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Baby Sign's Developmental Benefits Alaina Ramstad Ramstada@Csp.Edu Concordia University St. Paul DigitalCommons@CSP Graduate Teacher Education 6-24-2019 Baby Sign's Developmental Benefits Alaina Ramstad [email protected] Follow this and additional works at: https://digitalcommons.csp.edu/teacher-education_masters Part of the Early Childhood Education Commons, and the Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons Recommended Citation Ramstad, A. (2019). Baby Sign's Developmental Benefits (Thesis, Concordia University, St. Paul). Retrieved from https://digitalcommons.csp.edu/teacher-education_masters/9 This Non Thesis is brought to you for free and open access by DigitalCommons@CSP. It has been accepted for inclusion in Graduate Teacher Education by an authorized administrator of DigitalCommons@CSP. For more information, please contact [email protected]. Running head: BABY SIGN 1 Baby Sign’s Developmental Benefits Alaina Ramstad Concordia University, St. Paul MA in Education: Early Childhood Education ED 590 Course Instructor: Dr. Kelly Sadlovsky Second Reader: S. Wueste, MAED – ECE Faculty of Practice June 17, 2019 BABY SIGN 2 Table of Contents Abstract............................................................................................................................................4 Chapter One: Introduction...............................................................................................................5 What is Baby Sign?..............................................................................................................5 The Scope of the Investigation............................................................................................5 Conclusion...........................................................................................................................7 Chapter Two: Review of Literature.................................................................................................8 Baby Sign and Development...............................................................................................8 Baby Sign and Language Development.................................................................11 Baby Sign and Cognitive Development.................................................................24 Baby Sign, Societal Acceptability, and Infant Social-emotional Development................26 Socially Acceptable Behaviors..............................................................................28 Baby Sign, Socioemotional Development, and Parental Relationships................31 Baby Sign, Socioemotional Development, and Extra-familiar Caregivers...........43 Conclusion.........................................................................................................................47 Chapter Three: Research Summary and Conclusions....................................................................48 Baby Sign and Development.............................................................................................48 Baby Sign and Language Development.................................................................48 Baby Sign and Cognitive Development.................................................................50 Baby Sign, Societal Acceptability, and Infant Social-emotional Development................50 Socially Acceptable Behaviors..............................................................................51 Baby Sign, Socioemotional Development, and Parental Relationships................51 Baby Sign, Socioemotional Development, and Extra-familiar Caregivers...........52 BABY SIGN 3 Conclusion.........................................................................................................................53 Chapter Four: Discussion and Applications..................................................................................54 Limitations of the Research...............................................................................................54 Future Research.................................................................................................................55 Future Instructional Practice..............................................................................................57 Conclusion.........................................................................................................................58 References......................................................................................................................................59 BABY SIGN 4 Abstract In the past few decades, the use of intentional gesture to communicate with infants, known as Infant Sign or Baby Sign, has jumped in popularity as a means to get infants communicating earlier in life (Barnes, 2010). Baby Sign has been adopted into many families, care centers, and schools with a strong focus on the potential language benefits to be found in its use (Seal & DePaolis, 2014; Kirk, Howlett, Pine & Fletcher, 2013). This paper sought to discover what, if any, other developmental benefits could be gained for infants through the use of Baby Sign. A synthesis of current Baby Sign research was conducted in order to answer this question. This paper found that, along with some verbal language advancements, Baby Sign has the potential to aid in social development and stronger bonding with caregivers (Góngora & Farkas, 2009; Vallotton, 2012a; Karsten, Foster, Decker, & Vallotton, 2017). Social and emotional development being extremely critical, especially in infancy, Baby Sign could prove useful in assisting infant educators to bond with students. Keywords: Baby Sign, Infant Sign, Language Development, Social Development BABY SIGN 5 Chapter One: Introduction Parents and teachers share a common goal: wanting what is best for the children in their care. In this time of parenting websites and constant social media updates, it is nearly impossible for any parent to miss the rise in popularity of Baby Sign (also called Infant Sign) (Pizer, Walters, & Meier, 2007). Over the last few decades, the latest practice in childcare and at home has been the use of sign language signs in communicating with infants too young to express themselves verbally. A cursory glance into the parenting literature at bookstores or online will provide dozens of books, DVDs, and CDs that offer to teach parents (or teachers) the signs to use and how to implement a sign program with infants of any age (Seal & DePaolis, 2014). What is Baby Sign? Baby Sign can best be defined as an intentional, parent-directed use of symbolic gesture. Symbolic gestures are gestures and movements done with the intent to communicate with someone nonverbally. The gestures typically show meaning in the form of the gesture itself. (Goodwyn, Acredolo, & Brown, 2000; Góngora & Farkas, 2009). In example, a small child using two hands to imitate opening a book when requesting to be read to is using a symbolic gesture. Baby Sign, therefore, is the intentional and encouraged use of symbolic gestures for key words in infants and toddlers too young to communicate verbally (Pizer et al., 2007; Mueller, Sepulveda, & Rodriguez, 2014). It is important to note that Baby Sign is primarily done with infants and toddlers who are typically developing and hearing, not with infants who are Deaf, as Baby Sign is not a complete sign language (Mueller et al., 2014; Barnes, 2010). The Scope of the Investigation The literature easily accessible to parents and teachers regarding the potential benefits of Baby Sign show many discussions of benefits such as earlier and stronger cognitive BABY SIGN 6 development, earlier spoken language development, larger vocabularies, and even higher standardized test scores later in life (Barnes, 2010; Goodwyn et al., 2000; Hoecker, 2016). However, many of these claims have only slight correlational research backing with no strong links toward an actual cause and effect relationship (Barnes, 2010). While parents may take the social media anecdotes and product descriptions at face value, it is the job of infant teachers to do more in depth research before implementing a Baby Sign program in the classroom. In order to determine what developmental benefits Baby Sign may provide, the best place to start would be to look at what parents are hoping to gain for children in the use of Baby Sign. One of the most commonly cited reason for using Baby Sign in the home is the potential improvement in parent-child communication (Pizer et al., 2007). Other common reasons are a desire for some of the claimed effects of infant sign, such as faster spoken language acquisition and larger vocabularies. There are even some claims that the use of Baby Sign has the potential to lead to bilingualism, given that many Baby Sign programs use modified or exact signs taken from American Sign Language (ASL) (Barnes, 2010). A look into the research behind possible language development benefits would therefore be the best place to start. Studies regarding language development and Baby Sign were reviewed for the results as well as the limitations in terms of generalizability. Within this area, this paper also looked into a common worry about Baby Signing, namely whether there exists a delay of spoken language acquisition caused by the use of Baby Sign. An infant with better language skills would theoretically be able to use those skills to converse with parents and teachers more easily. Children better capable of expressing themselves could lead to less frustration from caregivers who otherwise would be unable to understand the wants or needs of the
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