DOCUMENT RESUME

ED 090 737 EC 061 829 AUTHOR Murphy, Lois B.; Leeper, Ethel M. TITLE Language Is for Communication. Caring for Children No, 10. INSTITUTION Child Development Services Bureau (DHEW/OCD), Washington, D.C. REPORT NO DHEW-OCD-74-1035 PUB DATE 73 NOTE 29p.; For other booklets in the series see EC 052 600-604 and EC 061 825-828 AVAILABLE FROMSuperintendent of Documents, U..S. Government Printing Office, Washington, D. C. 20402 (Stock Number 1790-00016, $0.60)

EDRS PRICE MF-$0.75 HC-$1.85 PLUS POSTAGE DESCRIPTORS *Child.Care Centers; *Communication Skills; *Early Childhood Education; *Exceptional Child Education; Handicapped Children; *Language Development; Language Role

ABSTRACT Discussed are ways to develop language communication skills in preschool children attending a child care center. Examples of communication without words such as animal sounds and actions are given. Babies are seen to learn to talk through the aid of a mother and child care worker who decipher the signals and encourage babbling in infants and speech in young children. Considered in a section on speech difficulties are physical and mental defects, stuttering, effects of a silent home life, and shyness in young children. Child care workers are encouraged to help children learn to talk about their feelings. Described are ways a child can develop language skills in the child care center such as having a teacher who.listens, being exposed to new words, engaging in conversation with children and adults, hearing and making up stories, singing, and getting ready for reading. The booklet stresses the importance of communication skills for a more tolerant society. (DE) caring 'for children number ten LANGUAGE IS FOR COMMUNICATION

Preface 2 Acknowledgments 3

DHEW Publication No. (OCD) 7. -1035 Communication without Words 5 Language of Animals 5 Actions Sometimes LOIS B. MURPHY, Ph.D, Speak Louder than Words 6 ETHEL M. LEEPER How Babies Learn to Talk 7 Mother Deciphers the Signals 7 Gooing and Cooing Pay Off 7 The Speech of Young Children 8 Speech Difficulties 10 Physical and Mental Defects 10 U S DEPARTMENT OF HEALTH. Early Life 11 EDUCATION A WELFARE NATIONAL INSTITUTE OF 11 EDUCATION Stuttering THIS DOCUMENT I.IAS SEEN REPRO DUCED EXACTLY AS RECEIVED Silent Home Life 12 THE PERSON OR ORGANIZATiONORiGINFROM Shyness 12 A TING It POINTS OfVIEW OR OPINIONS STATED DO NOT hECESSA.RiLY sENTorrCiAL NATIONAL REPRE INSTITUTE OF Talking about Feelings 12 EDUCATION POSITION ORPOLICY Letting Off Steam 12 Words Can Lighten Trouble 14 Language Grows at the Child Care Center 14 Teacher Tunes in 14 Learning New Words 15 Conversation 16 Children Talking Together 19 Adults Talking Together 19 Photo Credits: Michael D. Sullivan Sounds Lead the Way 19 Lots B. Murphy Stories 20 Dorothy Levens Getting the Most Out of a Story23 Making Up Stories 23 Their Own Books 24 Songs 24 U.S. DEPARTMENT OF Equipment to Promote HEALTH, EDUCATION, AND WELFARE Communication 27 OFFICE of CHILD DEVELOPMENT Looking Forward to BUREAU of CHILD DEVELOPMENT SERVICES Written Words 27

For sate by the Superintendent of Documents, U.S. Government Printing Office Wariington, D.C. 20402 - Price 60 Cents Stock Number 1790-00316 preface

The influence of a good child care center Thus child care -enters have the oppor- is not limited to the children who are cared for, tunity of providing massive help for the nation's the staff itself, or the mothers who participate. children through contributing to wholesome phy- Older and younger brothers and sisters, friends, sical, mental, and social development, and also neighbors, volunteers may all gain from changes to an improved environment for the children. The brought about by the child care center. In some child in a good center all day will receive good instances, the neighborhood is brightened up, food, exercise, and rest to build a healthy body, inspired by the attractiveness of the center, and as well as assistance In correction of physical pride emerges to spark new efforts.School problems. teachers and principals,ministers, andlocal Through constant communication with agencies also grow more helpful, more interested teachers and aides, language is developed, vo- in children. cabulary is enlarged naturally, thought is stim- ulated, and a healthy self-concept evolves. Use This comes from the friendliness of the of toys and other play and work materials In- center staff to the whole family and to the neigh- volve:5 exercise and development of sensory - bors.It also comes from the quality of every aspect of the child care centerthe cheerful motor skills, along with many concepts of color, size, shape, weight, balance, structure, and de- setting, the good food, the well - organized space for activity, the children's progress in learning sign. Stories and songs encourage Integration of feelings,action, and ideas, while developing and self-control, the experience of helping to im- imagination. prove the center itself arid the neighborhood, the Spontaneous play in the housekeeping resulting good feelings, and a contagious sense corner or with blocks allows the child to play out of progress. his observations of the family and the commun- At one child care center on a dirt road ity. Other children may broaden their ideas and full of deep ruts and holes, with some adjacent skills through watching and joining in the play. yards full of junk and neighboring houses in a run Neither health, nor adequate mental de- down condition, major changes occurred. The city velopment, nor constructive social behavior can street department improved the road; the real be guaranteed for the rest of the child's life if the estate agent repaired and painted nearby houses following years do not also meet his needs ade- while resident owners painted their own; and vol- quately. But good total development in childhood unteers from the police department cleaned up can provide prerequisites for further growth and the junk. Yards bare and full of scraggly weeds can help to prevent the beginnings of retardation, were seeded and made neat. It all takes effort, disorganized behavior, early delinquency, and but the response releases new energy. emotional disturbance.

2 Ilan Morrow was an inspiration to all of us with acknowledgments her sensitive, skillful, and quietly warm ways, and Cafol Rousey contributed expert and helpful as- sessments of the children's speech and language development. I owe most to two groups of workers with The leadership of the local CEO direc- yOung children: first, my former colleagues at tor, Robert Harder, and later J. A. Dickinson, stim- Sarah Lawrence College, who taught the children ulated staff, parents and neighbors, Girl Scouts, at the Sarah Lawrence Nursery SchoolEvelyn occupational therapy groups In local hosp`tals to Beyer, long time director of the nursery school, help paint, plant shrubbery, build outdoor play and Marian Gay, Rebekah Shuey, and also col- equipment, provide toys so. as to make possible leagues at Bank Street College for Teachers with a pleasant and well-furnished environment for whom at different times Ishared teaching and learning and for total development. Shirley Norris, research experiences. bUt in addition, I owe much director of Kansas State Day Care, Anna Ransom, to the directors and teachers of many nursery wise dean of Topeka day care efforts, and Mr. S. schools and day care centers across America and Rave ly, the local realtor who renovated the neigh- around the world. Especially exciting to me were borhood houses for the Center, all gave time, the Basic Education schools of India, initiated by energy, and warm interest to the development of Gandhi and Zakir Hussain; and 'dal Ghar in Ah- the Center. medabad, Indiaa untrue integration of the best I also watt to express my appreciation to American nursery school concepts, Montessori the responsive mothers whose progress along principles, Basic Education, and some traditional with that of their children gave me a new under- Indian patterns, organized with a special balance standing of human potentialitias in children and of good structure and flexibility that I came to adults of all ethnic groups In America and the know as Kv Sarabhai's genius. urgency of making it possible for these to be ex- I am equally grateful to the creative staff pressed. of the North Topeka Day Care CenterJosephine These guidelines were initiated by Dr. Nesbitt and ForesIne Lewis, who "dreamed up" Caroline Chandler, former Chief, Children's Men- the center to meet he needs of deprived children tal Health Section, National Institute of Mental in their area; and among the intercultural group Health, and were supported by PHS Grant R12- of teachers and directors, Sarita Peters, Mary MH9266, the Menninger Foundation, and Chil- Wilson, Jane Kemp, Connie Garcia, Chris Smith dren's Hospital of the District of Columbia. They each of whom had special talents in handling were prepared under the supervision of Mrs. the children, stimulating and supporting their Franc Balzer, former Director of Head Start's growth. Cecile Anderson has been especially gen- Parent and Child Center Program, erous in sharing her unique storytechniques, observations of children's favorite stories, and ways of looking at children's constructiveness and pride ill achievement. Among the volunteers, L11- Lois B. Murphy, Ph.D.

