Congratulations are in order! Year one is complete and the changes that occurred during the baby’s first year were unbelievable. Physically the baby body has changed into an upright position. Large and small muscles have strengthened, generating the ability to walk. Mobility opens up the whole world for the baby. These new toddler experiences are now contributing to an expansive brain building rush. They are “action figures” contained in a small pint size — ready to learn!

Yes! It’s a busy active time for a toddler. Along with their new mobility brings the transformation of language. Children at this age span start off slowly developing their oral vocabulary—like a small snowball rolling down a hill –but as the days fly by that snowball transforms itself into a mountainous pack of snow. Vocabulary development is similar, starting slow with just a few words and gathering speed as phrases and sentences begin to be spoken more naturally.

One must remember that every child acquires and uses their vocabulary at their own pace. Toddlers are processing what the words mean that are spoken to them and trying to get their mouth to reproduce the sounds needed to speak each word. At this stage learning how to produce their words correctly is a big challenge. Babies under the age of one do practice making sounds constantly, representing a name of a person or object.(maaa maaa   og for dog) In these next two years the toddler brain is a “word learning machine”, an active listener and language practitioner.  Communication becomes a toddlers’ major goal, there’s now a highly energetic Communicator in the house.

Language Development— Where there’s a want—there’s a way!

There are two main aspects to consider in language development: receptive and expressive.

Vocabulary knowledge that a child learns as a toddler and preschooler impacts their success as a reader. “Oral language is often called a “bedrock” of reading and writing. Students’ comprehension of spoken language is a defining factor for their reading comprehension — the ultimate purpose of reading — as well as for writing ability.” as stated by Massachusetts Department of Elementary and Secondary Education, Professor Nicole Patton Terry.

Receptive Language Development

Brief Review: A baby in their first few months will begin to intently listen to what is being said to them. Their main focus is on an adult’s facial expressions and voice tone. Usually around the age of six months a baby starts connecting meanings of words to familiar items. By one year a baby may make a gesture of waving—thereby, sending the message good-bye or responding to the word “NO”. Understanding language is forming at a deeper level.

Expressive Language Development

Brief Review: A baby in their first few months will start to coo. Soon those sounds are followed by babbling noises which kick off their language production. The babbling is a way for  them to practice a few vowels and constants. Their mouth is learning how to make these beginning word sounds. This is followed up by their first word around one year of age.

Expressive language occurs as a child selects the correct words to speak when communicating. Their talking may first start off as simply wanting something—by saying “doggie” and pointing to their stuffed animal or can be followed later by putting a few words together to get their idea across— by saying “more milk”.

Flash Back

In the section within this website called The Developing READER, an introduction regarding these foundational language skills are explained in further detail — listening (receptive) and speaking (expressive). Other specifics about language development may be found in the Blogs posted for pre-birth to one-year olds. This model on the right shows the interaction which occurs for The Developing READER between language and literacy.

Now, for the 50 million dollar question–what can be done to ensure a child has a  strong vocabulary foundation. Future posts will take a closer look at what one can do to help their toddler become a successful Communicator. Expansive language will prepare a child for their preschool years…..and life. Words and more words are really what it’s all about!

Happy days to you,

Kylene

Resources & References

Dese, Massachusetts Department of Elementary and Secondary Education, (2022), Oral Language, Terry, Nicole-Patton, Professor , Florida Center for Reading Research at Florida State University, https://www.doe.mass.edu/massliteracy/literacy-block/oral-language.html#:

Jana, Laura A., MD, (2017), The Toddler Brain,  Nurture the Skills Today that Will Shape Your Child’s Tomorrow, Da Capo Press

Mayo Clinic, (2023), Infant and toddler health, Hoecker, Jay L., MD, https://www.mayoclinic.org/healthy-lifestyle/infant-and-toddler-health/expert-answers/toddler-speech-development/faq-20057847

NAPA, (2023), Receptive Language vs Expressive Language,  Wallace, Amanda, Speech Language Pathology Assistant, https://napacenter.org/receptive-vs-expressive-language/

The post Language Learners in Action appeared first on Early Literacy Learning.

