Infant Toddler Development Training
|Age||Examples of Language Play behaviors||Typical Adult support with objects or others||Adaptive Adult support with objects or others|
|Young Infants Birth to 8 Months||- cries to signal pain or distress
-smiles to make contacts with others
-responds to voices and gazes
-uses vocal and non
-vocal communication to express interest or delight
|-use exaggerated speech while facing the baby to stimulate cooing
-make silly expressions for baby's intent expressions and overall body responsiveness
-name the baby's body parts as you touch each one
-sing to the baby for auditory intrigue and emotional comfort
|-put the babies head next to your chest as you talk so he can feel the sounds, too
-use brighter colors of object
-use soft objects to name or show -turn the baby's head to you as you speak
-look directly at the baby eyes when you speak to him/her
-use rattles to get his/her attention
|Mobile Infants 8 Months to 18 Months||-understands more words that can say
-looks at objects when named
-creates longer babble sentences
-shakes head - NO!
-looks at and points in picture books
-uses other vocal sounds to get attention
-uses me, I , you
|-pretend to talk on the phone and then hold the phone for the baby to speak
-look at picture books together and make the animal sounds in the book
-repeat their sounds, ie ba-ba-ba back to them
-provide simple pictures for the baby to name
|-provide phones and books that talk and repeat phrases
-use more simple language and ask them to repeat it
-provide larger photos with less people in each photo
-teach "baby-signs" (language) of common objects
|Toddlers and Twos 18 Months to 35 Months||-combines words -listens to stories for a short while
-may have 200 word vocabulary -develops fantasy in language
-defines household items
-uses compound sentences
-uses adjective and adverbs
|-look at family photos together and say - "point to..."
-engage in fantasy play and ask "what are you pretending?"
-count with the child
-have the child tell you about his drawings and paintings
|-provide a simple PECs (picture cuing) system for the child to point to pictures to let you know what he/she wants
-provide more guidance and suggestions in fantasy play to enrich the experience
-provide books with audiotapes and headphones
From: Brain Wonders (Bredekamp & Copple, l987; Frost, Worthington, Reifel, 2005; Gozalez-Mena, Eyer, 2004; Johnson, Christie, &Yawkey, 1999; Johnson-Martin, Jens, Attermeier, & Hacker, 1991; O'Brien, 1997.
Language and Speech: Critical Points for Interventions
Read the Introduction to Early Literacy informational topics listed below.
- What We Know About Early Language and Literacy Development
- Early Literacy Does Not Mean Early Reading
- What Infants and Toddlers Can Do - Early Literacy Behaviors
Next, read Repeated Readings Here, you will find the answer to the following question "Why does a young toddler insist on having the same book read over and over again?"
Consider these questions:
- Sometimes families say they are too busy to read to their child. What would you as a service provider say and do to work with the family?
- What community resources are available to help families with their child's literacy development?
- Do you know how to make a book with a family that they can read with their child?