3 LANGUAGE IS FOR COMMUNICATION

Human beings are born with a desire to communicate with other human beings. They do this in many ways. A smile communicates a friendly feeling; a clenched fist, anger; tears, sorrow. From the first days of life, babies express pain or hunger by cries and actions, Gradually they add expressions of pleasure and smiles when a famil,ar person comes near. They begin to reach out to be picked up. Human beings also use words to come mun!cate. Babies eventually learn tho words of their parents. If the parents speak in English, the baby will learn to speak English.If the parents speak Spanish, their baby will speak Spanish. An American baby who is taken away from his own parents and brought up by a family who speaks Chinese, Urdu, Swahili, or any other language, will learn the language of the people around him Instead of English. Whatever the language, once young chile dren learn to use it, the doors to communication open wider. Children then can tell other people what they want, how they feel, and who they are, At the same time, they can understand the words of other people and absorb new knowl edge. Words are Important tools of learning. Children can ask questions and understand the answers; tiey can tell about their discoveries and express their likes and dislikes. A knowledge of language helps a child to develop complex proc- esses of thinking and to find solutions to prob. lems. Words also help children grow socially. A child who cannot use language to communl. cats with others remains locked away In his own little world. No one knows what he wants to do or what his particular needs are because he cannot tell them, As the children around him become more proficient at language, they talk

4 together. Friendships grow. But the silent child to communicate, Every dog lover knows that without languago is out of It. The other children animals can reveal their feelings quite clearly. are likely to ignore him or even make fun of A dog wags its tail, and by this action it says, him. He falls farther and farther behind. "I'm happy you're home again."It jumps up Learning to speak is an importcnt step at the master's legs and begs, "Please pet me." toward learning to read. Children who cannot One dog ran to the kitchen every time someone speak their language clearly have difficulties opened the refrigerator door and sat patiently learning the written) language. They are poor in front of it waiting for a snack. Dogs can ex. readers in school. As they advance to harder press all these meanings without a word or subjects, they must be able to read textbooks even a bark. In history, geography, social studies, and science. Of course, dogs have lived with man Even math books are full of problems and ex- for many, many years, so it may be natural that planations that must be read. Much of our edu- they have learned to communicate with their cationis based on language. The child who human masters. Do animals its nature communi- cannot use his language comfortably and freely cate with one another as welt? They certainly do. is handicapped throughout his entire school life. starling will give out a danger cry to alert the We must go back to the beginnings to entire flock when it sees a hawk or other enemy. see that young children have a solid base of On hearing the cry, the flock files away. language. In the relaxed and warm atmosphere Bees tell one another about the nectal of a loving home or good child care center, lan- they have found by doing a special dance. One guage can develop naturally. Every normal child movement says that the nectar is close by. A has the ability to speak a language well. But different movement says the nectar is far away each needs encouragement from the grownups and even informs the other bees itow far away.' around him. Each one must be allowed to speak Many animals communicate to attract and must know that someone is listening. a mate and ensure a new generation. Grass- hoppers and crickets starch for a mate by singing songs that only other grasshoppers and crickets can understand. Butterflies recognize members of the opposite sex by their colors and move- ments, Some fish develop bright colors in the mating season to attract a mate, but are dull and difficult to see at other times of the year communication to protect them from their enemies. Penguins look like little men in tuxedos without words and in many way; act like humans. They mate for life. The male and females are separated for

Language of AnimalsMan may be the only ani- 'Signals In the Animal World, Dietrich Burkhardt, Wolf. gangSchleidt,Helmut Altnerandcollaborators,tr. mal to s.tse spoken or written words to communi- Kenneth Morgan, McGraw Hill Book Co., New York, Toronto, cate, but he is not the only animal that is able London, Sydney, 1967.

5 long periods of time with one staying at the nest his head. No use. He doesn't Understand the to protect the egg while the other goes to sea wordS you are using. What do you do? You rub in search of food. When the missing mate re your stomach to show hunger. You hold up your turns, the birds identify one another again by hands in a helpless gesture and look all around the sound of their trilling voices. if a male ap- as if searching for a place to eat. You pretend proaches a strange female with his song, he to put food Into your mouth. Now he catches Is likely to get pecked. if he finds his own mate, your meaning and leads you to a restaurant. she recognizes his song and welcomes him to Inside you point to the food you want. You the nest. manage to get by, but It has been a frustrating Children love to Imitate animals.It's experience. You would not have used gesiures if so much fun to stomp around the room like your words had been understood. a herd of elephants or flit daintily like a flock Every day in less demanding situations of sparrows. Teacher might play a game by ask- we use actions to convey simple thoughts even ing the children how an animal shows his feel- though the people around us understand our ings. language. We laugh, smile, or chuckle when "Now you are robins, and a cat is trying something amuses us; we put our fingers to our to catch yodr babies. What do you do?" The lips as a signal to be quiet; we raise oureye- children squawk like angry robins. This way they brows to show surprise; and nod our heads to learn that feelings can be expressed in many show agreement. We could say these same things ways, and that animals have their own ways of in words, but sometimes the appropriate gesture communicating. says itbetter. We are communicating without words. Actions Sometimes Speak Louder than Words There are times when words are clumsy You are in a foreign country where noone un- and even annoying. When someone Suffers a deep derstands your language. You are hungry. You sorrow, words often seem empty. What can you ask a passerby to direct you to a restaurant. He say to a child whose mother or father has just looks bewildered. You speak louder. He shakes died? Not much that will take away the grief.

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Thoughts can be conveyed without word§ by facia expressions or body movements.

6 You can sit close and show by your presence puts her baby back in his bed, but a few minutes that you care, A touch of the hand may say more later he cries again. This time he pulls his legs than an eloquen': speech. up against his stomach and stretches them out Young children who may not know again in frantic movements. "Burp me," his cries enough words to say all they want to say use and actions say. "I have a pain in my tummy." many signals. Watch them on the playground. Mother understands the signals and holds him Sam tugs at teacher's hand and pulls her to see up to her shoulder, petting his back until the a bluejay in the tree. Teresa beckons with her gas comes up. finger for Ralph to follow her. Kin), climbs on her Within a few weeks or months, an atten- teacher's lap and gives her a hug. All these tive mother knows by the cry what her baby is children expressed their thoughts and feelings trying to tell her. There is the shrill scream of withouo using words. pain, or the demanding cry of hunger, or the Games where the children act out mean. steady fussiness that means "I'm bored. Play Ings without words can help them learn more with me." A baby might cry In one tone to an- ways of communicating. nounce that his diapers need changing or in a "What do I mean when I do this?" teach- different tone when he is tired. er asks as she yawns. By the time a baby is four or five months "You're sleepy." old, he has discovered that he can make other "That's right, Maria. Now it's your turn. sounds with his mouth besides crying. He learns You do something." Maria waves. to gurgle, laugh, blow bubbles, and coo. These "That means 'hello,'" Julian calls out. sounds express pleasure and interest, and grad- Even though itis extremely important ually they take him a step closer to talking. Now for children to learn to speak well,itIs also he also pays attention to the voices of others usefulfor them to be able to communicate and turns his head in their direction. through gestures at times when words aren't appropriate. Goofing and Cooing Pay OffTowards the end of the first year, a baby makes a startling discovery. He finds out that a sound he has made brings him something good. "Ma.ma, ma-ma," Timmy says. He looks at his mother and smiles. "Ma.ma." Mother is overjoyed. "My big boy's call- ing his Mama," she croons. She picks him up and hugs him closely while she does alittle dance around the room. "Now, say it again ... how babies Mama, Mama." Timmy is overjoyed too. He's not quite learn to talk sure what he did to bring about such an af- fectionate response, but he is willing to tryit again. "Ma-ma, ma-ma," he says. Both mother Mother Deciphers the SignalsFrom the time he and baby are happy. is born, an infant begins to communicate. By Timmy begins to discover that many of one signal or another he is able to give his his sounds bring rewards. Daddy smiles extra mother information she needs to make him warmly when Timmy says "da.da." Mother giVes comfortable. His cries tell her he is hungry or him a bottle when he says "ba-ba" and a cookie uncomfortable. His mouth begins to "work" as when he says "ka-ka." Even sister Angela, who if he wants to suck on a nipple. He can't talk, didn't like Timmy when he was born, gives him or walk, or even gurgle at first, but he can com- a kiss when he says "hi" to her. municate his needs. Timmy tries other sounds. Mother lis- Mother hears his cries, picks him up, tens and tries to match Timmy's sounds to words. and immediately his mouth starts "rooting" or Sometimes she can, as she did when he said groping for the nipple. After feeding, mother "wa-wa," and she gave him a drink of water.

