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    Objectives:
    • List examples of ways you can support infants’ and toddlers’ communication and language development.
    • 探索资源提供信息增刊orting the language and communication development of infants and toddlers in your care.
    • 讨论如何在您的护理环境中支持具有特殊学习需求的婴儿和幼儿的语言和沟通技巧。yabo电子游艺

    Learn

    Learn
    "The basic building block of good communications is the feeling that every human being is unique and of value."- Unknown

    Know

    作为婴儿和幼儿照顾者，您在每个婴儿和幼儿的沟通和语言开发中发挥着重要作用。环境有所不同，他们如何发展和学习新技能，并在很大程度上取决于照顾者创造响应，从事环境中的学习机会。yabo电子游艺

    Reflecting on Communication and Language Learning

    知道您的环境对婴儿和幼儿学习有贡献，您的出发点可能是反思婴儿和幼儿在您的护理中的语言和沟通开发。yabo电子游艺您可以从您的观察开始，与家庭沟通，您收集的发展筛选和评估信息，以及有关每个婴儿和幼儿的发展的问题以及他们正在制作的兴趣和发现。例如：

    • What sounds is each infant using?
    • What languages is the infant or toddler learning at home? To which language is the infant or toddler most responsive?
    • How does each infant or toddler communicate that he or she is hungry, tired, bored or ready for play?
    • How is each infant or toddler enhancing in language and communication development?
    • How does each infant or toddler communicate with peers? Adults?
    • How does each infant or toddler respond to books? Being read to? Being shown pictures?
    • 每个家庭阅读哪些类型的书籍对他们的婴儿或幼儿进行阅读？
    • How are other areas of development being supported through books and reading?

    By asking these questions, in collaboration with families, you have an opportunity to document and learn how each infant or toddler in your care develops language and communication skills while considering other areas of development, culture, and temperament. This process can help you and families gather information to support the planning for and development of responsive environments as infants and toddlers develop language skills and learn new ways to communicate their needs and wants.

    Supporting Communication for Infants and Toddlers

    As an infant and toddler caregiver, you also become an infant’s and toddler’s language and communication partner. Infants grow from turning their heads and responding to familiar faces and voices to being able to express their thoughts, feelings and experiences in words as toddlers. This amazing development occurs primarily through the interactions and experiences created by adult caregivers who use communication and language with infants and toddlers in responsive and meaningful ways throughout the day. Take a moment to think about the responsive care you provide and the ways it affects infants’ and toddlers’ language and communication development.

    讲义不仅仅是宝贝谈话，概述了支持婴儿和幼儿的语言和沟通技巧的十种实践。下表突出显示讲义内呈现和定义的实践。此外，您还可以找到支持每种练习的研究证据以及使用与婴儿和幼儿的练习的策略和想法。

    Practice

    Description

    Get Chatty

    Engaging in conversations with infants and toddlers

    Be a Commentator

    Giving descriptions of objects, activities or events

    Mix It Up

    Using different types of words and grammar

    Label It

    Providing infants and toddlers with the names of objects or actions

    Tune In

    从事感兴趣的婴儿和幼儿的活动或物品

    Read Interactively

    Using books to engage infants’ and toddlers’ participation

    Read it Again & Again & Again!

    Reading books multiple times

    Props, Please!

    Introducing objects that spark conversations

    Make Music

    Engaging in musical activities

    签字

    Using gestures or simple signs with words

    After reading the handout, it’s likely you continued to think about the developmental possibilities in communication and language for infants and toddlers. Each infant and toddler develops at his or her own rate, and within a language-rich, responsive environment, the possibilities are endless!

    您护理中的一些婴儿和幼儿可能有影响他们的语言和通信发展的条件，包括发育延迟，自闭症，神经系统和感知障碍，或愿景，听力，演讲或语言损伤。具有个性化家庭服务计划的儿童有一个具体的计划，帮助他们满足他们的个人目标，并且通常这些婴儿和幼儿将需要更改或适应日常生活，护理环境和课程。包括在一起（套件）程序的孩子可以是一个有价值的想法资源。

    Below is additional information to consider as you continue to plan for responsive and engaging interactions, environments and experiences that support the infants and toddlers in your care.

    What I Know About Their Development

    使用下面的左侧或寻呼机的菜单来循环循环方案

    Young Infant (Birth to 9 months)

    年轻的婴儿（出生前9个月）：

    What I Know About Their Development
    • They notice different sounds.
    • They coo and make sounds.
    • They babble around 6 months.
    • They look at pictures in books and listen to the adult's voice as they read.
    • They enjoy touching pages of a book; may want to chew on books.
    • They enjoy listening to music and adults signing songs.

    Young Infants with Special Needs
    • Read out loud to infants and monitor your pace and tone - consider lying on a quilt next to them on the floor and hold the book so they can see it (consider larger books with pictures for an infant with a visual impairment).
    • Encourage and offer opportunity for infants to touch the pages and photos within cardboard and cloth books.
    • Use sign language with infants who may have delays or when called for within their Individual Family Service Plans. (IFSP)

    文化考虑因素
    • Ask families about a special book or song that is in their home language - invite the family to share with all infants in your care setting.
    • While rocking an infant and preparing for naptime, sing their special song from their culture.
    • Learn words and names for familiar objects in the infant's home language.
    • Record a family member reading a book in their home language - play it as you look at the book with an infant.

