Baby TALK Home Visiting Reference Guide
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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. -
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. -
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. -
Development of Piagetian Object Permanence in a Grey Parrot (Psittacus Erithacus)
WellBeing International WBI Studies Repository 3-1997 Development of Piagetian Object Permanence in a Grey Parrot (Psittacus erithacus) Irene M. Pepperberg University of Arizona Mark R. Willner University of Arizona Lauren B. Gravitz Barnard College Follow this and additional works at: https://www.wellbeingintlstudiesrepository.org/acwp_asie Part of the Animal Studies Commons, Comparative Psychology Commons, and the Other Animal Sciences Commons Recommended Citation Pepperberg, I. M., Willner, M. R., & Gravitz, L. B. (1997). Development of Piagetian object permanence in grey parrot (Psittacus erithacus). Journal of Comparative Psychology, 111(1), 63. This material is brought to you for free and open access by WellBeing International. It has been accepted for inclusion by an authorized administrator of the WBI Studies Repository. For more information, please contact [email protected]. Development of Piagetian Object Permanence in a Grey Parrot (Psittacus erithacus) Irene M. Pepperberg*, Mark R. Willner*, and Lauren B. Gravitz† * University of Arizona † Barnard College ABSTRACT The authors evaluated the ontogenetic performance of a grey parrot (Psittacus erithacus) on object permanence tasks designed for human infants. Testing began when the bird was 8 weeks old, prior to fledging and weaning. Because adult grey parrots understand complex invisible displacements (I. M. Pepperberg & F. A. Kozak, 1986), the authors continued weekly testing until the current subject completed all of I. C. Uzgiris and J. Hunt's (1975) Scale 1 tasks. Stage 6 object permanence with respect to these tasks emerged at 22 weeks, after the bird had fledged but before it was completely weaned. Although the parrot progressed more rapidly overall than other species that have been tested ontogenetically, the subject similarly exhibited a behavioral plateau part way through the study. -
Chapter 4 a Cultural Approach to Child Development
Child Development A Cultural Approach Chapter 4 Infancy Copyright © 2017, 2013 Pearson Education, Inc. All Rights Reserved Learning Objectives (1 of 5) 4.1 Describe how the infant’s body changes in the first year, and explain the two basic principles of physical growth. 4.2 Identify the different parts of the brain and describe how the brain changes in the first few years of life. 4.3 Describe how infant sleep changes in the course of the first year and evaluate risk factors for SIDS, including the research evidence regarding cosleeping. Copyright © 2017, 2013 Pearson Education, Inc. All Rights Reserved Learning Objectives (2 of 5) 4.4 Describe how infants’ nutritional needs change during the first year of life and identify the reasons for and consequences of malnutrition in infancy. 4.5 List the major causes and preventive methods of infant mortality and describe some cultural approaches to protecting infants. 4.6 Describe the major changes during infancy in gross and fine motor development. 4.7 Describe how infants’ sensory abilities develop in the first year. Copyright © 2017, 2013 Pearson Education, Inc. All Rights Reserved Learning Objectives (3 of 5) 4.8 Describe the first four sensorimotor substages of Piaget’s theory. 4.9 Describe how the elements of the information- processing model of cognitive functioning change in infancy. 4.10 Describe the major scales used in measuring infant development and explain how habituation assessments are used to predict later intelligence. 4.11 Evaluate the claim that educational media enhance infants’ cognitive development. Copyright © 2017, 2013 Pearson Education, Inc. -
Snapshots* Developmental Milestones