7 Sometimes she can't. Gradually, more and more The Speech of Young Children"I'm gonna get of Timmy's sounds have meaning to himself and me a shovel. I'm gonna get me a shovel. I want the people around him. He has begun to com- a shovel.I want a shovel. Here's a shovel. it's municate by words. my shovel. I'm gonna dig with this shovel. I'm He still needs lots and lots of practice gonna dig a hole with this shovel. I'm gonna and much encouragement. He needs to feel that dig a big hole with this shovel." someone understands his words and will respond Daniel was playing alone in the sandbox. to them. He needs someone to play "pat.a.cake" Who was he talking to? Himself] It isn't strange with him and show pleasure when he says "pat," for young children to talk to themselves. This is or someone to turn the pages of a picture book the way they practice using worci,;. They say them and say the names of the objects over and over. over and over until their tonguei and lips learn "Timmy see the baby. Ba-by. Ba-by." how to pronounce the syllables automatically and One person Timmy does not need is a correctly. Repetition also gives them practice in chatterbox. Some parents are so anxious for putting words together. Daniel varied his sen- their children to talk that they steamroller them tences slightly but stuck to the subject of his with words and sentences. Even the most in- shovel. telligent baby learns only one word at a time. Inside the child care center, Carrie was If a well-meaning adult bombards him with too pasting leaves to a piece of construction paper. many words, the child is likely to become con- While she worked, she absert-mindedly hummed fused and stop speaking. Speech has to be a d rhythm beat to herself, "Tum.tum.de-tum-tum- two-way street. Timmy needs to hear words, but de-tum..." he also has to have a chance to use them. Ramon was working out how to put a Babies have a way of holding back when roof on his garage. "Now I'll put this block on someone nags them. Many proud mothers have here like this." The block tumbled down. "Why tried to show their babies off with words like, did you do that you bad block? I know. You're "Come on, Timmy, say bow-wow. Show Nana you too little. I'll get a bigger one. I'll put it like this, can say 'bow - wow'." But more often than not and it'll stay." He succeeds. Talking to himself Timmy will clam up like E. mummy, leaving helped him solve his problem. mother to explain feebly, "I can't understand it, In the housekeeping corner four children he says it all the time at home in his play pen." were talking to a visitor who 'didn't fit on the Children who are learning to talk need child-sizedchairs.Theirconversation soon adults to encourage them in a relaxed way. They turned into a chant: will show Timmy that they understand his words, "Didju ever fit on a little chair?" but they will not criticize his mistakes. There is "Yes," time for Timmy to correct his pronunciation and "Didju go to school?" grammar after he first learns to use words. "Yes." What happens if nobody recognizes that "Didju have a mommy?" "ma-ma" is Mama Or "da-da" is Daddy? What "Yes." would Timmy have done if his mother hadn't "Didju have a daddy?" shown him that some of his sounds had mean. "Vtzts." ing? He may have lost his desire to try new "Didju have a bed?" sounds. He may have been content with mean- " "Yes." ingless babble, or he may even have stopped "You didn't have no big hands?" babblingbecausenobody showedhimthat "No." sounds could be used to communicate. Often "You didn't have no glasses?" babies who did not receive approval at their first baby words turn into silent, brooding chil- "You didn't have no car?" dren by the age of three. When children like this "No." come to a child care center, teacher must give "You didn't have no big shoes?" them more help than she would givetothe "No." Timmys, whose parents supported their first ef- "You couldn't read?" forts atspeech. "No."

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Speech develops early in some children, later Ih others, and teacher learns how to communicate with each one. "You couldn't write?" care center. A child who responds with enjoyment "No." to sounds, is likely to find similar pleasure In "You couldn't always button?" words when he grows older. "No." Teacher usually Isn't sure what Tommy At this point teacher joined the group. is talking about because 'his conversation never "You could learn." seems to fit the situation at hand. While doing "Yes." i pule, he Is likely to come out with, "We "You could play." don't want none today." "Yes." "What don't you want any of?" teacher "You could talk." asks. "Yes." "Dunne," And with a shrug of his shout. ders, Tommy is silent again. With a listener who obviously was in- Even in a child with poor speech, there terested, the children were able to make up a are some signs that teacher can look for that game with the words they knew. The visitor may Indicate healthy speech development In the caught the spirit of the game and stayed to future: answer their questions, giving the children an Does the child respond with enjoy- opportunity to practice using words. ment to sounds, poetry, dramatic play, Childrenloveto make sounds. The stories, and music? sounds may be words, or nonsense syllables, Doffs the child call his teacher freely or rhythm chants, or the rustling of paper. Often by name? sounds are annoying to adults while giving Is the child able to understand, re- pleasure to children. "Stop tapping your feet member, and respond to the speech of while you eat, Mike," mother may order. The others? tapping bothers mother, but Mike is not even Does the child seek answers to ques- aware he is doing it. tions? ThisIsone reason why music and When children come to a child care rhythmic exercises are so important in a child center, they come withalllevelsof speech

9 development. One child may speak in long send first off, teacher has to convince chil- tences with correct grammar and good pronun- dren that she wants them to talk. Children, who ciation, like Philip, who told the teacher, "I don't have been told to "shut up" over and over again have a hammer." Most of Philip's playmates said, at home, may feel they have nothing to say that "I don't have no hammer." At the other extreme Is worth listening to. By her actions in listening may be the child who answers with grunts and and responding to a child's talk, teacher can never begins a conversation. In between ara all demonstrate that, at least at the child care ren- shades of good and poor speech. There's Dorita ter, children are not only allowed to talk but are who talks so fast that her words tumble out in urged to talk. Once children get the idea that a torrent of sounds that cannot be understood. being able to talk is a desirable skill, they are And there's Andy, who usually greets everyone likely to continue to Improve in speech. Spe Olfic with "Punch your nose in." His fierce sentences activities to ,aidlanguage development in a are a clue to the anger he feels toward his child care center are described In the section, world. "Language Grows at the Child Care Center," be- ginning on page 24. Does the childlikestories, discus- eons, and conversationsforsharing thoughts as well as for learning facts? Does the child try to talk out his con- filet%) and worries? Does he set limits on other children are Interfering with his play? Teachers can help young children learn to talk by treating them the same way many mothers do at home. Talk with, not at, the child. Give him the courtesy of listening. When a child speech pronounces a word wrong or uses poor grammar, do not correct him on the spot, but repeat his difficulties sentence correctly. The teacher did this in re sponding to Tommy's, 'We don't want none to- day." Her answer, "What don't you want any of?" Physical and Mental DefectsMost children are let Tommy hear his sentence said correctly with- able to use a few words by the time they are out being told he was wrong. Children do not two years old and simple sentences or phrases like to be embarrassed by constant reminders by the time they are three. However, If a child that they are making errors.Interruptions by reaches three-and-a-half without speaking, it is adults to correct their speech also disrupt their time to find out what is interfering with normal thoughts. At the same time, most children by language development. the age of three or four want to say words the There may be any number of reasons. right way. If they hear good spoken language, One of the most common is poor hearing. Chil- eventually they will copy It. dren learn to speak by mimicking the sounds Sometimes children know how to talk they hear. If they hear no sounds or only jumbled but are too bashful to speak in front of strangers. sounds, they cannot learn to speak in the same "You should hear her talk at home," mother is way children with normal hearing do. A hearing likely to exclaim when teacher tells her that aid may improve hearing enough to allow them Sandra won't open her mouth at the center. to distinguish sounds and begin to learn to Sandra probably needs more time alone with speak. However, children with severe hearing teacher or an aide until she gains her confidence. handicaps usually need help from special teach- One teacher made arrangements for an older ers before they learn to speak. sister to stay with a two-and-a-half-year-old for Ifthe hearingis normal, a physical 3 few days to help break the ice. When the examination may reveal some defectinthe younger child relaxed and began to speak, the structure of the mouth or palate which can be older child returned to her group. corrected by surgery or therapy. Mental retarda-

10 tiort may be another cause of slow speech de- baby, Marlene might want to talk likea four-year- velopment. old, An improvement In Marlene'sspeech showed Early Life Many children have no obvious physi- up In a few weeks, and she continued to improve cal or mental deficiencies, yet they cannot speak until soon everyone could understand her. well. The cause may Ile in their early life at home. Were these babies cared for by persons who Stuttering This isanother common probleft were deaf, or ill, or retarded? When they were among small children. In the early years of just beginning to make cooing sounds, were speech, It Is normal for a child to repeat wordS these babies Ignored? Were they left alone by or have diffitulty getting a word out. A child the hour without.aring human voices or seeing is likely to stumble on words because hit tongue friendly feces? and lips have had very little practice In speaking. Were these speechless children shocked When a child is excited or frightened, he ISeven by some terrifying event that took place as they more likely to stutter. were learning to speak? The death of the mother Many adults lose patience with a stutter- or another loved person could cause speech frig child. "Slow down! "Start over( Nowsay it difficulties. The shock of a disaster, suchas an without stuttering," they sometimes scole. This earthquake or flood, could cause a young child response only upsets the child more so that his to become mute. Harsh toilet training during stuttering gets worse. which the child was shamed or even punished Here are a few simple suggestions for for soiling his pants has been known to Interfere preventing stuttering and for helping children with speech development. develop good speech; Many speech problems are not so severe, Do all you can to be the kind of listener Some may be easily corrected like Marlene's. your children like to talk to. "My Mammy 'ays I'm a baby so oo 'alk Ii' a Give them time to talk without pres- baby." This was her explanation for refusing to sure to say the words correctly. repeat words after the teacher who was trying Don't expect too much of them. Re- to help her pronounce more clearly, Teacher told member, they are very young. Accept Marlene's mother why the fouryear.old girl was childish speech, fumbling skills, along still talking baby talk. She suggested that If with high- spirited and sometimes noisy Marlene's mother stopped treating her like a behavior.: a

