Children learn new words when they talk with others and have time to practice what they hear.
Infant-toddler professionals should nurture development in babies from the very first days of life, giving them engaging experiences that prepare them for later, more specific learning in areas like math, science, music, and literacy. "Children are born with an incredible capacity and desire to learn…it is essential that children's first experiences are robust ones, steeped in activities that develop critical thinking and problem-solving skills, a deep understanding about themselves in a social society, and age-appropriate content" (PDE and DHS 2014). The goal of these encounters is to create opportunities for the baby to fully explore the world through her senses. These events will create "habits of mind" (Austin and Hynes-Berry 2015).
In an infant's brain, new connections form at a rate of 700 connections every Second in response to experiences (Zero to Three 2016). The example experiences listed on the next page may seem simple and intuitive-- engaging experiences for infants don't require expensive materials. They do require the adult to be observant and responsive and to interact in positive, child-paced ways. Caregivers should choose an idea that matches a child's development and interests. Notice how the infant responds and then modify play based on each child's reactions. The following ideas are designed to work in tandem with a program's curriculum framework. Be sure to review and experiment with a program's resources as well as the examples provided here.
Developmentally appropriate choices
Teachers should intentionally select activities that match the observed interests or skills of a specific child. Engaging, developmentally appropriate activities should extend an already known ability or present an opportunity for the child to explore a developmentally appropriate "next step." For a reminder on typical infant development, download this infant development milestone chart.
Building language
Children learn new words when they talk with others and have time to practice what they hear. Imitate mouth noises such as kissing, raspberries, or tongue clicking. When a baby says, "gaa," repeat "gaa." When she says "goo," say "goo."
Conversations and songs from different languages should be encouraged! Encourage family members to actively talk with their baby in their home language. Babies' brains are able to receive and sort sounds from multiple languages. Teachers should include basic words from the home language in conversations with the child, affirming this child's heart language.
Practice joint-attention. When a baby points, look in that direction and name the item. Lean the infant toward an object so he can touch it. This builds his ability to focus. Provide language for what he notices, "You squeezed the toy to make it squeak." "That's a dog barking. I hear it, too." As the baby mouths or studies an object with her hands and eyes, say, "That's a star. You put the star shape in your mouth."
Non-mobile infants need to be moved regularly during the care day. At times the infant can be placed on her tummy, at other times on her back. Move the infant to different spaces in the room. Allow her to be upright in arms, to look out a window or to examine a mobile or a hanging plant from a different perspective. As much as possible, allow the infant a full range of motion in an unrestricted position.
Hang a string of beads, foil pan, or wind chimes. Allow an infant in arms to touch the item and create a sound. Describe the sound, texture, or movement, "Oh! Look! You made it twist."
Use sign language with all children, especially infants. Babies typically gesture before they speak words. Using sign language often relieves some of the infant's frustration in trying to communicate.
Sing reminders as an infant is dressed to go outside or has her diaper changed. Make up a greeting song with her name to use every morning as she transitions from family to school setting.
With the baby seated on a lap, look at pictures in board books that have numbers and corresponding items (e.g., two flowers on a page with the number two). Count the items.
Invest in a few Indestructible books. "They are 100 percent baby-proof, chew-proof, rip-proof, and drool-proof. Printed on a unique nontoxic, paper-like material that holds up to anything babies can throw at it--gumming, spilling, dragging across the floor. And if they get dirty, just throw them in the wash."
Let the baby lead. If he turns away, if his expression changes from joy to frustration, stop the play.
Babies love to put objects inside other objects, like dropping a rattle in a box. Describe this. "You put the rattle in the box. Should I get it out for you?" Reach in, get it out, and hand it back to the baby. When possible, provide clear containers, like a clear plastic snack tub or tennis ball tube.
As children crawl and pull up, say directional words like up-down, overunder. Comparison words like more and all gone or warm and cold introduce math language that supports later sorting and ordering.
Remember back-and-forth interactions come before back-and-forth words or conversations. After commenting, wait for the baby to do something, and then respond as though the baby answered back (even if all she did was blink!).
Don't squash their curiosity! Make sure that materials and environments are safe so that babies can explore with their whole bodies, using all of their senses. If caregivers say "no" a lot and take unsafe items away frequently, environment improvements are needed.
References:
Austin, Ben and Mary HynesBerry. 2015. "Collaboration with the Ounce Highlights Math Development in Children Ages 0-3." Erikson Early Math Collaborative.
Child Health Explanation. n.d. "Motor Skills Development Process."
Gonzalez-Mena, Janet and Dianne Wedmeyer Eyer. 2009. Infants, Toddlers, and Caregivers: A Curriculum of Respectful, Responsive Care and Education, 8th ed. McGraw Hill.
National Resource Center for Health and Safety in Child Care and Early Education (NRC). Updated 2012. "Frequently Asked Questions: CFOC3 Clarifications."
Pennsylvania Departments of Human Services and Education. 2014. "PA Learning Standards for Early Childhood--Infants and Toddlers." Office of Child Development and Early Learning.
Pennsylvania Office of Child Development and Early Learning. n.d. "Building Blocks for Babies."
Zero to Three. 2016. "Brain Wonders. Nurturing Healthy Brain Development from Birth."