Language is expressive. Word selection is used to state ones’ ideas or make requests for something one wants or needs. Language is receptive. It interprets the meaning of what is said and responds accordingly. It has social/cultural contextual rules for grammar and word meanings. One communicates and connects with the exchange of oral language using speech.

The physical development for each toddler is important for their speech development. There are three main components: articulation, voice and fluency. The production of ones’ oral language in any spoken language is a grand coordination of multiple body parts. Here are some of the vital components within the body that work together to create speech.

Brain—The actual size of the brain has increased dramatically! A one year old has 70% of an adult sized brain, compared to a 3 year old having 85%. Before birth neuron connections have been preset or wired for language development. “Brain development builds on itself, as connections eventually link with each other in more complex ways. This enables the child to move and speak and think in more complex ways.”, stated First Things First in a newsletter.

 ** For further detailed information refer to section Matters of the BRAIN found on this website. **

Where is all this happening in the brain? It is a multifaceted process that involves so many moving parts within the brain at such a quick flash of time. The cerebrum holds the key to language in the brain. Many areas within the brain are involved in the whole complicated process: Broca’s area, Wernicke’s area, Arcuate fasciculus, cerebellum, motor cortex and more. Scientists are discovering daily new information on this fascinating function of how the brain develops and comprehends the spoken word.

The brain is the master-mind of it all—the Producer. It does not do it alone, other body parts and senses are called upon to take action by one’s controlling brain. The physical and sensory network actions together are the main players in speech production.

Brain—A Multi-tasker!

While sending messages to get the physical speech actions going and processing the data received from sensory integration— the brain is simultaneously exploding with activity. It’s firing more neural networks to hear and understand the words spoken and express a response  OR retrieve words and pronounce them in order to communicate their wants, needs, and feelings.

Decisions! Decisions! Decisions!

Speech and Language Together

The brain is faced with numerous decisions, a few examples:

• What was just said? What do those words mean?
• What is my response? How to begin expressing my thoughts?
• How should it be said?
• AND MORE!

Word choice, tone of voice, body language (gestures, eye-contact)

All the speech and thought processes or brain crosstalk is happening at the same time. How quick can this take in an adult brain? “600 milliseconds the human brain can think of a word, apply the rules of gramma to it and send it to the mouth to be spoken.” as shared by Andrea Thompson, in a Scientific American article.

A child may initiate a conversation or give back a response to someone when communicating to them but SOUNDS do not necessarily mean understanding. Vocabulary concepts are called upon to make meaning. The brain is a meaning-making machine– all the days of its life. The degree to which the brain interprets a spoken language, practices those sounds and comprehends the word meanings depends on the continual input received. It’s a toddlers own daily life experiences, the continued commitment by their parents to be involved in their vocabulary development that is crucial to their language success.

Please note: that if a child does not seem to be progressing regarding their speech development contact a doctor or speech specialist to relieve one’s stress. Children do move at their own pace and there can be varying reasons for their delay.

This post was just a brief overview on the complexity of learning to produce speech to communicate a language. A young child’s whole body is learning every day about workings of language.  Building those experiences and providing input to support their growth will be addressed in more detail in future posts. The young Communicator is a true work unfolding before one’s eyes.

Happy days to you,

Kylene

Resources & References

First Things First, Brain Development, https://files.firstthingsfirst.org/for-parents-and-families/brain-development

I-LABS, (2016), The Amazing Transformation, Module 2, Institute for Learning & Brain Sciences University of Washington, https://modules.ilabs.uw.edu/module/first-2000-days-matter/meet-tomas/

Live Science, (2009), Speed to Thought-To-Speech Traced in the Brain, Andrea Thompson, https://www.livescience.com/5780-speed-thought-speech-traced-brain.html

Max-Planck-Gsellschaft, (2023)), How our brain processes language over time, https://www.mpg.de/21117594/how-our-brain-processes-language-over-time#:

Spielmann, Virginia, MSc OT, PhD(C),  Dishlip, Carrie, MS, CCC-SLP, (2020),
20Q: Understanding Sensory Integration and Processing, Kummer, Ann W., PhD, Contributing Editor, https://www.speechpathology.com/articles/understanding-sensory-integration-and-processing-20387

The post Let’s Get Physical appeared first on Early Literacy Learning.