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11 When children stutter; take this asa -sign that something irl'the surroundings May be worrying therm Make every day s simple and dependable as you can. Prepare thera ahead 0 tinib for new experiences by talking ebout what is going to happen so that they feel More secure. Be lure they have plenty of rest. talking Speak to them in normal _tones -,,not tee loud nor toO'softand not the fast. about feelings - =listen_ when they speak,even though It takes them a long timeto express a thought. Letting ow VoraThe water in a Whistlinglea kettle bo1,10. Ti is steam pushes out through-the-_-- If stuttering is handled in a relaxedway hole at the end of the Spout. The whistle blows at the age of three or four, it will likely disappear announcing that the water Is ready for ntlicink_ as the child grows older. However, if the adults tea or coffee. What happens If the hole in the'_ around the child put too much pressureon him spout gets clogged up? The steam hasno waylo to stop stuttering, the habit may continueinto escape. It collects Inside the kettle, After a While, adulthood. it builds up so much pressures It blows the end of the spout off and spurts boiling water allover. Silent Home LifeSometimes childrendo not People are something like tea kettles. speak well because they do not hear muchcon. When they get angry, the anger has to finda versation at home. In some homes the adultsare way out just as the steam has to escape from tired or sick and do not feel like talking with the kettle. It can come out peacefully, like the children. They may say a word or two to tell the steam In the kettle with the whistle holeOPea. child it is time to eat or time to get readyfor But if people hide their angry feelings, theanger school. There is no conversation about what the builds up Inside. Sooner or later it will blowout child did in school or about the other children forceably like the steam in the cloggedup kettle. he plays with. There are children In child care People have to learn how to let off steam Ina centers who have a rich vocabulary ofcurse peaceful way. words, but do not know how to ask fora drink Babies kick and scream and tense their of water. bodies when they are angry. As theygrow older When a child's experience is narrow, his they learn new Ways of letting off steam. A two- speech has to be narrow as well. If Roberto has yearold will bite, scratch, shove, pull hair,or never seen nor tasted a peach, he will not know throw himself down on the floor and shriek tbe word "peach." Children whoare surrounded when he can't have his way. Some haveeven by many objects and who are taken tosee new been known to hold their breath until they turn places and are encouraged to try out different blue. When a twoyearold sees something he materials usually learn the words for the things wants, he grabs It, they are doing and seeing. Words can be a peacifui way to let off steam, Our language has many expressions that Shyness--Teachers will find some shy children deal with anger. "I'm so mad I could eat nails." will not speak for the first few weeks theyare at "I'm as mad as a wet hen." These words don't a child care center. This does not necessarily make much sense, but just saying them lets mean they have speech difficulties. They may some of the anger out and makes us feel better. simply be too bashful to talk to strangers. Give Of course, children who cannot speak cannot give the newcomer lots of attention and make him vent to their anger this way. Therefore it Is im- feel welcome. If he still does not speak aftera portant that children learn how to tell other month or so, the teacher and staff membersmay people what is bothering them. Many annoying be wise in looking for a deeper reason. situations can be corrected if children cancorn-

12 municate with someone about then tcflitif children. A loud quarrel between her mother Lucinda was hungry because there was°''and father had kept her awake last night, and no food at home for breakfast. She was angry she needed steep. If she could have told this to about her discomfort when she arrived at the the teacher, she could have taken an early nap Child Care 'tenter'. Her bad disposition got her in another room and spared herself .and others into two battles with other children before the a miserable morning. snack was served, After snacktime, she felt It may take months of talking with each better and became a cooperative member of child before they can use words Instead of the group, if she could have told her teacher, grabbing and hitting; If Bobby can learn to say, I'M hungry, May I have something to eat now?" "Don't run here. You'll knock down my garage,' she could have satisfied her hunger before she he is better off than if he says nothing until the caused any disturbance. garage fails, down, then beats up the child who Nell came to school whining about every. caused the accident. thIng.'''Andy piffled my hair! Beatrice stuck her When Francisco can say, want to play- tontue out at me. Mary's wearing my apron." with the beanbag. Will you play, with me, Na. Nothing made her happy. Nell was acting like than?" he doesn't need violence to get what he this because she was too tired to play with the wants.

Teacher canencourage theChildren to express theniseivea in words by talking about her own feelings and experiences.

13 Until that day arrives, teacher may have sympathized with him, he was ready to forget to explain to Francisco dozens of times, "I can't his trip to the dentist. lit you take that beanbag away from Nathan. He A child who cannot use words to express was playing with it.I won't let anyone take any. his feelings probably will show his anxiety In thing away from you either. The next time you some other way, Some children become belliger- want something, ask for it. Say 'Nathan, may I ent and pick tights with anyone who crosses their play with you and the beanbag?'" paths. Others may withdraw from the group and A reminder! Children learn more from refuse to take part in the activities of the center. What adults do than.frorti what they say. Teach Many children return to babyish habits,like words will be useless if she allows herself to wetting 'their pants or sucking their thumbs, lose her temper. A teacher who tells children to when they are worried. When a teacher notices talk about the'things that make them mad, then that a child's behavior has changed, she might turns around and hits a child who annoys her, try to talk with him alone In a friendly and actually Is giving the children a lesson In violent, understanding manner tohelp him puthis not peaceful, behavior. troubles Into words. Communication works two ways. When Words Can Lighten TroubleJust as words give a child is able to put his worries into words, it us _a way of getiing rid of anger, so words can makes him feel better Inside. At the same time, help us feel better when life seems almost too it gives other people an understanding of what much to bear. If we can tell a sympathetic per- is troubling him so that they know what help s!:".1 whit is troubling us, our troubles seem to he needs. grow lighter, Many things happen in a young child's life to worry him. The death of a loved one Is never easy, but a child may think It is the end of his world. Young children have so little ex- perience inliving that they don't understand that life goes on and time heals grief, language grows Talk:ng won't bring grandmother back, but It may help Andrea to accept her lois. at the Teacher Might use words like these! "Andrea, I know you are sad and lonely without Grandma, child care center YOu loved her very much. "Mommy says she donl hurt no more." "Mommy's right, Andrea, Your Grandma Teacher Tunes InA new teacher who is not doesn't hurt any more." used to the speech of young children may have "I'm scared when Grandma's away." trouble understanding them at first. Many of "I know you are. But Mommy and Aunt them, 'particularly the twoand-a.half and three- Tessle will see that nothing harms you. They love year.rlds, still use babytaik. As teacher gets to you and will look after you." know each child, she will get tuned In to each Telling about a trip to the hospital or child's way of speaking. She will have to listen dentist can help a child forget painful experi- closely and watch for signals to catch the mean. ences. ing of what a child says. The vocabulary of a "The dentist's thing went 'buzz' and It young child is small, and he may not know all hurt awful," John told his teacher when he re. the correct words. turned from having a tooth filled. "C'nIha' dat?" may be the only way '"I know the drilling can hurt," teacher Roger knows to ask for something. Teacher be- said sympathetically.But it doesn't hurt any gins pointing and naming objects until she finds more, does it?" out that Roger's "dat" is a wooden boat on the "Not now, but it hurt then." top shelf where he can't reach it, John was erle to use words to let teacher "Oh, Roger, you want the boat. Can you know how much it hurt. Then satisfied that she say 'boat'?"

14 Roger didn't answer. "Maybe you'll feel Although Karen did not say anything like saying it next time," teacher said brightly. more than "high," teacher supplied her With Although teacher did not understand words she will want to use later whoa she talks Roger's request, she did not ignore it. She showed about her experiences on the jungle gyrri. Words him that she was Interested In what he said by that tell about space and distance, like "high," staying with hitt until she discovered his mean- "tow," "up," or "down," are Important to learn. ing. Roger now knows that being able to talk On a walk: "The traffic light Is red. We is usefql at the child care center because It must stop. Now it is green. We must look both gets NM what he wants. in the future, he may ways to be sure an the cars have,stopped. Lets4 be more Willing to try new words. go now," As a teacher learns to know each child Celebrating a child's birthday: "Ray is well, she becomes familiar with the babytaik. four years old today. My, he is getting big. Jug She remembirs that Karl says "tinkle" when he think, next year he'll be even bigger. Soonall wants to go to thetoilet, and Rosita says of you will be so big you will go to school. YoU "summa" when she wants another helping. When won't be little children any more." teacher talks with Roger, who doesn't know Painting; "Lisa may use the red paint many words, she emphasizes the names of ob. first, and George may use green., When you have jects,like, "Would you like to do this puzzle, finished with these colors, you may trade. That Roger?" or "Is the Ice cream cold?" However, means George will paint with red paint, and Lisa when she talks with Sam, who speaks well for will paint with green. Here are some brushes." his age, she emphasizes descriptive words to When a child knows what he wants but give him a richer vocabulary. ''Do you want this doesn't know how to ask for it, he Is likely to round block, Sam, or would you rather have become frustrated.if Roger had been able to this square one?" To Angie, who gets upset say, "I want that boat," teacher would have given easily, teacher uses words to help her express her it to him immediately. Children feel more secure feelings. "You get mad when Julio sticks his when they know the words to tell an adult im. tongue out at you, don't you Angie? Tell him portant information about themselves,like"I you don't like it. Tell him to stop or you won't have to go to the toilet," or "Watch me jump off play with him any more." the chair," or, "My head hurts," or "I want to By tuning in to each child, a teacher make a clay doggie." is able to offer the help each one needs to Don't expect children to start using the communicate better through language. words they hear right away. it takes a while for new words to 1?ecome part of their speech, If Learning New Words-Words are the building they continue to hear -a rich voeabultry, they blocks of good speech. After a baby learns to will first understand what is said to them, then communicate by the sounds he makes, his lan- begin to use the same words. guage grows as fast as he can learn new words. Children can be stubborn about talking During the years from three to five, children when an adult tells them to One teacher told learn thousands of common words before they this story:1 can describe everything they see and do and "I s'eeping," a little boy said as he laid feel. Every situation in a child care center calls his head down on his hand. for different words. It is up to the teacher and "So Isee," his teacher answered. "Say her aide to supply the words for each activity. sleeping." On the Jungle gym: "Put your foot on The child said nothing. the bottom runglikethis.(Teacherplaces The teacher made the sound for "sl." Karen's foot.) Hold onto this rung with 'your Still no response from the child, "you can say hands. Novi put your foot on the next rung. it another time," the teacher said. See hoe/ high you arel-You're way up high." Karen repeats the word-''high." qfils anecdote DerNiafnber,-Of the Oaf* "DO you want to go higher/ Move your Street- Coll, EduoatlehAne'Osper, ,,"centerCik hands up to the top ruvtgq --and`'Put'yOdi feet on Rattenefe- dpro6110- cf (Who! Projeor u4; advantegf ciancf'p edfora'rneetink ofHead this rung. Now sea hi' fghyO you are." Sfar Regionstriathltig o rs.

