUME 12, NUMBER 4, AUGUST 2003 most important arguments against Statistical Language Learning: learning-oriented theories is that Mechanisms and Constraints such accounts seem at odds with one of the central observations 1 Jenny R. Saffran about human languages. The lin- Department of Psychology and Waisman Center, University of Wisconsin–Madison, guistic systems of the world, de- Madison, Wisconsin spite surface differences, share deep similarities, and vary in non- arbitrary ways. Theories of language Abstract guage, it seems improbable that chil- acquisition that focus primarily on What types of mechanisms dren could ever discern its structure. preexisting knowledge of language underlie the acquisition of hu- The process of acquiring such a sys- do provide an elegant explanation man language? Recent evidence tem is likely to be nearly as com- for cross-linguistic similarities. suggests that learners, includ- plex as the system itself, so it is not Such theories, which are exempli- ing infants, can use statistical surprising that the mechanisms un- fied by the seminal work of Noam properties of linguistic input to derlying language acquisition are a Chomsky, suggest that linguistic uni- discover structure, including matter of long-standing debate. One versals are prespecified in the child’s sound patterns, words, and the of the central focuses of this debate linguistic endowment, and do not re- beginnings of grammar. These concerns the innate and environ- quire learning. Such accounts gener- abilities appear to be both pow- mental contributions to the lan- ate predictions about the types of erful and constrained, such that guage-acquisition process, and the patterns that should be observed some statistical patterns are degree to which these components cross-linguistically, and lead to im- more readily detected and used draw on information and abilities portant claims regarding the evolu- than others. -
Language Acquisition Device and the Origin of Language Briana Sobecks
Language Acquisition Device and the Origin of Language Briana Sobecks In the early twentieth century, psychologists re- a particular language, the universal grammar can be refined alized that language is not just understanding words, but to fit a specific language. Even if some children may hear a also requires learning grammar, syntax, and semantics. specific language pattern more than others, the fact that all Modern language is incredibly complex, but young chil- children know it indicates a poss ble innate language sense. dren can understand it remarkably well. This idea supports One of Chomsky’s main tenants in his LAD theory Chomsky’s idea that language learning is innate. According is the Poverty of Stimulus argument. Though children do to his hypothesis, young children receive “primary linguistic collect data to learn a language, it is unlikely that the data data” from what is spoken around them, which helps them they are exposed to is enough to master an entire lan- develop knowledge of that specific language (Cowie 2008). guage. Instead, they must infer grammatical rules through Children passively absorb language from adults, peers, an internal sense. There are several cognitive factors that and exposure to media. However, this data is not sufficient support this argument. Underdetermination states that the to explain how children can learn unique constructions finite data is applicable in infinite situations. In context, of words and grammar patterns. Previously structuralists this means that children utilize the finite amount of data created a list of “phrase structure rules” to generate all they hear to generate any possible sentence. -
Calendar of Events
CALENDAR OF EVENTS BABY TALK WEEK 2021 | PINELLAS COUNTY Join us at one or more FREE events To enhance knowledge and skills for engaging with families of infants and toddlers Virtual Parent Café Tuesday, February 23 | 7:00 PM – 8:00 PM • 7:00 PM - Parent Café & Lead Session • 7:30 PM – Read Aloud Ideas – Listening to our babies – “Are we really listening” • CE’s offered for Early Learning Staff • Virtual Certificates for Meeting attendees Presenters: Dr. LaDonna Butler with special guests Dr. Barbara Stroud, Twanna and Kori JOIN ZOOM MEETING Monroe (owners of Infinite Potential Learning Center). Meeting ID: 879 9843 4893 Registration Link: bit.ly/babytalk2021 Passcode: babytalk COQEBS 11th Annual Baby Talk Celebration Thursday, February 25 | 5:00 PM – 7:00 PM “DRIVE THROUGH” • Parent Gift Bags • Food Trucks • Book Bus • Walking Path of the African-American History Trail or view the Black Lives Matter LOCATION: Mural Dr. Carter G Woodson African • Attendees of the Virtual Parent Café will receive the book ‘I Am Perfectly Designed’ American History Museum – Cultured Books 2240 9th Ave S Registration Link: bit.ly/babytalk2021 St. Petersburg, FL 33712 Attention Families! If you missed the Parent Cafe on Tuesday night, NO WORRIES! View the video and take the post survey to receive a free resource bag on Thursday! Please visit www.stpetersburg.usf.edu/resources/family-study-center OR our Facebook page at bit.ly/FSCbabytalk21 ¡Padres de habla hispana! Durante la semana de Baby Talk usted puede ver una presentación especial, “La Hora del bebé” grabada en español. Con solo responder algunas preguntas antes y después de la presentación,usted recibirá un código especial para recibir una “bolsa de regalos” y un libro infantil llamado “Estoy perfectamente diseñado” el sábado 27 de febrero! Para participar, visite familystudycenter.com/ espanol en cualquier momento antes del viernes 26 de febrero. -