Did you ever want to be a model? Parade up and down the run-way posing for photos in designer shows or advertisements on the internet or other media platforms? Many people do select modeling as their occupation but guess what? Parents are models! Yep—24/7! Even if you did not desire to take that job on—it’s yours for free. Being a parent equals becoming a model every day in every way.

Children learn their native language from the modeling done by parents, siblings and other family members. All are a child’s language learning influencers; however, since parents spend the majority of time with their toddler the title of “Super Model” is bestowed upon them.

OK – “Super Models” here’s one effective way to develop communication skills and make connections during Talking time with your Communicator. It is called “Serve and Return”. This type of interaction is backed by science, as a successful method to assist a child in language development, communication and expand a deeper emotional bond with their parents. The Center on the Developing Child at Harvard University stated the following, “Healthy brain architecture depends on a sturdy foundation built by appropriate input from a child’s senses and stable, responsive relationships with caring adults.”

Center on the Developing Child, Harvard University recommends 5 steps for “Serve and Return”:

1. Share the focus
2. Say a word of encouragement
3. Name it
4. Take turns back and forth
5. Practice endings and beginning

What’s fantastic about this is that “Serve and Return” can be done throughout the day. It can be at home, or during an outing – just about anywhere. Bedtime, bathtime, playtime all are excellent times to do “Serve and Return”. It’s FREE no cost except for devoting the time to do it. But with practice it does become a more natural way to interact with a child. (Check out the video below for more detailed information from Center on the Developing Child, Harvard University).

Additional brain science news regarding babies and young children has been discovered by the Institute for Learning & Brain Sciences or I-LABS at the University of Washington. They’re known for their creation and use of brain-imaging tools to understand learning processes, language development and social/emotional connections in a young child’s brain. One newer focus is “By applying I-LABS’ MEG brain-imaging technology, we can determine with great precision the brain structures and neural pathways in an infant’s brain that are involved in interacting with another person. Simultaneously measuring the caregiver on one brain-imaging device and the child on another will enable us to monitor how their brains become synchronized and respond to each other.” stated I-LABS. They have a profusion of information and presentations (modules) about the brain development for children pre-birth to 5 years of age which includes the benefits of “Serve & Learn”.

A little bit more about the role of Super Models and toddlers

A toddler is like grapes. ??? Yes, let’s take a closer look. The young vine grows in the vineyard and absorbs its environment. The vine needs good soil for its roots, fertilizer, water, careful pruning, and plenty of sun. It won’t produce grapes for three years. But the vintners know their continuous care will be well worth it. All their effort during those earlier years will produce luscious, sweet tasting grapes!

As Super Models (parents) the fruits of ones on-going care for their child and the emphasis on language development will contribute to an abundant production of words and understanding of language. A young grape vine is designed to produce grapes, just like a baby’s brain has within it the power to communicate. It will take the first three years of a child’s life for their expanded vocabulary to appear. Time, caring and attention does transform each child into a Communicator.

The next posts will have MORE activities regarding building a child’s vocabulary. Toddlers are on the move and love fun engaging activities with their Super Models.

Also, there is more information regarding “Serve and Return” in TALKING Time pre-birth -12 months in a previous Blog posts found within my website.

Happy days to you,

Kylene

Resources & References

Center on the Developing Child, Harvard University, 5 Steps for Brain-Building Serve and Return, https://youtu.be/KNrnZag17Ek?si=WN-mF1rPZNlR2LuS

Center on the Developing Child, Harvard University, A Guide to Serve and Return: How Your Interaction with Children Can Build Brains, https://developingchild.harvard.edu/guide/a-guide-to-serve-and-return-how-your-interaction-with-children-can-build-brains

Institute For Learning & Brain Sciences, (2023), I-LABS researchers have discovered a connection between conversational turn taking with infants, and their brain maturation related to language development, University of Washington, Publication, Research, https://ilabs.uw.edu/i-labs-news/i-labs-researchers-have-discovered-a-connection-between-conversational-turn-taking-with-infants-and-their-brain-maturation-related-to-language-development

The post Talk with Me appeared first on Early Literacy Learning.