The Division of Developmental Pediatrics, Department of Pediatrics, Faculty of Medicine and Dentistry, University of Alberta SNAPSHOTS* DEVELOPMENTAL MILESTONES Mnemonic Gotta Find Strong Coffee Soon‡ G = Gotta F = Find S = Strong C = Coffee S = Soon Age Gross Motor Fine Motor Speech / Language Cognitive / Problem Solving Social / Emotional Newborn Primitive reflexes – step, place, Primitive reflexes – grasp Primitive reflexes – root, suck Visual focal length ~10” Bonding (parent child) Moro, Babinski, ATNR Alerts to sound Fix & follow slow horizontal arc Prefers Self-regulation/soothing Flexor posture Startles to loud sounds contrast, colours, face Variable cries Prefers high pitched voice 2 mos Head steady when held Hands open half of time Turns to voice Prefers usual caregiver Attachment (child parent) Head up 45o prone Bats at objects Cooing Attends to moderate novelty Social smile Follows past midline 4 mos Sits with support Palmar grasp Laugh, razz, "ga", squeal Anticipates routines Turn-taking conversations Head up 90o prone, arms out Reaches and obtains items Purposeful sensory exploration of objects Explores parent's face Rolls front back Brings objects to midline (eyes, hands, mouth) 6 mos Postural reflexes Raking grasp Babble (nonspecific) Stranger anxiety Expresses emotions: happy, sad, Sits tripod Transfers hand to hand Looks for dropped or partially hidden mad Rolls both ways object Memory lasts ~24 hrs 9 mos Gets from all 4s sitting Inferior pincer grasp "Mama", "dada" (specific) Object permanence Separation anxiety -
Executive Function in Infants and Toddlers Born Low Birth Weight and Preterm
Executive Function in Infants and Toddlers born Low Birth Weight and Preterm Patricia M Blasco, PhD, Sybille Guy, PhD, & Serra Acar, PhD The Research Institute Objectives • Participants will understand retrospective research on young children born LBW and later school outcomes. • Participants will learn preliminary findings from this and other studies by the researchers. • Participants will engage in active planning for state activities to insure children born LBW are followed at birth and monitored for development. Executive Function Refers to a group of neurocognitive processes in the brain that direct, connect, and organize information that is manifested in planned behavior. She’s the CEO of her brain Early Childhood and EF • Components follow their own developmental trajectory • Growth spurts in the last half of the first year and then from 3 to 6 years of age (Diamond, 2006) Why are these so important in Early Childhood? • Inability to plan and organize actions, maintain attention to tasks, and recall past experience to apply to new learning experiences lead to: • Learning disabilities (LD) as well as problems with Attention-deficit/hyperactivity disorder (ADHD)(Lyon & Fletcher, 2001). Neurocognitive Processes • Self Regulation • Cognitive Flexibility • Goal Selection • Inhibition • Planning and • Working Memory Organization Self-Regulation Self-regulation functions are developing from the first years of life on throughout a person’s entire lifetime. Inhibit Ability to control behavior and impulses Redirect Activity Stop, Think & -
Early Intervention in Pediatric Occupational Therapy
Chapter 1 Early Intervention in Pediatric Occupational Therapy Serkan Pekçetin and Ayla Günal Additional information is available at the end of the chapter http://dx.doi.org/10.5772/intechopen.68316 Abstract Early intervention is services for infants and toddlers who have developmental defi‐ ciency or considered high risk due to the environmental or biologic factors. The aim of the early intervention is increasing the physical, cognitive and emotional capacities of infants/toddlers with protecting them from the environmental or biological risk factors. Early intervention should start as soon as possible for obtaining the best results for the child and family. First 3 years of life are critical period of the child development because neurologic development still continues. Infants and toddlers are providing physical, cognitive, sensory and social development with different experiences and various‐ sen sory stimuli from the environment in this period. Occupational therapists evaluate and implement interventions to activity, environment, infant/toddlers and their families for minimizing the developmental risks. For these reasons, occupational therapists are considered important members of early intervention team. Keywords: early intervention, occupational therapy, sensory motor performance, play therapy, cognitive, feeding disorders, social development 1. Introduction 1.1. High risk infant This term is using for the infant who has increasing risk for disability, but the exact disability is not actualized yet. The risk factors of infants can be divided into two main subheadings. The first subheading is biological risk factors. These are: intracranial hemorrhage, diabetic retinopathy, sepsis, necrotizing enterocolitis, apnea, asphyxia, intraventricular hemorrhage and the brachial plexus injury. The second subheading is environmental risk factors. -
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 .......................................................................