1. HPC 3O May 7 th, 2013

2.  Depends on the caregiver – attention, time and knowledge of parents  Giving child basic care helps build mental abilities

3. Ways to encourage learning:  Learn about child development  Give your time and attention  Provide positive feedback  Express love  Talk!

4.  Allow freedom of movement at home  1 st few months  move baby from room to room to be with family  Older babies should not be restricted to playpens for too long  Childproof your home!

5.  Sounds with a saucepan  Play is work as well as pleasure  Stacking blocks, shaking rattles, chewing on teething toys, throwing a ball – all are ways to strengthen muscles, refine motor skills and learn about the world

6.  Birth – 3 months: bright colors and interesting sounds. Ex: hanging mobile, baby’s random arm and leg movements. Brightly color crib liners, wallpaper and pictures  4-6 months: sense of touch. Babies need to touch, handle, bang, shake, suck and chew. Ex: stuffed toys, squeak toys, simple picture books  7-9 months: Anything that makes a noise is fascinating! Enjoy blocks and balls. Pots, pans and lids!

7.  10-12 months: need things to crawl after. Like toys that they can push or pull. Baskets, boxes and other containers are fun! Picture books

8.  Look for toys that encourage participation and use  Young children – simple toys, and as abilities increase, you can look for more complex toys

9.  Some toys are labelled as “educational”  they can be expensive! And usually have limited usefulness  Offer household items to child  clean bucket, plastic bowls, mixing bowl, large spoon, metal pan, cardboard box with a “window” cut in it, etc;  When buying toys, look for those that will remain interesting and appropriate for a number of years.

10.  Blocks are a good example!

11.  Major task: how to communicate with others  Communicating without words – crying (1 st ) means of communication. Crying takes a pattern at 1 st month of birth

12.  Different cries for different problems  Babies send messages with movements and gestures – ex: wiggling baby doesn’t want to get dressed, clinging to parent’s leg is showing fear or shyness  Special sounds can send messages of emotion

13.  Baby must learn to associate meanings with words – gradual process  Depends on the caregivers! Talk, talk, talk! – use simple words, not baby talk  Development over the first year, gives the baby the physical attributes needed to speak

14.  Babies get ready for real speech by babbling. Encourage it!  A child’s first real words are understandable between the ages of 8 – 15 months  First words are usually common, simple and have special meaning for the baby: “mama”, “dada” or “bye-bye”

15.  Milestones of language development: -1-6 months: sounds (coos, gurgles and squeals). Changing shape of mouth for different sounds at the end of this period -7-12 months: Starts to make more different sounds. Babies respond to their names and add actions to verbs (waving when saying bye-bye)

16. -13-18 months: vocabulary starts to grow quickly. Children use words in combinations such as “no nap” and “want juice” -18 months – 2 years: Learn as many as 12 words a day. By 2 years, most know a few thousand words and begin to use words to express feelings -2 to 2 ½ years: construct three-and four word sentences. Pronouns

17. -2 ½ to 3 years: speak in longer sentences that follow the rules of grammar for tense and using plurals. Also understand that the order of words in a sentence can affect meaning -Infants wave goodbye with their hands before they can say “bye-bye”. How is that typical of their development?

18.  Answer: Waving is a simpler task than generating speech; simpler to complex is a developmental pattern

19.  Read pages 340-341. Answer questions 1 & 2  Art Activity: Sketch your own model of a baby’s room decorated to provide a stimulating environment.

20.  Ask your parents what your first words were when you spoke as an infant. Share your findings with the class tomorrow. We will then discuss patterns that are revealed by the class’s responses