Environmental Print:

What does one call the exterior signage on businesses or call the words on products used at home? All these key words-names of products or brands are called environmental print, its the print (symbols, numerals, letters, words) that one sees in their surrounding environment.

Toddlers are beginning to realize print is found everywhere. These concepts may be used as talking points and lead to “Serve & Return” interactions. As a toddler sees the same environmental print consistently, opportunities arise to share what the signs, logos and labels say. Talking about the visuals that they see is part of introducing the concept –print has meaning. This isn’t the time to teach about letter names, letter sounds or word reading — that comes later. Unless the toddler is older and asks what those specific marks = letters are in a word or what the complete word says. For now, a toddler is learning that the symbol for TARGET (bullseye) means where one buys things and that the large sign communicates that information to people. Understanding that print has meaning is one of the beginning steps in early literacy learning. (More about this topic will be found in READING Time.)

Ones home is filled with environmental print. The kitchen offers daily reminders to a toddler, since print is found on cereal boxes, food containers, recipes, grocery packaging etc. Pointing to the carton/plastic container of juice-saying the word “juice” helps to connect the concept that print carries meaning when holding a juice container. Environmental print will play a bigger roll throughout a child’s early life in their overall literacy development. They may repeat key words introduced over and over—”juice” is a favorite. Soon phrases will be said—”more juice”.

What’s cooking? Along with using the surrounding print found in the kitchen to assist in their understanding of language, verbal communications play a huge role too.  One may announce what they’ll be eating before each meal or describe what the toddler is actually eating. Labeling verbally what these specific foods are called expands their language vocabulary. “Look, yummy orange carrots. You love carrots. Here’s your spoon, use it to eat those carrots.” The toddler is engaged and is learning during all these brief exchanges.

Stroller Adventures

A toddler has a unique opportunity to travel in their own private transport vehicle — a stroller. It’s a mobile language machine! Perfect time to introduce new vocabulary words, whether the trip is out in nature or on the city sidewalks. The driver who now is the official tour guide has a receptive listener and becomes a narrator sharing the sights during this outing. Toddlers will enjoy hearing the spoken words throughout these excursions. It may be the first time going in a certain direction or a repeat trip. Either way this offers a time to connect and communicate. If it is a repeat trip — try to point out and name the same things previously shared. For example: While re-visiting the park take the toddler in the stroller over to see the ducks swimming in the pond. After stopping near enough to see them, say—”These ducks go quack, quack. Let’s watch what they do. The big white one is diving for food in the water. There it goes diving again.” Remember a toddler does not need a lengthy explanation of all the habits of ducks. Keep the talk going until interest wanes—meaning time to push on to another location. Key to remember—describing actions seen, noises heard, or other related information helps the toddler to better understand their surroundings.

There will be multiple times popping up for direct exchanges during these strolls which may cause one to stop. For a toddler Talking Time with a parent is magical. It offers up a perfect time to get oneself down to a toddlers’ level and have a face-to-face conversation. Toddlers want to watch how words are formed, and ones’ facial expressions. The brain absorbers it all!

Car Travels

A toddler traveling out into the world of the unknown brings challenges for all. Parents have secured their toddler and packed all the necessities needed for this excursion. The eventful trip for the toddler is welcomed, they are strapped in and ready to go. (A somewhat different experience for the the parents. There is the planning, packing and loading of all the baby gear needed for a happy and safe trip. A definite goal, success to be had by all. Whew!)

Whether the trip is long or short it does provide a time for language to flow. But longer trips offer multiple decisions about what to bring or what to do with a toddler to help make it an enjoyable experience for everyone involved. A few suggestions besides talking about what they are seeing and what they will see once the trip has ended are favorite books with new ones too,. small toys, drawing board, sticker books, mess free-water painting & coloring books, plain paper drawing pad, and stuffed animals.

(More suggested activities will be coming in the Music Time, Reading Time and Play Time Posts.)

The surrounding world and the people in a toddlers’ life strongly impacts their language development. Researchers Adrienne L. Tierney and Charles A Nelsen III stated that “The types of stimuli infants and children are exposed to help shape the brain and behavior. Although the brain may come equipped with biases for certain perceptual information, such as for speech, language, or faces, it is the specific speech, language, and range of faces they are exposed to that drives subsequent development.”