    Additional Strategies: Responsive Environments and Experiences
    • Point to objects as you name them.
    • Listen for and list all of the different sounds you hear infants using - invite parents to add to the posted list with the sounds they are hearing at home.
    • Encourage peer babbling by placing infants safely near one another.
    • Display books in all areas of the room, including by the door for families to use during hellos and goodbyes.
    • Display or create small photo albums that include photos of each infant's family, you, peers, and familiar objects.
    • Sing lullabies to infants as you rock them to sleep.

    In addition, consider the following approaches to supporting and fostering communication and language development in infants and toddlers:

    • Provide a sensory-rich environment filled with verbal interactions, singing, books and simple pictures on the wall
    • 为婴儿和幼儿创造环境中的机会，以彼此观察并互动
    • Explore with infants and toddlers and talk about what you’re seeing and doing together – for example, look out a window and highlight what you see, play with water together in tubs or the sand/water table, look in a mirror together
    • Take infants and toddlers outdoors for nature walks – talk about where you are going, what you are seeing and hearing, name objects along the way
    • Take time to learn about and respect families’ understanding of and beliefs around communication and language
    • Demonstrate an interest in and curiosity about the environment

    Communication and language development at all stages is a complex process and involves other areas of development, such as cognitive skills, and is enhanced by input from the environment (family, caregivers, peers, experiences, activities, etc.). Communication and language help us think, learn, problem-solve, remember and understand what we experience. Next, watch the following video about experiencing communication through book reading.

    See

    Experiencing Communication: Book Reading

    Watch this video to see infant and toddler teachers foster communication and language development through book reading experiences

    Do

    响应性和接合环境的特点是故意和频繁使用发育适当的互动和经验，包括口语和书面语言的机会。在您与婴儿和幼儿的日常互动中，请考虑以下内容：

    • Be responsive to communication attempts and build and extend on what infants and toddlers are saying.
    • Follow infants’ and toddlers’ cues and preferences.
    • Include new words during your conversations with infants and toddlers.
    • Add songs and fingerplays into daily routines.
    • Read to infants and toddlers daily. Select and display books and other printed materials that represent a variety of cultures, languages, abilities, family structures, and life experiences.
    • Create opportunities for small groups of infants and toddlers to be near each other or to play together. Encourage them to notice one another during activities by saying, for example, “Carol has the horses and they’re eating food. I think these horses feel very hungry!”
    • 创建一个突出显示您特定的日常生活的视觉计划。常规可以通过图片和简单的单词显示并显示在他们的眼睛水平上。您可以经常在一天中引用图片计划，并指向各种日常图片。

    Explore

    Explore

    Download and print theCommunication Scenario Activity。Read through the scenarios and answer the questions. Think about the unique ways the infants and toddlers are communicating and how you might respond as an infant and toddler caregiver. Then, share and discuss your responses with a trainer, coach, or supervisor.

    Apply

    Apply

    Download and print the handout,More Than Baby Talk, from the Learn Section. Choose one of the strategies highlighted within the article to try with the infants or toddlers in your care. Then, download and print theSupporting Infant Toddler Communication Development Activity.Observe and think about how you might respond as an infant and toddler caregiver to support their communication development. Then, share and discuss your responses with a colleague, trainer, coach or supervisor.

    Glossary

    Term Description
    沟通 The process of exchanging information

    Demonstrate

    Demonstrate
    评估:

    第一季度

    以下哪项是您可能会提出关于他们婴儿或幼儿的沟通的新注册家庭？

    第二季

    A parent is concerned about her toddler’s communication. She asks you what some possible “red flags” might be. What do you say?

    第三季

    True or False? Communication and language development can be positively influenced by a child’s environment.

    References & Resources:

    Committee on Integrating the Science of Early Childhood Development. (2000).From Neurons to Neighborhoods: The science of early childhood development.华盛顿，D.C：国家学院出版社。

    Girolametto, L., & Weitzman, E. (2002). Responsiveness of Child Care Providers in Interactions with Toddlers and Preschoolers.Language, Speech, and Hearing Services in Schools。33(4):268-281.

    哈特,B。, & Risley, T.R. (1995).Meaningful Differences in the Everyday Experience of Young American Children.巴尔的摩：P. H. Brookes。

    Hoff E. (2006). How Social Contexts Support and Shape Language Development.Developmental Review。26(1):55-88.

    Horst, J.S. (2013). Context and Repetition in Word Learning.Frontiers in Psychology。4:1-11.

    Horst J.S., Parsons, K.L. & Bryan, N.M. (2011). Get the Story Straight: Contextual repetition promotes word learning from storybooks.心理学前沿。2:17。

    Huttenlocher, J., Vasilyeva, M., Cymerman, E., & Levine S. (2002). Language Input and Child Syntax.Cognitive Psychology.45(3):337-374.

    Lewis，V.，Boucher，J.，Lupton，L.，＆Watson，S.（2000）。幼儿符号播放，功能播放，口头和非言语能力的关系。International Journal of Language and Communication Disorders。35(1):117-127.

    Mol, S.E., Bus, A.G., & De Jong, M.T. (2009). Interactive Book Reading in Early Education: A tool to stimulate print knowledge as well as oral language.Review of Educational Research。79(2):979-1007.

    NICHD Early Child Care Research Network. (2000). The relation of child care to cognitive and language development.Child Development。71(4):960-980.

    Piasta, S., Justice, L., Cabell, S., Wiggins, A., Turnbull, K., & Curenton, S. (2012). Impact of Professional Development on Preschool Teachers’ Conversational Responsivity and Children’s Linguistic Productivity and Complexity.Early Childhood Research Quarterly。27(3):387-400.

    Yu, C., & Smith, L. (2012). Embodied Attention and Word Learning by Toddlers.Cognition。125（2）：244-262。