2013 Smart Start Conference

1. 2013 Smart Start Conference Supporting Language and Literacy Skills For Infants and Toddlers

2. Goals The learner will have the opportunity to Explore the stages of language and literacy development Explore research on language development and its implications on a child’s development Review the components of literacy for young children and link the components of literacy to language development Examine effective strategies and practices that support language and literacy development Explore resources to support language and literacy Explore training and technical assistance strategies

3. Objectives The learner will be able to: Recall three reasons why early care and education professionals need to know the stages of language development Identify three developmental milestones of language development for young child Name three components of literacy for infants and toddlers and link to language development Describe three practices that support language and literacy development Recall three training techniques that can be utilized in order to support early care and education learning opportunities

4. Agenda Title: Supporting Language and Literacy for Infants and Toddlers Agenda:  Welcome and Opening The Stages of Language Development The Link Between Language Development and Literacy Development What Does Language and Literacy Look Like for Infants and Toddlers? Strategies to Support Language and Literacy Development Training and Technical Assistance Strategies Resources Review Activity Closing

5. Why do we need to know language development? If you know how language should develop in children we can intentionally design and implement activities to build those skills. You can also help to identify language delays and help the child obtain early intervention services. Exposure to language builds vocabulary and is key factor to literacy success. Children with rich vocabularies, typically do well in reading, leading to success in school!

6. Language Development The first 3 years of life, when the brain is developing and maturing, is the most intensive period for acquiring speech and language skills. These skills develop best in a world that is rich with sounds, sights, and consistent exposure to the speech and language of others. During these years the infants and young children are best able to absorb language and so adults need to provide them with an environment that nurtures and supports the development of language.

7. Language Development Babies in the womb can hear conversations their mom has. At birth babies can recognize their mothers voice over a female strangers voice. They also recognize their own language over a foreign language. AND they recognize songs they have heard in utero. So if a mom plays a song a lot to their baby in utero the infant will recognize it.

8. Language Development0-6 month old 0-6 month old: Birth - 3 months old typically do what we call cooing. This is when they produce vowel sounds (eeeee, aaaaa…). A child in the 3-6 month old range also laughs in reaction to something familiar.

9. Language Development6 month old 6 Months - at 6 months children: Vocalization with intonation Responds to his name Responds to human voices without visual cues by \ turning his head and eyes Responds appropriately to friendly and angry tones Between 6-9 months the child “babbles” (using consonant vowel sound, e.g. mama, dada). * If you work with very young children, notice when they change from cooing to babbling. It is an interesting development in infants.

10. Language Development9-12 month old 9 -12 months –says their first word 12 Months Uses one or more words with meaning (this may be a fragment of a word) Understands simple instructions, especially if vocal or physical cues are given Practices inflection Is aware of the social value of speech

11. Language Development18 months 18 Months  Has vocabulary of approximately 5-20 words Vocabulary made up chiefly of nouns Some echolalia (repeating a word or phrase over and over) Much jargon with emotional content Is able to follow simple commands * Between 18- 24 months there is a “language explosion”. They love stories, can follow simple commands and “What's that?” is repeated heard over and over.

12. Language Development24 months 24 Months - Vocabulary of approximately 150-300 words Can name a number of objects common to his surroundings Is able to use at least two prepositions, usually chosen from the following: in, on, under Combines words into a short sentence-largely noun-verb combinations (mean) length of sentences is given as 1.2 words Approximately 2/3 of what child says should be intelligible Rhythm and fluency often poor Volume and pitch of voice not yet well-controlled Can use two pronouns correctly: I, me, you, although me and I are often confused My and mine are beginning to emerge Responds to such commands as "show me your eyes (nose, mouth, hair)“

13. Language Development3 years 3 years old:  Use pronouns I, you, me correctly Is using some plurals and past tenses Knows at least three prepositions, usually in, on, under Knows chief parts of body and should be able to indicate these if not name Handles three word sentences easily Has in the neighborhood of 900-1000 words About 90% of what child says should be intelligible Verbs begin to predominate Understands most simple questions dealing with his environment and activities Relates his experiences so that they can be followed with reason Able to reason out such questions as "what must you do when you are sleepy, hungry, cool, or thirsty?" Should be able to give his sex, name, age Should not be expected to answer all questions even though he understands what is expected

14. Language Development4 years old 4 years old Knows names of familiar animals Can use at least four prepositions or can demonstrate his understanding of their meaning when given commands Names common objects in picture books or magazines Knows one or more colors Can repeat 4 digits when they are given slowly Can usually repeat words of four syllables Demonstrates understanding of over and under Has most vowels and diphthongs and the consonants p, b, m, w, n well established Often indulges in make-believe Extensive verbalization as he carries out activities Understands such concepts as longer, larger, when a contrast is presented Readily follows simple commands even thought the stimulus objects are not in sight Much repetition of words, phrases, syllables, and even sounds