i5 That afternoon as he was getting on made, in the first place, he may think that the the bus to go home, he grinned at his teacher lines and circles he drew look exactly like a man, and said, "Sleeping," as clearly as she had said and his feelings may be hurt if an adult doesn't it several hairs earlier. recognize it as a man too. $econeN, a child may This teacher wisely dropped the issue dabble in clay or paint just to make a pleasing when she saw the child did not want to respond. pattern or because it makes him feel good. He Too much pressure from on adult can have the may not have started out to make en object he opposite effect of discouraging a child from could name. When an adult asks him to put a wanting to speak better. label on his work and he can't, he may feel his work is no good. Conversation Conversation means talkingto- Another way to open a conversation gather. During a normal day at a child care eon- might be: "What a pretty, purple picture, Della. ter each child may take part In many conversa- Would you like to tell me about it?" That way tions -with teachers and other children. Often It Della can say It is a picture of a men or a horse Is up to the teacher to strike up a conversation or whatever it is. She won't be disappointed by on some subject, A teacher who can put her an adult's clumsy guessing. personal feelings and warmth into a conversation Most people enjoy conversation at meal. Is more'. like:y to draw expressions of feeling time. Friendly talk seems to come naturally When out of the children. people sit around a table,together and enjoilhe "I had the nicest surprise when I got pleasure of eating tasty food. Yet many adults home yesterday," Mrs. Goodwin cegan when the tell children, "Be quiet and eat." In many homes children were sitting on the rug after their morn, and child care centers children are not allowed Ing snack. "I was cooking dinner and I heard a to talk while they are eating. soft `meow' outside the door. What do you think Healthy children burn up so much energy it was?" In their play that they get very hungry. They look "A cat, A kitty," the children called out. forward to lunch, and snacks as highlights In "Yes. It was a darling, fluffy white kitten their day, If they are encouraged to communicate with black paws." with one another by talking while they are en- "I got a black cat at home," Picky an- joying good food, they may begin to find Satis- nounced. faction in good speech as well. "I got a big dog that will eat your cat," Of course, teacher 6annot allow tier chil- Annie joined In. dren to talk while their mouths are full of food. "My Aunt Peggy has a Mk cat and her She doesn't want anyone to choke. Neither does got kittens," Terry told everyone. she want anyone to talk so much that he doesn't "I wish I had a soffidtty," Wilma sighed. eat his lunch. She may have to remind Anthony "Tell your aunt to give me one." to "Walt until you have swallowed what you are Mrs.Goodwin'sopeningstatements chewing before you talk," or to tell Sandy, "Your sparked off a lively conversation about cats and chicken is getting cold, Eat a piece now and dogs. She let the children talk together, answered talk to Kathy again after you have finished it" them when they asked her a question, but did If mealtimes are not rushed and the atmosphere not interrupt them. In fact, she never did finish is relaxed, most children will have time to eat telling them about her own kitten, but it didn't and converse. matter. Her story had served her purpose. it had The food they are eating is an easy given the children a subject fo: conversation. subject for conversation. Many young children Some adults find it difficult to start a do not know the names of different foods. Teach- conversation with a child. One of the easiest er can supply the names and use words that openings- is to coninfeht en a child's work. Gen- describe them. eral cornmerits'that dO not demand a' response "Aren't thesefluffy mashed' potatoes are beg. "Yol, rolltd:thatclay intoa 'nice,. round god! They are really- yUnirtny with gravy. -the ball, -)10-r4". of 4* made a -pre purple color milk is so creamy' and cold. Goodnestrthese With yoOr Od'atidifde,pakDella.- pickles are sour." It Is fiettettiof -1-6611i1 what he While helping. the 'children learn new him a carrot" Erie squealed looking at a picture, "Here I am holding Pl4ffy. Nice nifty," said Alice, remembering. how soft "and warin the bunny "See, Fluffy, see yourself," Almond° held a photo In front of the rabbit cage: "See. I'm

feeding yod_grass." , A WON who MOOS geed speech All begin a conversation Oh every imaginable sub - lectr "See what Gary found outside' his house this merning." leacher held up ari acorn: "Does, anyone knoW-wheit this 1st" "A 'Pine 'coni,":Anita said.

_ look's something like a,-*ptne, cane, but itisn't,It'e' an acorn. An'acorn'IS a big apid. If we plant' Kan oak tree will groW from ft, Re. member the seeds we 'planted? What -did- we grow?" "Flowers," said David. The conversation continues, about the plants the children had grown In the spring. Teacher, used the acorn to help them recall an earlier experience. Each time a child ,reirern bers an experience and puts It Into words, the experience sinks more deeply Into his mind.' During free play-teacher usually ,walks ilatem way pp' high, tepchit,using words around the rooin, stopping for a moment.to-ceM that the child ant lo use In deteribitig 01111)10 Oxperiences. ment on Nicky's building or to tie:a plestie 'apron on Annette before she 'playkin 'woter;jeachie.4 Wordsc teacher can also give them- opportunities conversation seundi casual; but-she :doilliellteico for putting their likes and -dislikes Into words. chooses' words to-encourage the 'Children to-re- VOn't:yoU'ilke your lettuce,Dan ?" ItIS sponds so crisp cold."= "Yetithink you'd like to play _in-water fOr Dan' sheok his head a while, Annette."

,"You `don't have to eat' It., Just tell me "Veg.". you don't like leftute," said ,teacher, "Wad you like to siil this little boat In Cenvirsition In a child care center goes the water? . on ftom'the time the children arrive in the Morn. "No. I want to wetly my -.baaW7 . ing until they leave In the afternoon. Children: A tripmeans moreto the children If Ahoy usually keep` their talk on a Veil) personal level: talk about it bafore they leaVi and after they They are_ likely fo''asic their teacher, "What -did come back: you'..}100 far breakfast?"-Or "Whiif you go ?" !Tomorrow it a special day. We are-going to talk about themselves and the people to visit a bakery.' Does anyone knoW whit they at -home, do at a eatery?'" ''They, enjoy' looking at!ptCtures of them. NO one knew, selves and talking alikl*lat they _Weri*..010.8 Ihei-tiake'hteat! at a 0#09rtaiPli:f to a wastaken.:Wher illy told eat breed,' do-0 bie9ght: tto-school as -an 3 t you?" also took o rg` the-Oil-etre-6'10 nel+000, &O. bra- "145firnis tub -added. "There's :-`Ana there's !Me -giving "Wii'frieelhe Nike bread and maybe we'll also see them make hamburger rolls.I "You're both right. It Is green in the be- think we'll see them bake cakes too." ginning, then It turns brown, doesn't It?" The day after they went to the bakery, "Do you remember what, we can make teacher steered the conversation back to the out of wheat?" things they had seen: "Bread," said Derek. "What did you like best at the bakery, "Cake," added Joan. Joe?" she asked, I "You're both right again. Tomorrow we "eating take." He licked his lips. will make some cakes and you can decorate "I liked the icing," Laurie chimed In. them with icing like we saw them ,do at the "The bread smelled ,so good," Robert bakery." added. . Such activities .and conversations kept

The children talked aboUt their trip to the memory,of the bakery visit, alive for the thebakery many'- tImei,Sometitiies teacher children, shoWed then picture books about how bread-IS Nisltore den bring with thorn fresh Ideas

Made.- She borrowed a film froM (he tool li- for conversation: , brary on how wheat grows and hoW It is harvested "This. is Mrs. ,Mullens. She a nurse and ground Into-- flout, After the filch they,talked who is going toihelp the'dothiroxemine you in same more: _ a few weeks. She wants to tell Vat about "!What color was.-wheat when It greW In Mts. Mpllent opened her bag- and took the farmei'S field?" teacher asked. out some tongue depressors and a doctor's light. "breori. eiown " called out two children. "When :yoU 'come to the Clinic, the doctor will