All the experiences and exposures to language are part of a toddlers’ very early homeschooling life.  A parent is their child’s first teacher who participates in daily planned and unplanned activities, and soon realize that everything is part of a toddlers’ total learning environment. These active Communicators are absorbing language all day long. What a big adventure is being had by all!

The time spent with ones’ young child is contributing to their brain expansion. It literally expands in size as well as knowledge. Continual language bursts will be exploding right before your eyes and ears. Sometimes all those questions seem to be never ending –why, what, etc. but their wonderings are essential parts to their language growth. Have fun!

Happy days to you,

Kylene

Resources & References

First 5 San Diego, (2026), TALK! TALK! TALK!, Tips for Infant & Toddle Teachers & Caregivers, https://first5sandiego.org/tips-for-infant-toddler-teachers-and-caregivers/

Neumann, Michelle Margaret, Hood, Michelle, Ford, Ruth, Neumann, David L., (2013),
The role of environmental print in emergent literacy, Research Gate,
https://www.researchgate.net/publication/258134616_The_role_of_environmental_print_in_emergent_literacy

Tierney, Adrienne L., Nelsen III, Charles A. (2009), Brain Development and the Role of Experience in the Early Years, National Library of Medicine, https://pmc.ncbi.nlm.nih.gov/articles/PMC3722610/

U.S. Dept. of Transportation, National Highway Traffic Safety Administration, Car Seat Recommendations for Children, https://www.nhtsa.gov/sites/nhtsa.gov/files/documents/carseat-recommendations-for-children-by-age-size.pdf

The post The World Around Me appeared first on Early Literacy Learning.

The four main domains in a child’s growth and development are cognitive, language, social/emotional, physical. Early sensory development- hearing, smell, touch, taste and sight are all included, as well as the proprioceptive, interoceptive, vestibular systems. None of these operate in isolation, instead there is an interdependency. It must be remembered that these are important key areas, and there are many other aspects to be considered in the development of the total child.

It’s time to dig deeper and investigate how the language and cognitive domains work closely together and impact a toddler’s early word learning. Talking Time does impact their cognitive skills AND build an expansive language vocabulary.

The intersection of cognitive and language domains in early childhood developlment

A young toddler is beginning to develop their sense of self— I am—a separate person. This awareness begins to appear stronger, starting between ages of 18 months and two years of age. It leads the way for new connections between the domains of language and cognitive development.

Early signs of interrelationship may be shown in a variety of areas, here are a few:

Around 18 months there will appear to be a spilling out of language—an explosion of words. The on-going vocabulary work through the prior months pays off. “During this time children understand that objects have names and gain the ability to fast map, which means they can hear a new word and map its meaning in their brains after hearing it only a few times.” stated by University of Nevada, Toddler Language .Development. This spurt or burst of language does occur for most toddlers around this time, just remember every toddler moves at their own timeline.

Maria Marcelino recently in her research on Psycholinguistics, How Language Shapes Cognition published in 2024 stated that,  “Drawing upon the fields of psychology, linguistics, neuroscience and anthropology, it unveils the profound impact language has in shaping the trajectory of cognitive development. This interdisciplinary approach illuminates the mechanisms by which language influences cognitive processes, underscoring the symbiotic relationship between language and the development of the human mind.” Language development is a key in strengthening a child’s cognitive expansion in the brain.

Yes, the linkage which occurs in the brain for these two domains is curial and amazing.Finding out how this soft mush in our head–the brain, works is a quest in the scientific world. What’s more exciting is that their discoveries, research and data are beginning to be shared. Since humans are all born with one and it’s a must have to live The new brain information benefits us all no matter what the age. Let’s keep digging deeper together!