Helpful Tips When You're Expecting a Baby
Helpful tips when you’re expecting a baby MOMS: Management of Maternity Services Congratulations! Pregnancy can be an exciting — and busy — time. You probably have many questions and concerns, but you don’t have to go it alone. You can use this booklet to learn more about UCare programs and services that can help you and your baby stay as healthy as possible. We’ve included important topics, from healthy eating guidelines to car seat safety, and more. We want to help you have a healthy baby and make a smooth transition into this new chapter of your life. IMPORTANT: Pregnant members get extra health benefits — call your county worker or MinnesotaCare and UCare Customer Services as soon as you learn you are pregnant. Questions? Contact UCare Customer Services at the number on the back of your member ID card. TTY users call 612-676-6810 or 1-800-688-2534 toll free. Please note The booklet shares general recommendations only. You and your baby have individual needs to discuss with a health care provider. The information in this book does not replace advice from your health care provider. Contents Pregnancy After your baby is born Doctor visits during pregnancy | 2 Breastfeed your baby | 20 Call a Pregnancy Advisor Nurse | 6 Ask for help at home | 23 Eat healthy | 7 Understand emotions Help quitting tobacco, after your baby is born | 24 alcohol and drugs | 10 Why you want to avoid UCare and early delivery | 12 community resources Need transportation? | 13 Try a parenting class | 26 Call for help and information | 28 Getting ready for baby Order helpful resources for free | 29 Prepare for your baby's birth | 14 Your baby will need a doctor | 16 Car seats make riding safer | 18 1 Pregnancy Doctor visits during pregnancy Why should I go to the doctor Talk to your doctor or nurse midwife about: during pregnancy? • Prenatal vitamins and eating healthy Prenatal care is health care for you and your baby • Exercise and healthy weight gain during your pregnancy. -
Language Development Language Development
Language Development rom their very first cries, human beings communicate with the world around them. Infants communicate through sounds (crying and cooing) and through body lan- guage (pointing and other gestures). However, sometime between 8 and 18 months Fof age, a major developmental milestone occurs when infants begin to use words to speak. Words are symbolic representations; that is, when a child says “table,” we understand that the word represents the object. Language can be defined as a system of symbols that is used to communicate. Although language is used to communicate with others, we may also talk to ourselves and use words in our thinking. The words we use can influence the way we think about and understand our experiences. After defining some basic aspects of language that we use throughout the chapter, we describe some of the theories that are used to explain the amazing process by which we Language9 A system of understand and produce language. We then look at the brain’s role in processing and pro- symbols that is used to ducing language. After a description of the stages of language development—from a baby’s communicate with others or first cries through the slang used by teenagers—we look at the topic of bilingualism. We in our thinking. examine how learning to speak more than one language affects a child’s language develop- ment and how our educational system is trying to accommodate the increasing number of bilingual children in the classroom. Finally, we end the chapter with information about disorders that can interfere with children’s language development. -
Speech and Language Development
Tips for Encouraging Speech Two Types of An Introduction to and Language Development Communication Skills From birth baby begins to develop the two Speech and Use a high-pitched, sing-song voice. This helps get communication skills they will continue to build and keep your baby’s attention while you talk. on and use throughout their life: Language Play with sounds. Get silly while playing and make • Receptive communication is the ability to receive sounds that connect with what your child is doing. and understand a message from another person. Baby Development Use facial expressions and gestures to communicate demonstrates this skill by turning their head towards your the meaning of words. voice and responding to simple directions. Describe your actions as you dress, feed, and bathe • Expressive communication is the ability to convey a your child. Pairing the same words with routine message to another person through sounds, speech, signs, activities is a great way to develop language. or writing. Crying, babbling, and using body language are examples of baby’s early expressive skills. Encourage two-way communication. When your child communicates with you using sounds, words, or gestures, be sure to respond and take turns in “conversation.” Read with your child. “Reading” can simply mean describing pictures without following the written words. Choose books with large, colorful pictures, and encourage your child to point to and name familiar objects. Expand your child’s vocabulary by building on the Pathways.org empowers parents and health professionals words they already know. For example, if your child with FREE tools and resources to maximize a child’s motor, sensory, says “dog,” you could say “Yes, that’s a big dog!” and communication development. -