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1.$ as ya, to open your mouth wide, like this. Can for the first time. We want to be friendly and you all do that? Then he will put a wooden stick make her feel at home. George, Annie, and Fred like this on your tongue and shine a little liktt all of you say 'hello' to her and tell her you're In your mouth. That Is how he will examine your happy she's here." throats. VII show you how he'll do It." When several children work around a "Will it hurt?" Alberto wanted to know. table together, the mood is right for conversation "No, it won't hurt. But you must stand "See my bus. Watch it go," Sally exclaims as she still and open your mouth real wide." pushes the bus she has just made with Lego "Will he look in my ears too?" Marianne blocks across the table. wanted to know. "I'mmaking achair,"Charlesan- "Yes, he'll put a tiny light In your ears riourices. so he can see inside. Now, give each of you Craig, who haS been pounding clay balls a tongue depressor and you can pretend some into flat discs, looks up, "Who wants a cookie? of you are doctors and some of you are children I made cookies. Who wants one?" having your throats examined." Conversations of this sort are likely to Visitors, like a public health nurse or start without an adult when children are working doctor, not only bring new topics of conversation intently together. to the center, but also help prepare the children for examinations. After playing at being doctors Adults Talking TogetherThere are times when and nurses and by talking about what is going adults must talk together at the center. Some- to happen, children are not so frightened by the times two teachers have to discuss an activity, actual examination. or a mother may want to speak with the teacher Additional Illustrations of conversations about her child. Children often feel left out of with children may be found In "TeaChing Young conversations between adults. Many children be- Children," by Evelyn Beyer.s come angry and show it by making noise or be- having In a way to Interrupt the adults' conver- Children Talking TogetherEveryone agrees that sation. children learn to talk well when an adult spends When a conversation between adults has a lot of time talking to them. That's fine for a to take place In the presence of the children, it Mother with one or two small children. But how should be short. Also, children are more likely does a teacher with eight or ten children to look to accept adult conversations if they are told after find time to talk and listen to each one? about them. She can't! She has to depend on the other chil- Teacher can say: "Children, excuse me dren. Of course, teacher and her aide talk with as for a few minutes. I must talk with Mrs. Williams many Individual children as they can about many about our picnic tomorrow. I'll be right outside subjects during the day, but much of the con- in the hall If you need me." versation at a child care center can be between If Debby's mother wants to talk with the children, teacher, she might tell Debby; "I want to tell Teachers often place a child who speaks Miss Dodson you won't come to school tomorrow well next to one who is slow in language. "Why because we're going to visit Granny. Why don't don't yuu come over here, Chris, and play boats you play in the sandbox while we talk?" with Arnold?" Chris is a good talker. Teacher When longer conversations are required, knows that he talks to whomever Is nearby. He they should take place while the children are Is bound to talk to Arnold if he plays near him. napping or are occupied watching a filmor Arnold may learn some new words from Chris' listening to a story with another teacher or aide. friendly-chatter. Sometimes teachers can suggest a make Sounds Lead the Way7Bahles,and young children believe that if- promote conversation loVe sounda,[n_faCt,_babyl_elfAt_toY,- a rattle; is amongc ten, t- rqe arma re riaMe70 for the sound it Makes: Tay manufacturers_ fist Moved here aiid le;Od4Ing t 1 Center 40W-ft* pleasingsounds arefo rCnlidrent= and

. they:Oat -squeaksand to$ Pegasus, 61 Tiddy'beir- grunts iiiifilir-oultiit0h(s'fifinifyl

19 roly.poly chimes when you knock him over; jack- But Mike is far away." (They shout.) In-the.box plays a tune before he pops open; "We're the wind blowing through the turtle clacks when you pull him; train blows a leaves." (They blow.) whistle when its wheels move; and even doll "We have mud on our shoes and want talks when you pull the string. to knock it off." (They stomp their feet.) In a way the toys are taikin& to the chil- Each child, In turn, makes a sound, and dren through their different sounds. They are the others guess what it Is. saying, "Listen to me. Get your ears used to hear- Teachers can make up many simple ing sounds. Sounds are important In your world." games like these to help the children become White baby squeezes a rut er mouse and laughs aware of sounds. At this age when language Is at the squeak it makes, his ears are getting ready just developing, itis extremely important for to hear and understand words. His own language children to find out how melt they can learn will- come when he begins to repeat -what he about the world through their ears. Good teachers. hears others say. Children who are aware of dif. Use sound to lead the way to good speech, ferent .sounds and enjoy hearing them are more likely to develop good speech. Stories Children need torecogniZe and talk Teacher: Little pig, little pig, about different sounds. There are many simple Let me come In activities that can be done in a child care center Not by the hair of ni to help them: Children: Chinny chin chin, Rhythm instruments may be made or Teacher) Then I'll. . bought. Sandpaper glued or stapled onto Children: Huff, two wooden blocks makes a rasping Teacher: And sound when rubbed together, Discarded Children: Puff, pots and pans beaten on by old wooden Teacher: And spoons Make booming drums. Dried Children: B'oor your house In. beans Inside a metal oh make the Teacher: And what happened next? sound of a maraca. A tambourine can Children: He blew tho house In, be made from two paper plates stapled Ali the children knew the story well, so together kith beant or pebbles- Inside..teacher had asked them to help her tell Children enjoy making their own instru Whether-, they hear- an old- favorite, like "The ments first, then playing them In time Three Little Pigs," or a new story,-the period set to music. aside for story telling is an extra special time; of Glasses filled to different lavel3 with the day for most children; In a child care center. water make tinkling sounds when tap- there Is a feeling of closeness to the teacher ped. Children can learn to play a tune on when the children sit together on a rug and listen- them. to teacher read or tell a story. In many homes Glass containers of different shapesa bedtime story la the last thing a parent and and sizes sound different notes when child do together before the child is tucked In they are tapped. for the night. One teacher showed the children three Although children of today still enjoy the itemsa k.yring full of keys, a beanbag, same fairy tales their parents loved, todays chil- and a rubber ball. She blindfolded each dren can gain a broad -view of the real world child In turn then dropped one -of the through boOks. Never before have there beers so items. The child had to guess what she many beautifullyillustratedchildren'sbookS hpd dropped from the'sound It -made. available on so many -different subjects., Every -the' children are told, to make appro- teechir would benefit front a visit to'thepublic

. -priate t-ounda'- for eaehi situation the library tP"Ript afthe-Collectioh of MeMte books, teadherdescribes. "Baby leSleiplrig. We Th-q:0111dein'ilititatlaii'*1halo select muifriq May whisper.) book 'that' it Intoth r a6:00110 afflio- center. vya--14t4 10-6a 11 If 'the' hive' to Mikelo a' beet,' a- -Pi.ii44-100twfor loafs On the River" might help them recall their experi- now are correcting this oversight. Every year more erica:it they are learning shapes, a book like books about minority children and life in a city "A Kiss Is Round" can lead Into a conversation become available. about things that are round. If Judy has a new "Some of the Days bf Everett Ancisr.. baby sister, a book like "Baby Sister for Prances" son" Is a story in rhyme about a black boy who _might help her accept the newcomer. If a build- lives in a city apartment and whose triother goes ing IS being constructed In the neighborhood, .) work every day. "City Rhythms" has a special "Mike Wilton end His Stearn Shovel" would be Lippeal_for urban children. Although published In a good way to follow,up a visit to the construction the 40's, "Two is a Team," the story of the friend- site. ship- of a black and a white- boy, is particularly Children enjoy stories about children or appropriate for an interracial child care center animals they can sympathize with."Curious today. George" is a favorite because children can see Indian children may be able to find them. themselves getting' into similar scrapes when selves in "The Story of LittleBig" or "Little their curiosity leads them to poke Into new things. Eagle." Children in the southwest, may enjoy Perhaps one reason "The Three Little Pigs" Is "Los Posadae," a story about a Mexican festival still loved is because children can see them. that is celebrated in conjunction with Christmas selves 35 the young pigs who finally outsmart by Mexican:Americans. "Moy Moy"isabout the big, bad ,wolf. Chinese - American' children and "Youngest One" Other favorites with young children are about Japanese - Americans; Understanding of all books with rhythmic phrases repeated through. ethnic groups is the theme of "What Color Is out. In "The Little Engine That Could," the engine Love?" Teachers may wish to ask the children's chants, "I think I can, i think I can, I think I can." librarian at their local public library for other After one or two readings, the children gleefully titles. chant along with the engine to help it up the There are so many children's books avail- steep hill.In"Millions of Cats," the children able that some teachers think they must read a quickly remember the lines, "hundreds of cats, new story every day. Definitely riot! Children love thousands of cats, millions and billions and to hear a story they enjoyed read again and trillions of cats" that are repeated throughout again. As the story becOmes familiar; the mean. the story. Dr,,Seuss probably is today's master Ingt of the words become clearer, The vocabulary of rhythmic phrasing. Even on the first reading of and ideas are more likely to become a part of "Green Eggs and Ham" many children pick up the child's own language, the words-and chime in on "I do not like them, -.The following discussion took -place with Sam I am." one group of children during the reading of in selecting stories for young children "Curious George:" it Is best to steer away from stories about giants Teacher: That's the picture of George. and witches and monsters. Older children may What's he doing? enjoy such stories as "Puss inBoots" and Billy: Eating a banana. "Hansel and Gretel." But children under the age David: And swinging. of five are not yet clear about what is real and Teacher: You know what he'S swinging what Is imaginary. Ogres and witches may excite with? the older children who Know that such creatures David: in a tree. do not exist. Younger children may be frightened Teacher: In a tree. That's right. That's a by them." Stories about children, animals, and vine growing on a tree, and hers using the things children know about are paler. it for swing. There' ha-s been criticism freth teachers "CuriouS George" was read the folloying in the pa'sf-thiclOp Many ChlidrenrebbeW cen week,_ and the _teacher asked -"WW1 Who tared middle class children swinging withri:;;Thislirne -c_irirehild was able In ethe'sLifikbs.ithOlitrthit'ofty Chfdrent,par;; to* a OM r, "He's-044 664-Vlife:' ffdreci erichilefinberkliiother _ racialrt'rin ties,Are 'turned-__ONW St01-es: Ytrginia ;Stetn; "MC ti Kttder 'Tegtief," Va-ung afloatlife they were 'OnfeNifer VAth. P-ublishefs- xxiI, No.-- 1;Moir, z