Happy days to you,

Kylene

Resources & References

Abbotsford Early Years Centre, (2024), Language and Cognitive development, Abbotsford British Colombia,
https://www.abbyearlyyears.com/child-development/language-cognitive-development

Haden, Catherine A, Ornstein, Peter A, O’Brien, Barbara S., Flischberger, Holdger B, Burchinal Margaret J, (2010), The Development of Children’s Early Memory Skills, https://pmc.ncbi.nlm.nih.gov/articles/PMC2957538/

Marcelino, Maria, (2024), Psycholinguistics: How Language Shapes Cognition,
Berkeley Undergraduate Journal, 38. 10.5070/B3.39972., ResearchGate,  https://www.researchgate.net/publication/386165681_Psycholinguistics_How_Language_Shapes_Cognition/link/6746f461790d154bf9aecde6/download?

Oxford Health NHS Foundation and Trust , (2020), Attention and Listening Development, Speech and Language
Therapy, https://www.oxfordhealth.nhs.uk/cit/resources/attention-listening/

The post Learning Digging Deeper appeared first on Early Literacy Learning.

Parents model, guide, support and participate in their young child’s language production, yet communication is the goal. There are four main types of communication: verbal, non-verbal, written and visual. Babies and toddlers who are learning how to communicate use verbal and non-verbal skills first. It’s a major priority for the young brain. These social connections are powerful!

Verbal communication is sharing sounds, words, phrases and sentences to express thoughts, ideas and feelings. The process of receiving words, trying to understand what is said and respond back in an exchange with people starts early.  Parents listen, interpret what is shared, and respond appropriately. It’s the back and forth that takes place that is encouraging a young child to communicate.

Non-verbal communication is sending messages using body language (facial expressions & eye contact) and tone of voice to express ideas, feelings and emotions for a young child. It’s a substantial piece of communication for adults too, and also may include body posture, sign language and physical touch. Since a baby cannot use verbal language to share what they want or need in their early stages of development, non-verbal cues create ways to understand one’s child. Sometimes that’s easier said that done. Through daily observations and interactions, one learns that their child’s repeated non-verbal cues have a specific meaning. As the baby grows into a toddler the combination of using verbal and non-verbal skills are utilized more closely together.

The following three boxes present key elements in a child’s non-verbal communication development. Suggestions for parent interactions are included too. This is intended as a guide only, the timeline is not fixed. Remember each child is unique, and the process of acquiring language and communication skills includes many variables, such as: family interactions, physical development, and life’s experiences.

Non – Verbal Communicators 

(partial list)

Non-verbal

*Body Language may include the following
Facial expressions:
(infants ) imitates some parent facial expressions—sticks tongue out, Plus–smiles, O shape open-mouth, sucking lips,
(Older babies) frown, laugh, and imitate parent facial expressions

Eye-contact.
(infants) eye gazing begins
(older babies) opens eyes wider, direct eye-contact

Physical Movements
(infants) sucking, grasping,

(older babies) open/closes hands, touches, holds on, kisses, cuddles

Gestures:
(infants) head turns, open hands

(older baby) waving, pointing, clapping, arms reaching up, yawning, shaking head for NO

*Tone of Voice
(Infant) gurgles, smiles at sounds, turns head towards sound of voice

(older baby) hears differences between negative & positive tones, giggles, uses high pitched and other various tones, high and low whining sounds

Baby Hand signals: (may be learned around 8 months) (One may choose to add this as a way to help their baby communicate.)

Non-verbal Parent

*Body Language may include the following
Facial expressions: smile, sad, surprise, raised eyebrows
Eye-contact: face to face eye contact, focused look, active listener
Physical Movements: touching, cuddling, holding, rocking, kissing, hugging, rocking, rubbing, patting, welcoming arms, head tilts
Gestures: nodding, pointing, clapping

*Tone of Voice – (Range of tones-depends on activity) Soothing and calm tones for sleep times.
Parentese—a sing songy style that varies pitch, speed &  tones during daily interactions.
Playful voice—laughter, giggling, joyful words of love
Louder tone – may be used when saying words such as “No!” for safety reasons.

NOTE More detailed information may be found in the Blog Posts titled TALKING Time Pre-birth to 12 months on this website.

