1. CHAPTER 9: Language Development and Learning Infant and Toddler Development and Responsive Program Planning: A Relationship-Based Approach Third Edition Donna S. Wittmer Sandy Petersen © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved

2. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 9-2 Capacities  Can discriminate speech sounds from birth  Are motivated to attend to and learn language  Are dependent on early language experience to create an auditory map in the brain

3. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 9-3 Capacities “ During the early years of language learning, children also create, test, and revise hypotheses regarding the use of language. ” (Lu, 2000)

4. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 9-4 Definitions  Expressive language  Communicating through signs or symbols  Morphemes  Smallest meaningful unit of a word  Phonemes  Individual sound unit  Prosody  Vocal intonations, tone, rhythm, tempo, pace  Pragmatics  Social features of language  Receptive language  Listening to and comprehending language  Semantics  Meanings  Syntax  Rules  Lexicon  All words in given language

5. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 9-5  infants’ brains are designed to learn a language  synergy between early brain development and language experience that affects the capacity to learn languages throughout life  by 12 months, an auditory map has been created with infants’ brains already programmed to distinguish the particular sounds in the language being spoken with them  a baby needs to hear adults talking with her and have an opportunity to respond Brain Development and Language

6. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 9-6 Gender  girls usually talk earlier, more often, have higher vocabulary and 2-word combination scores  need parents and teachers to encourage language development  language has a larger impact on boys’ self-regulation than it does for girls

7. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 9-7  When talk is appropriate.  Who a child can speak to, and what are the appropriate ways of addressing people of different status or age.  What is the acceptable volume or tone of voice for speech and when talk should be brief, discreet, or dispassionate.  When the use of language can be unguarded or emotional, and how this varies by situation.  Where you can talk and where is it important to be quiet.  How much time you wait for someone to talk after you have stopped talking.  How much eye contact you should give when you are talking to someone and the person is talking to you.  How much personal space you allow between yourself and the listener when you are talking.  What constitutes a “good” story and who can tell it. Features of language that may differ based on family and cultural values

8. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 9-8 “Communicative-linguistic parameters such as the language used in the home, the communication patterns, and the values underlying those patterns affect every aspect of how we learn about ourselves and the world around us” (Barrera & Kramer, 1997) Culture

9. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 9-9 Culture “ System constraints in conversation are such universal systems as the opening, the closing, the turn taking, and the rerun related to handling conversations in different languages and culture” (Pham, 1994, p. 5)

10. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 9-10 Culture “ Ritual constraints are the conversationalist’s strategies to regulate communication and protect feelings” (Pham, 1994, p. 5)

11. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 9-11  Western model for interacting with children = infant-directed speech.  other cultures infants do not hear much child- directed speech but children between the ages of 13 and 35 months do Important to observe the particular patterns of communication of children and families, so that you can appreciate how, why, when, and where a child communicates to peers and adults Children as Conversational Partners in Different Cultures

12. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 9-12 Bilingual and bidialectical children and families  Milestones are reached in both languages same as monolingual  Use appropriate words from each language  Choose language according to listener, learn languages depending on quality of relationship and amount of language use

13. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 9-13 Honoring the home language  Importance of providing care in home language  Words of endearment rather than words of control  Encourage parents to use home language  Maintain culture  Richness of emotional, cultural interactions

14. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 9-14 Definitions  Simultaneous bilinguals are children who acquire a second language before 3 years of age  Bilingual children (dual language learners) may be learning a verbal and sign language or two verbal languages. Monolingual children speak one language only.  Trilingual children are learning three language  Bidialectical children are learning two or more dialects. (A dialect is a particular version of a language, and although children who are bidialectical are learning basically the same language, such as English, they are learning two forms of that language.).

15. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 9-15 A Second Language: Harm or Benefit?  achieved their early linguistic milestones in each of their languages at the same time (and similarly to monolinguals)  use the appropriate word from each language  only 4% to 7% of the phrases and sentences that bilingual 2-year-olds used were mixed  smaller vocabularies in either language than monolinguals, but they have larger total vocabularies than monolingual age-mates  learning two languages allows children to learn other languages more easily and improves executive functioning, including ability to attend when there are distractions

16. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 9-16 Strategies for supporting children who are learning two languages  children must hear both languages frequently and in a variety of circumstances.  create opportunities for your children to use the languages that they hear.  Read books in each of the languages that are important  avoid abrupt changes in how you talk to your children, especially if they are under 6. For example, don’t suddenly decide to speak French to them if you have only been using English  be aware of doctors and teachers who tell you to stop speaking a particular language to your children  if you feel strongly about children using one particular language with you, encourage them to use it in all of their communication with you  do not punish or criticize children for using or not using a particular language. Instead, encourage them or offer them the appropriate words in the language you want them to speak  if a child is not learning either language well, ask a doctor for a hearing test in order to rule out medical problems Source: Based on DeHouwer (1999)

17. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 9-17  Listening and discriminating between complex patterns of sounds Language development in relationships Prenatal

18. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 9-18  hear the differences between all the consonants and vowels used in any language  communicate in a variety of ways  1 month of age, and probably earlier, infants prefer to hear talk directed toward them (higher pitch, sounds more articulated, simplified, repetitions in sounds and words)  2 months of age, infants begin to have different cries for hunger and pain Language development in relationships Birth to 2 months

19. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 9-19  language dance  babbling (repetition of consonant- vowel sounds, such as “ma” or “da”) may begin toward the end of this age period  consistently different signals to express to their caregivers that they are hungry, distressed, or feeling pleasure. Language development in relationship 2 to 4 months

20. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 9-20  Seven-month-olds can remember Mozart music passages and can still recall these passages after 2 weeks of not hearing them (Saffran, Loman, & Robertson, 2000). Remarkably, they prefer to listen to passages that they’ve heard before and that are played in the same sequence.  begin to turn their heads toward a noise or someone speaking their name  communicate in a variety of ways without using words.  demonstrate through their movements and facial expressions that they anticipate that their sounds and nonverbal communication will get a reaction from an adult  vocalize to get adults’ valued attention  babbling monosyllables (“ba” “da”) and toward the end of this age group are using reduplicative babbling (“bababa” “dadada”)  babbling differs based on the language the child is hearing Language development in relationships 4 to 8 months

21. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 9-21  added listening abilities: divide a continuous stream of speech sounds that they hear into individual words  1 year, infants are learning that certain sounds go together to form words in English, and that other sequences of sounds are not combined in English  certain sounds are likely to follow other sounds  use both pitch and length of words to determine when a word begins and ends  understand simple directions and the language  repertoire of gestures (shaking head “no,” holding hands up to be picked up, waving bye-bye), sounds, and first words to communicate their needs and desires  beginning to lose the ability to make all of the sounds of all of the languages in the world Language development in relationships 12 to 18 months: language explosion

22. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 9-22  fast mapping, quickly attaching a name to an object  With ability to focus on learning words, toddlers are able to participate in their social group more effectively.  linguistic mistakes, are applying some rules that they’ve discovered all by themselves  over- and under-generalization  one-word and some two-word sentences at 18 months to multiword sentences at 36 months Language development in relationships 18 to 36 months

23. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 9-23 Strategies to encourage language learning 1. build relationships—be an empathic language partner 2. respond and take turns—be an interactive language partner 3. respond to nonverbal communication 4. use self-talk and parallel talk 5. talk often with the child, using a rich and varied vocabulary 6. use joint attention strategies 7. use the four E approach  encourage  expand  elaborate  effective 8. use semantically responsive talk 9. use infant-directed speech 10. use questions and control carefully 11. listen with your eyes 12. read, sing, use finger-plays and social games like peek-a-boo

24. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 9-24  may predict later language and reading challenges  biological and environmental  not saying words and sentences when most other children do  confounded by individual differences Language Delay

25. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 9-25  Significant hearing loss:  1-3/ 1000 newborns in healthy nursery  2-4/ 100 in intensive care nursery  Average age of detection = 14 months  AAP recommends hearing screen before 3 months  Intervention by 6 months Hearing Impairment

26. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 9-26 Programs that enhance language development and learning  Child Care  Quality of language interactions and environment relates to child language outcomes  Early Intervention  Speech language intervention through natural routines