Download - Infant language and literacy development
SENSORIMOTOR STAGE
I. SENSORIMOTOR INTELLIGENCE
Reflexes (0-1 month)
Primary Circular Reactions (1-4 months)
Secondary Circular Reactions (4-8 months)
Coordination Reactions (8-12 months)
A. REFLEXES
Infant’s behaviors in this substage reflects innate
reflexes- automatic response to particular
stimuli
They suck, grasp and cry
Much of what happens at first is accidental
caused by random movements
They use their abilities one at a time
B. PRIMARY CIRCULAR REACTIONS
Focused almost exclusively on their own bodies
and are repeated over and over again
Infants gain a measure of control over their
bodies; they are able to combine them into more
complex actions
C. SECONDARY CIRCULAR REACTIONS
More active interest in their environment
Increased manipulative and maneuvering
abilities
In this stage, first primitive understanding of
cause and effect emerges
D. COORDINATION REACTIONS
Babies demonstrate intentional behavior
Develop understanding of cause and effect relationship
Combine behaviors in new ways to accomplish their
goals
Imitation becomes a factor in learning
Object permanence (8-10 months)
II. CHARACTERISTRICS OF INFANT
LANGUAGE DEVELOPMENT
Listening and Understanding
Speaking and Communicating
Book Knowledge and Appreciation
Print Awareness and Early Writing
CHARACTERISTICS OF INFANT LANGUAGE
DEVELOPMENT
Newborns assimilate information immediately.
(Cowley, 2000)
Babies learn how to carry conversations quickly and
learning how to carry on conversations producing
patterns called rhythm. (goo-goo-ga-ga)
Infants channel their energy into seeing and hearing.
Infant first step in communication is having eye
contact with their mothers called gaze coupling.
Infants inherit qualities from parents and events that
happen in an infants’ life that shape their language
development.
Infants recognize familiar faces, voices and evens
smells.
STAGES IN LANGUAGE DEVELOPMENT
AGE BEHAVIOR
0-3 Months Hearing, startles, cries,
reacts to sounds
4-6 months Gaze, attend to unfamiliar
faces
7-12 months Responds to name, enjoys
games, recognizes names of
objects
STAGES OF VOCALIZATIONS
AGE BEHAVIOR
0-2 months Cooing, crying, laughing
3-6 months Growls, squeals, vowels
7-12 months Babbling consonants
COMMON BEHAVIORS OF INFANTS
Sucking of hand, fist or thumb (calming self)
Waving of hands (feels excited)
Yawning (feels tired/stressed)
Language is a system that uses sounds signs
and written symbols for communication.
Communication is a way of sending and
receiving information, signals or messages.
Human face and facial expression is the most
significant communication factor for infants.
A. LISTENING AND UNDERSTANDING
Responds to sounds in the environment
> Turns in the directions of sounds
> Begins to identify sounds with particular
objects
Begins to listen to words with understanding
Begins to follow simple directions
Demonstrates understanding of native and/or
English language
> Begins to attach meaning to the sounds,
gestures, signs and words they hear or see
AGE BEHAVIOR
birth Makes sounds
Reacts to noise
1-3 months Repeats own vocalizations
Reacts to speech by smiling
4-6 months Attracted to noise-making toys
Seems to understand “No”
7-12 months Responds to own name
Responds to simple requests
How to encourage infants to listen
• Listen to infant’s nonverbal cues and respond in a loving way.
• Talk to infants, even though he/she does not understand you yet.
• Take turn with infants when you talk.
LEARNING ENVIRONMENT FOR LISTENING
AND UNDERSTANDING
Stories, songs, words, games and daily schedules
in English and the languages of non-English
speaking children
Durable cloth, board or vinyl books, soft toys, and
puppets which are accessible throughout the day
B. SPEAKING AND COMMUNICATING
Communicates needs, wants, feelings through
words, gestures, actions or expressions
> Cries to indicate different needs
> Begins to initiate interactions with adults and
peers
> Begins to use words and gestures to
communicate
Child communicates for variety of purpose
> Signals for more
> Greets adults and peers
AGE BEHAVIOR
birth Cries because of a the new atmosphere
after 9 months in a mother’s womb
1-3 months Making “cooing” sounds (e-e-e-e-e)
Cry differently for different needs
4-6 months Use voice to express pleasure or
displeasure
Make “babbling” sounds (ba-ba-ba-ba)
7-12 months Try to imitate words
Say a few words (dada, mama, uh-uh)
How to encourage infants to speak
• Play games to teach infants new words.
• Sing songs with infants.
• When your infants play with toys, talk about what they are doing.
LEARNING ENVIRONMENT FOR SPEAKING
AND COMMUNICATING
Materials that encourage face-to-face interactions
(books, puppets, dolls, mirrors)
Pictures of children and their families (books,
photos, etc.)