Non-verbal
All of the prior items listed in the first year PLUS the following

*Body Language may include the following:
Facial expressions: smiling, pouting, growling, mad face
Eye-contact: longer eye contact
Physical Movements: pointing, reaching, nodding head, jump up & down, hugging,
Gestures: Small movements – touching, pointing, shaking head for yes or no, blow a kiss, high 5, thumbs up, fist bump

Bigger body movements  – shrugging, kicking,
jumping, dancing, crossed arms=mad or frustrated

*Tone of Voice: shows excitement to frustration, expresses emotions using different tones (loud tone—tantrums to loving tones), raises voice when asking question

Non-verbal Parent
All of the prior items listed in the first year PLUS the following

*Body Language may include the following: 
Facial expressions: smile, frown, excitement, sadness, surprise
Eye-contact: gaze into eyes, show interest by being at their eye level
Physical touching: cuddling, holding hands, hugging, kissing
Physical Movements: dancing, head tilt, high 5, thumbs up, sit side by side,
Gestures: nodding, pointing, clapping, shh sound with finger to lips

*Tone of Voice: Soothing & calm , assertive & confident , playful tones, supportive tones during temper outburst-acknowledge their emotion, positive tones, praise/happy tones when attempting something new or completing a task

Non-verbal
All of the prior items listed in the previous years PLUS the following

*Body Language may include the following:
Facial expressions: embarrassment, shame, silly faces, anger-tight lips, confusion-scrunched nose
Eye-contact: extension of time to direct eye contact
Physical Movements  arms around neck, tugging, stomping, leans or pulls away
Gestures: Small movements – comforting holds,
Bigger body movements – stomping, pounding

*Tone of Voice: inflections when asking questions, shows excitement to frustration, expresses  emotions using different tones (loud—tantrums to loving voice)

Non-verbal Parent
All of the prior items listed in the previous years PLUS the following

*Body Language may include the following: 
Facial expressions: join in when their making silly faces,
Eye-contact: bending down when listening,
Physical touching: cuddling, holding hands, hugging, kissing
Physical Movements: relaxed body posture when challenged, use pantomime actions
Gestures.: nodding, pointing, clapping

*Tone of Voice: supportive tone during temper outburst- acknowledge their emotion, positive tones—praise/happiness when attempting something new or completing a task

An older baby or toddler may learn non-verbal communication skills by using hand signals as a way to express common ideas. It is a variation of sign language. Easy hand movements/gestures are learned by the child to express frequently used concepts. Take it slowly . Introduce and practice one baby sign at a time. Some of the words signed might be the following: milk, more, eat, drink, water, please, and all done. There are various resources available on the internet and in books that show the best practices for helping your child become successful at this skill. Just remember to enjoy this learning activity together, AND if it turns out to be something that doesn’t work for either of you—no worries. (Check below in the resources and references for further information to view.)

Non-verbal communication is the larger part of a human’s communication, along with tone of voice and actual words spoken. Earlier studies produced a breakdown as follows: 55% non-verbal communication, 38% tone of voice and 7% words. However, current studies are not supporting this completely. Other variables play a role in determining the percentages, for example—environment, situations, who is involved etc.  The main idea remains the same, that non-verbal communication is the larger part of the three aspects.. For a very young child. non-verbal skills develop first, later a toddlers’ verbal skills become intertwined with their non-verbal skills once speech production starts.

Yes, non-verbal communication is a huge part of their life and YOURS. Just try sitting on your hands while keeping your face expressionless during a face-to-face conversation with someone about anything. It’s just so hard to do!

Happy days to you,

Kylene

Resources & References

Eltzoff, Andrew, (2018), A ’touching sight’: How babies’ brains process touch builds foundations for learning, University of Washington NEWS, https://www.washington.edu/news/2018/01/16/a-touching-sight-how-babies-brains-process-touch-builds-foundations-for-learning/

Golin-Meadow, Susan, ( 2010), How gesture promotes learning throughout childhood, National Library of Science, https://pmc.ncbi.nlm.nih.gov/articles/PMC2835356/

Nikoli’c, Milica, Brummelman,  Eddie, Orobio de Castro, Bram,  Jorgensen,  Terrence D., & Colonnesi , Cristina, (2023), Parental socialization of guilt and shame in early childhood, https://www.nature.com/articles/s41598-023-38502-1#:~:text=

