Language Development in Infants and Toddlers by shuifanglj


									Language Development in Infants and Toddlers

DAP curriculum for language development is fostered by the following
      a. Recognition of the developmental levels of children
      b. Incorporation of language development activities throughout the curriculum
      c. Embedded conceptual development in a predominance of hands-on activities
              with authentic materials
      d. Flexibility in meeting the needs of individual children

Teachers guide children in engaging learning activities by carefully selecting the
materials present in the classroom.

Timing is the key to helping infants with language development
        Key to helping them see the connection between the language label and the thing
they are referring to.

Verbal Mapping- when a caregiver talks to an infant about what is going to happen, what
is happening, or what has happened.

Guidelines for classroom setups
Cheerful, colorful pictures and familiar objects, friendly animals, all displayed at child’s
eye level.
Toys should focus on sensorimotor need of infants. Toys should be safe for infants to
explore by chewing, grasping, or manipulating.
Cardboard books and plastic books are great.
Variety of music played.

Curriculum for Infants
Three types of activities
       1. exploratory activities
       2. caregiver-mediated activities
       3. routine activities

Exploratory and caregiver-mediated activities should take place during alert times
Routines include eating, arrival, departure, or physical care

Exploratory activities
       1. crib-based-opportunities to explore
              a. mobiles-consider view from child’s back. They need to be able to see
                   mobile. Label items by touching it and saying its name
              b. Crib center activities- visual/perceptual stimulation. Securely attached
                   to crib- like a musical toys or acquarium.
              c. Crib appropriate objects- verbally introduce- rattle, plastic balls, etc.
                   Why not stuffed animals?
               d. Room based exploratory activities- when infants can sit independently
                  activities become room based. Items should be within reach and on
                  their level. Floors need to be prepared properly since they are learning
                  to crawl or scoot. Floor rugs, colorful. Funiture cushions or pillows.
                  Large pictures of people, animals story book characters, etc. Mirror’s
                  that cannot be broken are important for exploring themselves.
               e. Balls and push-pull toys- helps with cause and effect relationships
               f. Music- 10-15 minutes at a time-low volume, variety of styles

Children begin to learn the name of objects because adults model this for them. Through
these explorations children learn that when you push a ball it rolls. This is all part of
conceptual development.

Caregiver-mediated activities
       a. music- singing simple songs, listening skills encouraged
       b. action songs or finger plays
       c. Objects- Object permanence?
       d. Books- provides opportunities for receptive and expressive language.
              a. Select a quiet area
              b. Sit comfortably
              c. Talk slowly
              d. Monitor the infants gaze and any gestures. Take more time with
                  pictures they are interested in.
              e. Talk with expression, providing labels, adding sound effects, and
                  varying intonation
              f. Continue until infant shows lack of interest

Routine activities
       Talk to the child when changing clothes or diapers and label body parts

       Greeting and goodbyes


Three types of activities- same as infants
       a. block and manipulative- work on small muscle, stack, build etc
       b. book corner-familiar books
       c. writing center- explorations with writing, talking about what they did
       d. Discovery centers- simple, magnifying glass and shells
       e. Drama center- pretend play, crucial for cognitive development
       f. Sand and water tables
       g. Art activities- exploring media, painting
       h. Outdoor activities-
       a. book sharing
       b. songs and finger plays
       c. activity boxes-

Plan activities for infants and toddlers

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