Breastfeeding Support Group Locations Baby TALK Office 500 E
Breastfeeding Support Group Locations Baby TALK office 500 E. Lake Shore Dr. Decatur Decatur Public Library 130 N Franklin St. Forsyth Public Library 268 S Elmwood St. ...Because the early years New Life Pregnancy Center 1698 Pershing Rd. Decatur really matter. Baby TALK’s Mission To positively impact child develop- Baby TALK Home Visiting ment and nurture healthy parent-child relationships during the critical early years. Baby TALK Warm Line (217)-475-2229 For questions about parenting , child development or Baby TALK services! Join our online community by liking “Baby TALK Warmline” on Facebook! www.babytalk.org January 2019 Monthly Calendar Baby TALK Times (BTT): Baby TALK Calendar Small parent– child groups designed for families with children birth to three years to share parenting questions & concerns, to celebrate babies’ achievements; and come to have fun with books, toys, songs & finger plays. Special Connections Addresses for BTT locations are on the 5:30– 6:15pm back. 2019 Teen Mother Support BTT 9:30- BTT 10-10:45am Teen Mother Support Group: Followed by BTT 6-6:45pm Decatur Public Library 10:15am Are you looking for a safe space to talk BTT 6:30-7:15 pm Decatur Public Breastfeeding Support about your successes & struggles as a Forsyth Public New Life Pregnancy Library 12-2pm Baby Talk young mother? Library Office @5:20-6:20pm @ New Life Pregnancy Center BTT 9:30- For questions or more info call BTT 6:30-7:15pm BTT 6-6:45pm Decatur 10:15am BTT 10-10:45am (217) 330-9780 New Life Public Library Forsyth Public Decatur Public Pregnancy Center Special Connections 10-10:45am Library Library January Special Connections: BTT 10-10:45am BTT 6:30-7:15pm Join us on the first Thursday of every month BTT 6-6:45pm BTT 9:30-10:15am Decatur Public Library New Life for songs, story time and finger plays! This Decatur Public Breastfeeding Support Pregnancy Center Forsyth Public class is geared for children with special Library Library 12-2pm Baby Talk Office needs birth to 5 years old & their families. -
Baby Talk: Resources to Support the People Who Work with Infants and Toddlers
Baby Talk: Resources To Support The People Who Work With Infants and Toddlers Issue No. 79 December 2017 Essentials for Parenting Toddlers and Preschoolers This online resource from the Centers for Disease Control (CDC) provides information to help family members and caregivers interact positively with children. It provides proven answers to common challenges so moms, dads, and caregivers can help two- to four-year-olds grow up happy and healthy. Read free articles, watch videos, and practice exercises for building positive relationships with kids. https://www.cdc.gov/parents/essentials/index.html?utm_source=PAEEN+November+2017&utm_campaign=Build&utm_medium=email Bilingual Babies Listen to Language A recent research study from Princeton University (August 7, 2017) found that bilingual infants can process dual languages quickly and correctly as early as 20 months of age just by listening. The study also revealed that infants can quickly detect when the language is switched in mid-sentence, called "code switches", as regularly experienced in bilingual communities; and "toddlers naturally activate the vocabulary of the language that is being used in any particular setting." https://www.sciencedaily.com/releases/2017/08/170807155145.htm 10 Routines That Can Strengthen an Adult-Child Relationship Researchers remind us that we need five positive interactions to each negative interaction to keep a relationship healthy. Here are ten that don't add time to your day, but do add connection. https://www.psychologytoday.com/blog/peaceful-parents-happy-kids/201706/10-routines-will-strengthen-parent-child-relationship Study Proves That Cuddling Babies Early (and Often) Has Huge Benefits Check out this article to learn more about how early skin-to-skin contact can support improved neurodevelopment, higher IQ, and lower rates of aggression. -
Baby-Talk” Words Support Language Development