. o I th_ q 4 0e, reli thj MOM Out of Steil-44o one, enjoys cud,'- Can people do that?": Ile enl te-19btee:that drones bn ln-e monotone, "Wedohif, eatArtisigik.Milel ObserVid.. Thiteroof, If '-e` storyteller wants to keep the*'Ohli: ."Tha :riot. Only animals that eat grass, -Oreffi-Oentlen, She must read or tell,the story like cows,OAchew their Cude."_- with expression: '$he must use a harsh voice some teachers like to felt part of the -Whikal-00:00001) speaks or a Weepy-Voice If Meryl OW and ask the 'children_ what they SOnteelW_IN,the'zerory Is Crying.- A high, squeaky think 'Is ting to happen stirs ;the voice ray Portreymouse,: but a booming Nolce .chlidren'a Ithaginatlosr If children = haVeheard -; woo be lietto,for anti elephant: Muchmeaning is the story before, It pods theirmemories ter try 0eiriell by the torte el the voice, to remember Vrhat-cornek Some teachers use dolls and animals, or "What -happehed When,GotrilloOke sat on rrrrinigure',fUthitore_ oi. motrato a story! When it the baby, bear's OW" to. s -fagrIte; like "OOldllOOkt and tinee Three -- "It 'bro0,", the, children- called 'Qt.- probe* know_the story get*. well 'enatigh 'to place the- objeCts 'In' the proper _Anotherwayto involVe thechildren isto, compare the action of the story- with theft own- risettin.Howe*, If there are too many prOps, there) Is dengerlhat some children will become lives. - more interested in playing withthem than in "Does your baby sister chew, her toes paying attention to the story., like the baby in the story POW"; - "Do you ever help yoUr Mother clean the _ Just listening to a story may be a pleas" ant way to pass the time, but thereis also the floors with a vacuum cleaner?" , chance with some children that the wordswill go Acting out-the- story after teacher has In one ear and out the other. Teachers find that read it can help children to remember the order children are more HWY to remember the ideas In which the Ideas were -presented,'and Ap put and words of a story if they are expected totake these' Ideas Into words..:HoWever,,,thls activity some part In the telling. probably Is too complicated for three..Year7Oldeo- "Does anyone know- what that animal and even four- and five-year-WO may need teach. Is? teacher asked, shoWing the children apicture er's help. from the story she _was reading. With a story that the children haveheard °An alligator;' -said Barfly. many times; teaOher can suggest that theytell "Weil, It's like an alligator: It's a croco- the -story logether;.Teather May want to begin. dile," _explained teacher. _"What kind of mouth Then each Child' has a .turri. to, tell 'if-bit-0,0e doe'S a crocodile- have?" story.' Ely,ito,C,eothood te,aohito' use:.orieltO, "A big oho," called out James,working stimulate children4 MindS lhakthe storyilifc. his hands together, like a crocodile's mouth.- -- comes a valuable learning-'eWerience. eor- "A mouth- with big teeth," added Making Up Starnes Young children -can be Very -, gine, creative,, and many of them enjoy making lip inchildren's TheattractiVe- pictures their own stories. Of course,-they aren't able to books are obvious starting points for discussions. show the pictures to the write, the words down yet', but they tin dictate A Storyteller should, their stories te, teacher, :who writes theist de0. children and stop to talk about them. exactly -the way: the,'*Idion_-say If the story contains- unfamiliar words, Teachers of 'three and feUf.yearOlcl,s,-at it Is la good Idea- forthe storyteller- to Interrupt the takbblidhoOd Fa lily tteSoUrOe Depter underStand. the story to 'rake -survi'the--Ohildreh of -the-144---tite.et_411,40__bf "What dees it meiff that the cow CheWed !acted Oarlea,:the "die ated = throughout her cud? Does -anybody_ the years.'',Haietarttomif-01110 "the'eats-teaWs said tharoh.j. Alga a 'PhOtOgriph some 'Of 6011- isa'Althlitlrtek h er- "it ," lass drat): :10104: OIith -'11t6'614 oat* oabiatii Ofd ihk,rgyis e- ado a of: c and :IF for V 'ft 11 ttriit'ti-olieeelftatitiffait' otieWilrsbriwinore:- sClia WO. meliing a Smile. My name is Antonio." Other teachers help children build sto.'' About their paintings: ries by supplying thorn with sonic: of the words "A Dorothy did find no friends. And she and asking them to fill in the missing ones. was cryin', cryin', and cryin'. And she got afraid, and afraid, and a cruckster. And little tree with "Joe went to the He saw little crochees. Poor thing, poor thing." He also saw .He ate it tasted "All those little red dots climbing over , the hill and down to the water. They're going Their Own BooksMany child care activities are to where the water _is. They go this way.' This directed toward building in young children an one got in the water, see. This one goes way appreciation for language and books, The child down yep. See those brown spots. They're way who has a good working vocabulary and who has under the water." learned that books can be a source of pleasure is About a trip to thezoo: likely to move on to reading without miieprou- "We didn't see the seals. Wesaw the We. He will want to learn how to read because zebra, I sat down. I looked at the birds. Iwas on he knows the ability will open the way to more the boat. We ..sew the babycow drinking his enjoyment from books. mommy's milkl And we didn't get a balloon.I Many teachers help children make books bringed out my rest mat. The end. And that's of their own stories and art work. The cover may all.I saw the elephant, but he was inside the be a piece of -construction paper which the'chils house." dren decorate with crayons or pictures they cut Some teachers tickle children's imagina- out of magazines. 'leacher punches holes on one tions by beginning a story and asking the children side, and the children thread yarn through tto to finish it. holes to hold the pages together. Teacher prints "Claudia got lost. She couldn't find her the child's name on the cover so that he knows way home. She cried. A big boy ran down the it is all his own. Most children are extremely street. He saw Claudia crying. What do you think proud of their first books. the big boy did? Did Claudia find her way home?" Angelo saw a sad ending to the story. Songsit was Parents' Night at the child care "The big boy wouldn't stop, and Claudia cried center,- The small chairs were arranged two by some more," two around a table that had been decorated to A happier ending appealed to Lynette. took like a countryside. Toy train tracks ran "The big boy took her hand and took her home around a mountain of green both towels. kstuffid to -her mommy," Teddy Elea( sat on the mountain, and a brown Pictures of children and animals in real. paper road led to an aluminum- foil lake. As the Isticsituations can suggeststories. Teacher children came In, they received a ticket from shows the children a detergent advertisement teacher. They took their seats on the make. from a magazine. The picture shows a mother believe train and sang, "Down by the Station." holding up her son's muddy clothes. Through "Oh, look at that bear," exclaimed teach. teacher's questions and the children's answers er. That was the signal to sing "The Bear Went a story grows. over the Mountain." Then teacher pointed to the "How do you suppose those pants got lake, and the children sang "Row, Row, Row so dirty?" teacher might begin. "I wonder if his Your Boat." mother scolded him kr getting so muddy?" "Look at the horse in the field," teacher "Hot. did," Brian prodialmed solemnly. said. "I wonder if Yankee Doodle rode him." With "Her spanked his bottom." that cue, they sang "Yankee DoOdle." "What happened then? Did the little boy "What a darling baby asleep in the cra- cry?", dle. Shall we sing her e4ullaby?I',-The-childreb "He cried, and his mommy hollered sang, "ROck-Oye Baby:" again," Cindy added to the story. The'children- entertained their prents 4Then'illS: daddy Came: ifome andgave byOink §:hirdien greatljilniat *Rig FlirtySArtle- candY7Hr g'6f fiaPt*" bfe "endedtOgetifer-zsiriging:Motfthreeand four-Yesai:old cheerfully. denbt=s15iiii'aearlit '6M:ugh- 16 r-e6tilsodnit-or