C. PRINT AWARENESS AND EARLY WRITING
Begins to develop eye-hand coordination
Manipulates materials with increasing precision
> Reaches toys, shakes keys to make sound,
carries blanket
Explores with writing materials
AGE BEHAVIOR
birth Not grasp any kind of objects
Cannot hold on to objects
1-3 months Awkwardly grasp toys
Not have complete control over writing
or coloring tools
4-6 months Reach for things he/she wants
Explore by putting objects in their
mouths
7-12 months Scribble lines, shapes and more on
walls, floors and more
Rips and pulls materials
How to encourage infants to write
• Chucky tools are easier for small hands.
• Use washable materials to save on clean-up.
• Talk to infants about their scribbles.
LEARNING ENVIRONMENT FOR PRINT
AWARENESS AND EARLY WRITING
A variety of writing tools (large sheets of paper,
large crayons and pencils, large paint brushes,
etc.)
Displays of children’s art around the room at
child’s eye level
Pictures, posters, labels on cubbies and
materials, toy shelves, etc.
D. BOOK KNOWLEDGE AND APPRECIATION
Responds to language and shows enjoyment of
sounds and rhythms of language
Explores books with interest
Responds to pictures in books
AGE BEHAVIOR
birth Calmed by rhythmic lullabies
1-3 months Look at books
Learns nursery rhymes
4-6 months Show interest in books
Throw or chew books
7-12 months Respond to stories and pictures
by vocalizing and patting pictures
Interested to read the story by
turning the page
Understand objects by using
words in using their mother
tongue
How to encourage infants to read
• Recite nursery rhymes and sing songs to infants.
• When you read, point out the pictures.
• Around infant’s first birthday, establish a regular reading routine.
LEARNING ENVIRONMENT FOR BOOK
KNOWLEDGE AND APPRECIATION
Many types of durable children’s books (cloth,
board, big books, etc.)
Soft, cozy place for looking at books (soft chairs,
rugs, pillows, stuffed animals ,etc.)
III. DEVELOPMENTALLY APPROPRIATE
LANGUAGE ENVIRONMENTS FOR INFANTS
A loving grown-up has been called “The ideal
plaything for a baby”
During the first month, there’s no need to
bombard the child with different stimuli
LANGUAGE AND LITERACY
Developmentally…
Aware of sounds, touch, taste, sight
Limited ways of communicating through cries and
coos
Need to learn about the world and themselves
Enjoys rhythm and rhyme, body awareness rhymes
Relationships
Adults engage in one-to-one interactions with infant using simple phrases, calm voice and eye contact
Recognize that crying and body movements are the infant’s way of communicating
Frequently read to, sing to and talk to infants
Warm, responsive interactions occur throughout the day
Know that infants are curious to each other
Book Characteristics
Simple, graphic illustrations or photographs
Familiar themes: family members, animals, items
in baby’s world
Sturdy vinyl, cloth, or hard page books
Should be available; they can reach them
Materials
mirrors
cuddly toys
sensory play materials - water, textures, play dough, paint
sound making toys
push and pull toys
soft balls to throw
climbing equipment
soft blocks
music and movement
books
Infant Activities
Peek-a-boo
Pat-a-cake
Environment
Pictures of infants and their families are hung at child
height (Promotes visual stimulation)
Auditory environment is not over stimulating or
distracting
Play areas are comfortable; pillows, foam mats, soft
carpets
Sleeping area is separate from the active play area
Toys are a size that allows infants to grasp, chew and
manipulate
Various textures - especially softness
Hang mobiles when infants can see and kick them.
Characteristics of the Adults
warm, nurturing personality
tolerates movement/noise
models appropriate behavior
reads/talks/listens to infant
accepts different caregiving methods and techniques
recognizes and accepts differences
willing to learn
reliable
healthy
Schedule
individual schedule for eating, diapering and sleeping.
daily outdoor time
time to be held, read to, sung to, talked to
time to move freely
time to watch, hold, move to, and choose appropriate
toys and materials
time to cope with separation
parents are welcome at any time
Curriculum for Infants
SOURCES
http://www.pbs.org/parents/education/reading-language/reading-milestones/baby-language-development-milestones/
http://edn.ne.gov/pdf/ELGLL.pdf
http://www.dss.virginia.gov/files/division/cc/provider_training_development/intro_page/publications/milestones/milestones_individually/05
http://www.docstoc.com/docs/87653125/Developmentally-Appropriate-Practices-for-Birth-Through-Age-8
http://www.childcarerockland.org/forms/DAP%20Infants.pdf
http://childhealthanddevelopment.files.wordpress.com/2011/06/it_curriculum_module4.pdf
http://wiki.carr.org/db/attachments/emergentliteracy/38/1/ageappropriatebooks.pdf
Machado, J. (2003). Early childhood experiences in language arts: emerging literacy early literacy. Clifton Park, N.Y. : Thomson/Delmar Learning.