How “Baby-talk” Words Support Language Development By Julie Erdmann Speech-Language Pathologist & Clinical Program Assistant, The Hanen Centre If you were to walk past a parent talking to her baby, you might hear any of the following phrases: “Uh oh!” “Pop!” “Where’s your belly?” “Woof-woof says the dog!” “Night-night, baby!” As Hanen certified SLPs, we know that modeling playful words is a natural part of interaction-building activities. In It Takes Two to Talk®, we teach caregivers to use this type of vocabulary when they join in and play in order to follow their child’s lead and let the interaction grow. “Fun sounds and words are easy to remember and understand because they’re said with lots of animation and often have gestures that go with them” (Weitzman, 2017, p. 37) These words are a familiar part of parentese, or infant directed speech. Infant directed speech (IDS) consists of language that is, as its name suggests, directed specifically to the child and not conversation that he may simply overhear. IDS has been studied since the 1960s (Ferguson, 1964) and the research on this topic has continued. Studies have shown that “[i]nfant directed speech…systematically differs from adult directed speech” (Ota, Davies-Jenkins, Skarabella, 2018). Some studies have focused on the quantitative variation between IDS and adult-directed speech (ADS), showing that all the elements are the same but vary by degree. Infant directed speech (IDS) generally has slower speech rates, higher pitch ranges, and longer pauses than speech directed at adults. Sentences are shorter than those in adult directed speech (ADS) and contain more concrete and less diverse vocabulary – the same set of words tend to be used more often (Cristia, 2013; Phillips, 1973; Saint-Georges, Chetouani, Cassel, Apicella, Mahdhauoi, Muratori, Laznik, & Cohen, 2013; Thiessen, Hill, & Saffran, 2005; Trainor, L. -
The Role of Language in Theory of Mind Development
Top Lang Disorders Vol. 34, No. 4, pp. 313–328 Copyright c 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins The Role of Language in Theory of Mind Development Jill G. de Villiers and Peter A. de Villiers Various arguments are reviewed about the claim that language development is critically connected to the development of theory of mind. The different theories of how language could help in this process of development are explored. A brief account is provided of the controversy over the capacities of infants to read others’ false beliefs. Then the empirical literature on the steps in theory of mind development is summarized, considering studies on both typically developing and various language-delayed children. Suggestions are made for intervention by speech language pathologists to enhance the child’s access to understanding the minds of others. Key words: conversation, false beliefs, false complements, language, narrative, theory of mind N THIS ARTICLE, we review arguments on interactions between language and ToM I and evidence for the claim that children’s in both typically developing and language- language acquisition is crucially connected to delayed children. We end with suggestions their development of a theory of mind (ToM). for using language interventions to facilitate Theory of mind refers to the child’s ability to children’s understanding of their own mental understand that other people have minds, and states as well as the minds of others. those minds contain beliefs, knowledge, de- sires, and emotions that may be different from THEORIES OF THE RELATIONSHIP those of the child. If the child can figure out BETWEEN LANGUAGE AND ToM those contents, then other people’s behavior will begin to make sense and, therefore, be Many writers have made a convincing case predictable and explainable. -
Baby Talk: Resources to Support the People Who Work with Infants and Toddlers
Baby Talk: Resources to support the people who work with infants and toddlers Issue No. 12 May 2012 Baby Matters: A Gateway to State Policies and Initiatives Baby Matters is ZERO TO THREE’s searchable database of resource information on state policies and initiatives that impact infants, toddlers and their families. The policies and initiatives are searchable by category, state, or keyword. A detailed description of each policy or initiative is provided, as well as links to additional related resources. http://policy.db.zerotothree.org/policyp/home.aspx Early Play = Academic Achievement A new study shows that when parents engage toddlers in cognitively stimulating play such as pretend play, it can have long-lasting effects on their children's academic success. The 15-year longitudinal study's results (http://www.tandfonline.com/doi/abs/10.1080/19424620.2011.640559), published in Family Science, found that such parental interaction when children were as young as 2 years old (as observed with 229 children in the Early Head Start Research and Evaluation Project) predicted fifth grade math and reading achievement. This builds on years of research, as compiled in this article (http://www.psychologytoday.com/blog/beautiful-minds/201203/the-need-pretend-play-in-child- development) at Psychology Today, showing that imaginative play is a critical part of healthy child development, particularly for cognitive and social development. Got a Fussy Baby? Partners in Care: Supporting Fussy Babies in Child Care is a booklet that was developed by the Fussy Baby Network to support infant child care teachers, infant program directors, and other professionals in supporting families and their fussy babies, who may also have difficulties with feeding, sleeping, and other daily routines.