One of my favorite things to study is the
family. I feel that families have such a big impact on a child’s development.
The family systems are all so different and there are so many factors that
affect the family like socioeconomic factors, location, health issues, family
dynamics, and others. Learning about the family and the different relationships
within the family helped me realize how important it is to be real with my
family. I feel that sometimes within the church everything looks perfect and
rainbows constantly on the outside. I liked hearing that it is actually good
for parents to argue in front of the kids so that the kids know how to problem
solve and negotiate. No parents are perfect, and no marriage is perfect, but we
can constantly be striving. I appreciated students that shared their family and
parental dynamic with the class. I feel that every little thing has an affect
on who you become and the relationships that you are able to form in your
future. My parents are big on counseling with one another. They are constantly
running ideas past one another and they don’t make big decisions without the
other. A good rule to live by when counseling with one another especially if it
is spousal is to not make a decision until it is unanimous. Finding a happy
medium might be really hard sometimes, but the most important thing is to have
an open mind and go in decision making with a unified purpose to be able to
stay on the same page. Parents who argue are not bad examples, but parents who
do not communicate and are not involved- that’s where most of the issues are.
Weekly Quote:
I liked the anology used in the book and in class about a
baby mobile, “all the pieces of the mobile are connects to each other, just as
members of a family are connected to each other… what happens to one, happens
to all.” (page 30). Just like the baby
mobile you cannot control what happens to the rest of the mobile when you
really just touched one part. We need to be aware of how the little things even
affect everything, especially within the family.
HWD Paragraph:
Taken from: (http://mtbt.fpg.unc.edu/more-baby-talk/10-ways-promote-language-and-communication-skills-infants-and-toddlers)
10 Ways to Promote the
Language and Communication Skills of Infants and Toddlers
Why
Promote the Language Development and Communication Skills of Infants and
Toddlers?
Early language and communication skills are crucial for
children’s success in school and beyond. Language and communication skills
include the ability to understand others (i.e., receptive language) and express
oneself (i.e., expressive language) using words, gestures, or facial
expressions. Children who develop strong language and communication skills are
more likely to arrive at school ready to learn.1They also are less
likely to have difficulties learning to read and are more likely to have higher
levels of achievement in school.2
During the first years of life, children’s brains are developing
rapidly and laying the foundation for learning. The interactions that children
have with adults influence how children develop and learn.3 As a result,
early childhood educators have a prime opportunity to provide children with
interactions that can support children’s growth and development, particularly
their language and communication skills.
As past research shows, when teachers provide children with
higher levels of language stimulation during the first years of life, children
have better language skills.4,5 When
teachers ask children questions, respond to their vocalizations, and engage in
other positive talk, children learn and use more words. A study found that one
third of the language interactions between teachers and children were the type
that support children’s language development, while the other two-thirds
included less complex language such as directions, general praise, and
rhetorical questions.6 Promoting more
high-quality language interactions between children and adults provides
children with the kinds of experiences that can foster their growth in language
and communication.
This guide describes 10 practices that early childhood educators
can use to support the development of language and communication skills of
infants and toddlers. Because research supports the importance of adult-child
interactions for infants and toddlers,5 the practices are
designed to be done one-on-one or in small groups. Each practices
draws upon the types of interactions that research suggests promotes
language and communication skills. These interactions include:
·
Responding to children’s vocalizations and speech
·
Engaging in joint attention with children
·
Eliciting conversations with children
·
Talking with children more
·
Using complex grammar and rich vocabulary
·
Providing children with more information about objects,
emotions, or events.
These interactions benefit children from a variety of language
and cultural backgrounds, including children who are dual language learners.
Children who are dual language learners may sometimes feel socially isolated
and have difficulty communicating their wants and needs.7 Educators may
find the practices presented in this guide useful for helping dual language
learners feel more socially connected and communicate better. Educators
interested in learning more about supporting dual language learners will find
additional information in the resources presented at the end of the guide.
Overview of 10 Practices to Promote Language and Communication
Skills of Infants and Toddlers
|
Practice
|
Description
|
|
1.
Get Chatty
|
Engaging
in conversations with children
|
|
2. Be
a Commentator
|
Giving
descriptions of objects, activities or events
|
|
3.
Mix It Up
|
Using
different types of words and grammar
|
|
4.
Label It
|
Providing
children with the names of objects or actions
|
|
5.
Tune In
|
Engaging
in activities or objects that interest children
|
|
6.
Read Interactively
|
Using
books to engage children’s participation
|
|
7.
Read It Again and Again and Again!
|
Reading
books multiple times
|
|
8.
Props, Please!
|
Introducing
objects that spark conversations
|
|
9.
Make Music
|
Engaging
in musical activities
|
|
10.
Sign It
|
Using
gestures or simple signs with words
|
Each practice is presented with a description of the practice,
research evidence that supports the use of the practice, and examples of how
educators may use the practice with infants and toddlers. Although each
practice is presented separately, many of the practices can be used in
combination with each other. For example, educators can practice focusing on
children’s interests (Practice #5, “Tune In”) while providing a running
commentary (Practice #2, “Be a Commentator”) and labeling the names of objects
(Practice #4, “Label It”).
At the end of the guide is a list of resources that may be
useful for finding more information on supporting the language and
communication skills of infants and toddlers. These resources include books,
articles, and websites that contain more detailed information on the practices
presented in the guide.
The practices presented in this guide can be used when working
with any child. Educators should keep in mind, however, that children develop
at varying rates and differently depending upon a number of factors, such as
personality and age. These factors and home language exposure affect children’s
development of language and communication skills. By using these practices
early childhood educators can provide all children with the rich language
exposure and opportunities children need to enhance their language and
communication skills.