24 IthYthrk bLit they do phrases repeated several times. act out plays for an adrift audience, . sing well together and have fun-doing It. Mary had a little Iamb;-little lamb, little Music seems to appeal lo almost eveevery iamb, babyand "young child.A newborn Ardent will Mary hid a little iambi usually settle down to sleep if his MOther rocks fleece was white as snow. and eings-to him. As baby grOwS:Plder,=-.helikes gaMoS--that have rhithmS; like "ThIslittle-piggy Id this oldtirne favoritethe,words "little tamb" long=-before 'a Went- merkell- or"Oat=i-c-ake, pat4eake, arerepeated foUrf_times,_ yro "ll can pi k .up baker's man? x-)44K-V0-6, Aliiht_tithe'baby is listehldg to songs these Worlean` lifem. tO''`Wit,nderitaitdidir of So gtlr a, ikeefOlvtiniel-f? FAO-ex._ex- 'alit. 'rhymes_ "if WU-0U 1 npage.- ey thef Kehe=516tv46411414half-er perience MORclifdiejtA tee:V:106W 67likrpilt with' feibliei'gfdlIIIPtiVAVatcgrOvr,f(*- Thelirit tOrigf-Inilit, be eairterelif : SInglri-g-- together. th tie ih Lesttopetillif 041;14-1040 Jf.0101(.,;: bodies to ile. They can `cle Os by acting out ls lorhIn himself -aboUt during,,"Looby`Loti.", = the world* i 'pantomime as: -Through illthleiln the;ohlidren,are LI Ile jecIllierner, building' thei( language abilityChildren 100), SOrti-ti terifer,- (they-sit down) to Understand the IdeaSof a1114_.just 0:011 Eating Christmas pier . Win -jo'falloW the Plot- of a _,st itaAhOr' -use- songs . (pretends to eat) she doe stores ,M10:0161141 He-Put In itli thumb, learn he* Weida; song' t$0040* (Joints thumb down) Out thein. in your 0,400t," fo. well khownifMnOw And pulled out a plum, many ohlkiren ,who sing It: knoW thall--pe*pen, (points thUmb up) 18 another name for the CrUlti-'papayarcAlthoogh And said, "What_ a good boy am 0" papaya grows In Hawaii, it sometimes be (smiles happily) found In markets In colder climate's. ''If teachOr Sometimes children will gallop around could bring a papaya to class and thosithe

the room, like horses While singing "pony Boy" or ciren what It looks and tastes like, the words of-- scurry-like mice In "Three .011ncl: MO."- They the song would have more meaning toithetn. May like to shake hands with one another as they Another longtime ',tayOritt,, the "EentY, sing "Good MorningtoYeti." MOO Children enjoy, Weensy deilghts'enlidrehrwitif Ite 'words dancing the easy`steps "She(Fly," and finger, play,Ateacher Might want to use the Action' songs are goad foi- getting ac- song04a springboard to a- cilsnovery-Operlence `, qualnted(t4eW children "often Are too shy to join ek64-t=e-picle,r4:14'0114*-1-'6114 teathor--cAn, in:0111(4 is hard to:listen 'farlitgderrind:41-der webs, to-tivilt without "at least- tapping foot.- 4ften ON. telcher5moihe Ole to the thifilenii'41140(iffirklirptifidiiato with -OrefifeiOrd.-at-60i 'alietif-SPI'dera., group Is during ah'-aq'ticih-S60:-Befre-:16/41the Teacher* =need 'hot wor0_aboutteach frighte4dnewedifibt -hai done` nothing hut ingmode4-ofilidrOK the- traditional songs they tItIoriernli'and-warch`the goings on, finds he sang when-they were young. Although manyek cellent songs for young children are available In school and kindergarten, but there must be at book form today, children still love the oldtimers, least two of them so that a two -way conversation like "Where Is ThurnbkliA" or "Did You Ever can take place. See a Lassie?" These songs are still popular Playhouses large enough for a few chit- today because their simple words and actions dren to fit inside encourage them to talk among appeal to the universal needs of children of any themselves. Two-story playhouses are especially Oneration. A good children's song has a lively fun for children find it exciting to call up or down rhythm, words the children can remember easily, to someone higher or lower. Some centers have 311d body movements even poorly coordinated built balconies or platforms Into the rooms to elThoren can handle. provide different levels to stimulate communica- Neither do teachers have to worry about tion. repeating the same songs. Repetition does not Children talk to one another when they upset the children. It Is more upsetting for thern play games that require cooperation. Boxes or to be expected to learn too many new songs at planks of wood that are too large for one chlid once. When children sing the same songs over to move are no fun unless two children work and over again, they are able to master the together to move them. That means that if Teddy words and tulles and enjoy a feeling of success. wants to build a garage for his tricycle, he has Success, in turn, contributes to a wholesome to use words to ask Pedro to help him. sense of their own worth. Songtlme also can be used for teacher Looking Forward to Written WordsDuring the and the children to write their own songs. They years children spend in a child care center the can use a familiar tune, like "Jingle Bells" or, emphasis naturally is on learning the words they if teacher plays the piano, she might be able to need to express themselves clearly. There is no pick out an original tune. rush to teach children this young to recognize "Let's make up a song of our ,very own letters. However, some children of four are in. for the Halloween party," teacher suggested. terested in letters. They look at books and run "How about this for a start. (to the tune of to teacher to ask her what this or that letter Is. "Jingle Bells") Halloween, Halloween...who Five-year-olds are expected to learn their letters can give me the next line?" and numbers in kindergarten. Therefore, It is a "Spooky Halloween," sang out Jeremy. good idea to get four-year-olds used io seeing "Good. Now we need a long fine. What printed letters, even though they are not ex- arc you going to do on Halloween?" pected to learn them. "I'm gonna be a monkey," said Dorothy. Teachers alwaysprint thechildrens' "I'm gonna be Batman," added Vincent. names on their art work. Many teachers also iden "I'm gonna say 'tricks or treats,'" called tify the cubbies with each child's name as well as out Billy. his picture. On6 teacher helped her children learn "Hold on a iinute," laughed teacher. to recognize their own names by printing each "Let's get these ideas together." She thought a name on a colored tag and hanging them on a moment. "How's this? 'Monkeys and Batmen in pegboard. When the child arrived in the morning, the streets saying tricks or treats.' That sounds he turned over his tag to show he was present. good. Let me write it down so we won't forget An old typewriter can be helpful for it." children who are interested In learning letters. If With teacher's guidance In rearranging the shift key Is set to print capital letter's, the their thoughts to fit the music, the children wrote letters on the paper will look like those on the their own Halloween song. At the party they keys. Teacher will have to lifstruct-the children sang it for the other children at the center. in how to Insert and remove the paper and how to hit only one key et a time. Not qvaky :child Equipment to promote Communication Although Is mature enough to handle a typewriter WithOtit eyery 'situation in-a child care center cari lead jamming Teaches will have to explain that to- conversation, there Is some equipment that Is a privilege fo use the typewriter and only those naturally stiniulates-the children to talk together. who will follow hdr directions-can' be permitted Toy telephones are found in nearly every nursery to use it.

27 Communication begins witha baby's other to understand and respond.When a baby first crios. Learning to talk Is part of a normal cries In hunger, but his mother ignores his cries, child's natural development, like learning to sit he Is not communicating. When a child tells about up, or walk, or use the toilet. When the child grows the bird's net he found, but there is no one to older and finds out he cannot communicate all his listen, he is not communicating. ideas by crying or using body movements, he Parents and teachers who are concerned wants to learn to talk so that.ho can communicate with helping children learn to communicate with better with the people around him. He wants them others know that language Isn't very useful with- to share his observations, listen to his questions, out someone to listen. They give children every and respond to his requests for help in meeting opportunity to talk. At the same time, they show his needs. they aFe Interested In what the children have to The ability to communicate develops net say by paying attention to them, sharing their own turally when it is part of everything a child does experiences with them, and meeting their needs. with other children and grownups. A close family Many of today's probleMs have come lifeone in which the children are encouraged to about because there has been too little communi- speak up about what they want, how they feel, cation among different groups within our popula- what they have done and seen and heard, and tion. The people in need called outforhelp, but what they want to dois the kind of relationship those who could help did not hear. Perhaps, It that leads to the ability to communicate. our children learn both to communicate clearly However, communication means both and to Ilnten attentively, as adults they will be giving and receiving Information. At least two able to communicate with one another to bring people are Involvedone to communicate, the about a better tomorrow.

Bibliography of Children's Books Named in this Booklet Angiund, Joan Walsh, Whit Color is Love?, (New York: Harcourt, Brace, and World, 1966). Beim, Lorraine andJerrold Twois a Team Mop York: Harcourt, Brace, and World, 1945). Beyer, Ernestine Cabern, The Story of Littioalit, (Chicago Reilly and Lee, 1962). Budney Blossom, A Kiss IsAtound, (New York: Lothrop, Lee, and Shepherd, 1954). Burton,' Virginia, L,Mikemuilion and his steam Shovel, (Boston: HoughtonMifflin, 1939). Clifton, Lucille' of the Days of Everett Anderson, (New York: Holt, Rinehart, and Winston, 1970). a Grazia, Nick and feaser, James, Los Pagodas (Flagstaff: Northland Press 1963). Deming, :Therese 0. arid Shaw, Thelma, Little' toll', (RiVir Forest, Laidlaw, 1959). t141-14citlia6,_rifet111411SSOInCialt Fletrl`rtleti7CY,Agillrcl-OlenGtgarIkti218r). Ge set,-6041 euSs, Greeniis pt_ Hard, W York: Deginnlng Books, 1960L lftil ItiAlfrf, (EatiClaffel, Hefei 1 ). 8rtil'ri a100 , An ythmirInd anipoll . 4SMerril 1965). 1964). 1:' autgel.4tVt?eskeilligmet SteEP,1841:: rtr,41ROY: Po t ,. 46, 0 OY. (Ne Chas.: atbne soils, ). Ray, H. A,urious- George, (eostoh":' HoUg ten-(olilin, 1 1). Yeshlote, Tare;Youngest OnC,(New York: Viking; 12).

28 ? U CiOvERN ME lit PRINT04$3 OFflet : 1 OM 0-500494