More Than Baby Talk: 10 Ways to Promote the Language and Communication Skills of Infants and Toddlers

d d d More d d d Than d Baby d d d Talk 10 Ways to Promote the d Language and Communication Skills of Infants and Toddlers Nicole Gardner-Neblett and Kathleen Cranley Gallagher d © 2013 by Nicole Gardner-Neblett & Kathleen Cranley Gallagher Acknowledgements The development of this guide was funded by the PNC Foundation. The content and recommendations are those of the authors and do not necessarily reflect the opinions of PNC Foundation. Permission to copy, disseminate, or otherwise use the information from this document for educational purposes is granted, provided that appropriate credit is given. We appreciate the comments and feedback provided by Ciani Bush-Johnson and Jessica Page. Graphic design: Gina Harrison, FPG Publications Office Suggested Citation Gardner-Neblett, N., & Gallagher, K. C. (2013).More than baby talk: 10 ways to promote the language and communication skills of infants and toddlers. Chapel Hill: The University of North Carolina, FPG Child Development Institute. Available at: http://mtbt.fpg.unc.edu/ d d d d d d d d d d d d d d d d d More Than Baby Talk ii Gardner-Neblett & Gallagher Table of Contents Why Promote the Language Development and Communication Skills of Infants and Toddlers? ................................... 1 Key practices ......................................................................................... 3 #1: Get Chatty ..................................................................................... 4 #2: Be a Commentator ........................................................................ 5 #3: Mix It Up ........................................................................................ 6 #4: Label It .......................................................................................... 7 #5: Tune In .......................................................................................... 8 #6: Read Interactively ........................................................................ 9 #7: Read It Again & Again & Again! ................................................ 10 #8: Props, Please! ............................................................................. 11 #9: Make Music ................................................................................ 12 #10: Sign It ........................................................................................ 13 Summary .............................................................................................. 14 Resources ............................................................................................ 15 References ........................................................................................... 17 d d d d d d d d d d d d d d d d d Gardner-Neblett & Gallagher iii More Than Baby Talk Why Promote the Language Development and Communication Skills of Infants and Toddlers? arly language and communication skills This guide describes 10 practices that early childhood are crucial for children’s success in school and educators can use to support the Ebeyond. Language and development of language and communication skills include the communication skills of infants ability to understand others (i.e., and toddlers. Because research receptive language) and express oneself supports the importance of adult- (i.e., expressive language) using words, child interactions for infants and gestures, or facial expressions. Children toddlers,5 the practices are designed who develop strong language and to be done one-on-one or in small communication skills are more likely groups. Each practice draws upon 1 to arrive at school ready to learn. They the types of interactions that also are less likely to have difficulties research suggests promotes language learning to read and are more likely to have higher levels of and communication skills. These interactions include: achievement in school.2 9 Responding to children’s vocalizations and speech During the first years of life, children’s brains are developing rapidly and laying the foundation for 9 Engaging in joint attention with children learning. The interactions that children have with adults influence how children develop and learn.3 9 Eliciting conversations with children As a result, early childhood educators have a prime 9 Talking with children more opportunity to provide children with interactions that can support children’s growth and development, 9 Using complex grammar and rich vocabulary particularly their language and communication skills. 9 Providing children with more information about As past research shows, when teachers provide children objects, emotions, or events. with higher levels of language stimulation during the first years of life, children have better language skills.4,5 These interactions benefit children from a variety of When teachers ask children questions, respond to their language and cultural backgrounds, including children vocalizations, and engage in other positive talk, children who are dual language learners. Children who are dual learn and use more words. A study found that one language learners may sometimes feel socially isolated third of the language interactions between teachers and and have difficulty communicating their wants and 7 children were the type that support children’s language needs. Educators may find the practices presented development, while the other two-thirds included less in this guide useful for helping dual language learners complex language such as directions, general praise, feel more socially connected and communicate better. and rhetorical questions.6 Promoting more high-quality Educators interested in learning more about supporting language interactions between children and adults dual language learners will find additional information provides children with the kinds of experiences that can in the resources presented at the end of the guide. foster their growth in language and communication. Overview of 10 Practices to Promote Language and Communication Skills of Infants and Toddlers Practice Description 1. Get Chatty Engaging in conversations with children 2. Be a Commentator Giving descriptions of objects, activities or events 3. Mix It Up Using different types of words and grammar 4. Label It Providing children with the names of objects or actions 5. Tune In Engaging in activities or objects that interest children 6. Read Interactively Using books to engage children’s participation 7. Read It Again & Again & Again! Reading books multiple times 8. Props, Please! Introducing objects that spark conversations 9. Make Music Engaging in musical activities 10. Sign It Using gestures or simple signs with words Each practice is presented with a description of the toddlers. These resources include books, articles, and practice, research evidence that supports the use of the websites that contain more detailed information on practice, and examples the practices presented in of how educators may the guide. use the practice with infants and toddlers. The practices presented Although each practice in this guide can be used is presented separately, when working with any many of the practices can child. Educators should be used in combination keep in mind, however, with each other. For that children develop example, educators at varying rates and can practice focusing differently depending upon on children’s interests a number of factors, such as (Practice #5, “Tune In”) personality and age. These while providing a running factors and home language commentary (Practice exposure affect children’s #2, “Be a Commentator”) development of language and labeling the names and communication skills. of objects (Practice #4, By using these practices “Label It”). early childhood educators can provide all children with At the end of the guide is a list of resources that may the rich language exposure and opportunities children be useful for more information on supporting the need to enhance their language and communication language and communication skills of infants and skills. d d d d d d d d d d d d d d d d d More Than Baby Talk 2 Gardner-Neblett & Gallagher Key Practices d d d d d d d d d d d d d d d d d Gardner-Neblett & Gallagher 3 More Than Baby Talk #1 hatting with children is a great way to give them lots of examples of how we use words to share ideas and get information. The words adults speak to children make up the language “input” Get Cthat children need to learn new words and ideas. The more input adults give children, the more opportunities children have to learn how to express themselves and understand what others are saying. Chatty What Research Shows 9 The more words adults speak to children, the larger children’s vocabulary.8,9 9 When teachers promote back-and-forth conversations with children, children show greater complexity in their speech.10 9 When teachers use high-quality conversations in the classroom including using uncommon words, asking children questions, and commenting on their responses, children show better language development.11,12 Working with Infants and Toddlers 9 Talk through or comment on routines (e.g., when washing hands, “We are washing our hands. We are making lots of big bubbles.”). 9 Comment on children’s actions or objects and events (e.g., “Billy is drawing with the red crayon.”). 9 Respond to infants’ nonverbal communication with words (e.g., “I see you reaching for the blocks. Would you like to play with the blocks?”). 9 Ask questions and pause for answers. Provide the answers for preverbal children. 9 Expand on children’s words (e.g., “I heard you say, ‘Cheese’.

Load more