15. Language Development5 years old 5 years old: Can use many descriptive words spontaneously-both adjectives and adverbs Knows common opposites: big-little, hard-soft, heave-light, etc Has number concepts of 4 or more Can count to ten Speech should be completely intelligible, in spite of articulation problems Should be able to repeat sentences as long as nine words Should be able to define common objects in terms of use (hat, shoe, chair) Should be able to follow three commands given without interruptions Should know his age Should have simple time concepts: morning, afternoon, night, day, later, after, while, tomorrow, yesterday, today Should be using fairly long sentences and should use some compound and some complex sentences

18. Link between Language and Literacy Development Building children's vocabulary, increases their communication skills and prepares them to adapt what they know about oral language as they explore written language and begin to read. This makes the role of the educator extremely important. The connection between language and literacy is powerful! Over the past three decades researchers and educators have learned how these concepts support one another and strengthens a child’s ability to read and later academic success.

19. Outcome of Language Exposure It is important to note that the children spoken to less did learn to talk and eventually to read. However, in later childhood their vocabularies were more limited, their grammars were more restricted, and their total output was also less, continuing on into middle school. Their school performance, including reading, was also at a lower level. The investigators report that the differences were great, and they were durable over time. According to Hart and Risley (1999): “The most important aspect of parent talk is its amount. Parents who just talk as they go about their daily activities expose their children to 1000-2000 words every hour. . . . What children need is time, not tricks.

20. Something to Remember: Literacy problems in the primary grades (across racial, linguistic, and socioeconomic groups) are seen with children who start kindergarten with weak language skills, poor abilities to attend to the sounds of language, deficient letter recognition, and unfamiliarity with the basic purposes and strategies of reading.

21. What Does Language and Literacy Look Like for Infants and Toddlers? Early Messages – Language Development and Communication Points to Remember

22. What Does Language and Literacy Look Like for Infants and Toddlers? Early Messages – Language Development and Communication Points to Remember *Be responsive *Use non-verbal clues, slow down, use repetition, talk in a higher voice than usual, use clear pronunciation and short sentences *Use self talk and parallel talk *Expand conversation: name items, ask questions, use descriptive words *Attend to individual developmental levels and pace *Be mindful to let children do what they want with books *Be playful: sing songs, do fingerplays, use rhymes *Children who are bi-lingual: helpful to have staff and/or volunteers who speak their language; all right to mix the two languages, keep the first language intact

23. Language and Literacy for Infants and Toddlers Vocabulary and Language *two parts to language development: the ability to understand the words (receptive language) and the ability to put ideas and feelings into words (expressive language). *young children learn how to put words together at an amazing rate. *the more words a child knows, the more she understands when she is read to. These skills support learning to read later in life. Sounds and Rhythms of Language *the ability to hear and distinguish the sounds and rhythms of language *during the first three years of life the brain is very receptive to learning the sounds of language  *newborns can distinguish their mother’s voice *newborns enjoy parentese – will respond when someone talks to her/him using a high-pitched, sing-song voice and being face-to-face

24. Language and Literacy for Infants and Toddlers Exploring Writing *reading and writing skills develop together *writing has developmental stages ranging from random marks, lines, scribbles and zigzags to letters *carries a message, has a purpose *read top to bottom, left to right, includes punctuation, read books front to back Enjoying Stories and Books *books have a beginning, middle and end *have characters *may have a story and plot *sequence of events *may have conversation

25. Strategies to Support Language and Literacy Play with infants and toddlers Repeat the sounds infants make Respond to infants and toddlers when they talk to you Play turn-taking games Learn to say a few words to infants and toddlers in their home language Use a variety of words when you talk, including labels and descriptive words

26. Strategies to Support Language and Literacy Imitate and repeat the child’s motions and sounds Recognize that infants cry to indicate their needs Help toddlers to calm down Play turn-taking games such as “peek-a-boo” Encourage conversations while looking at books Talk with the children in interesting ways about what they are hearing, smelling, seeing and tasting Encourage older toddlers to draw and scribble Sing song, say rhymes and do finger plays

27. Resources Dodge, D, Rudick, S & Berke, K. (2006). The Creative Curriculum for Infants, Toddlers & Twos, Second Edition. Washington, D.C.: Teaching Strategies, Inc. Miller, Karen. (1999). Simple Steps. Developmental Activities for Infants, Toddlers and Two Year Olds. Maryland: Gryphon House National Center for Family Literacy. (2009). Developing Early Literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy. Roscoe, K.A., Tabors, P.O., & Lenhart, L.A. (2009). Oral Language and Early Literacy in Preschool. Newark, DE: International Reading Association, Inc Silberg, Jackie. (2001). Games to Play with Babies, Games to Play with Toddlers, Games to Play with Twos. Maryland: Gryphon House WestEd. A research, development, and service agency, works with education and other communities to promote excellence, achieve equity, and improve learning for children, youth, and adults. www.WestEd

28. Closing Summary Questions Evaluation