Salo, Virginia C., Rowe, Meredith L., Reeb-Rowe, (2018), Exploring Infant Gesture and Joint Attention as Related Constructs and as Predictors of Later Language National Library of Medicine, NIH National Library of Medicine, https://pmc.ncbi.nlm.nih.gov/articles/PMC5927593/

Sherred, Leanne, (2024),Guide to baby sign language: 10 simple signs to get you started, Expressable Speech Therapy, https://youtu.be/TFDp8d6UQFs?si=mUZ-O87YGjXdsShS

Thompson, Jeff, Ph. D., (2011), Is Nonverbal Communication a Numbers Game?, Psychology Today, https://www.psychologytoday.com/us/blog/beyond-words/201109/is-nonverbal-communication-a-numbers-game

Willard, Dr. Marey, (2024), Eye Contact in Childhood, https://marcywillardphd.com/eye-contact-in-childhood/

The post Communication Doers appeared first on Early Literacy Learning.

Have you heard that saying “ food for thought” meaning something to be considered more thoroughly. Here’s a phrase — language nutrition. An Early Childhood Research Quarterly study reported that, “Evidence suggests that children need “language nutrition”, or language-rich interactions with caregivers, for optimal language and cognitive development.” Yes, this certainly has been the focus of the previous TALKING Time Posts. Furthermore, the next three sections– MUSIC Time, READING Time and PLAY Time for toddlers expands on early literacy and language development. However, as one always knows there are hidden specials not offered on a menu. It depends on the chef’s mood and his interpretation of the available food supplies and the want of the diners. Surprises are served up on a regular basis!

Well, what’s hidden from view in a toddler’s menu and is now busting out to be part of their “language nutrition”? AND is ready to be shared in an instant? It’s their emotions and feelings bubbling up, a ready-made brew. A growing toddler is not only having a desire to express their wants and needs in words but sharing their emotions and feelings now is a goal too. The correct vocabulary is not yet readily available for their use causing a challenge to arise—what to do when an upsetting emotion arises. What may transpire is a tantrum or meltdown. It may be that a parent notices some prior warning signs—like the loud sirens preparing people for a tsunami or it shoots out of nowhere like a bolt of lighting. Truth be told toddlers are impacted by sensations that are hard for them to understand and must be released. Presto, their hidden emotional language is struggling to be known!

Toddlers express temper tantrums using various modes, it’s part of developing communication skills. Yep, it’s a way to use both verbal and non-verbal skills to definitely get ones’ attention. They may be making a non-verbal statement with their tantrum that means—I want to be heard now! I have a voice in the matter! I can do it all by myself! There are numerous reasons for their tantrum actions some are listed below.

Some children may only apply this tantruming skill occasionally, while others use it more frequently and some choose a different emotional release. Learning about ones’ emotions and feelings are all part of early childhood. Toddlers are realizing that a parent’s emotions are not the same as theirs— individuality is emerging. Good news is that the majority of temper tantrums usually tend to disappear or become less frequent as a child obtains a larger vocabulary. Between the age of three and four, they are more able to explain what’s causing the upset and what they’re feeling.

Curious about the difference between emotions and feelings??? These words actually do have different meanings. Emotions come first within ones’ body, bringing chemical and biological sensations. A  body may react differently while their neurons are firing away, such as, rapid heartbeat, redden cheeks, tighten of muscles. Feelings are conscious experiences, thoughts and interpretations that follow ones’ emotions. There is a range of feelings that one may express. Oh, my!

Toddlers Being Toddlers

The photos above show some of the many ways toddlers release their emotional upsets: multiple actions=flat out on the floor, all over movements=clenched hands and squashed face, upper body displays=crossed-arms with a pout face and loud booming cries or screams. Oh, these are some top favorites—but there’s so many more ways for toddlers to demonstrate — I want, I don’t want, I won’t do it, I want to do it now, I have to have it now and I’m done –-and—and–and–and! Communicators are sending their messages out to one and all. That’s for sure!

What does one do when this type of toddler emotional communication pops up? Short answer—
it all depends! Here’s a few things to consider: Where’s it happening—at home or in public? Who is available to help if need arises? Is this a big battle for power or a small conflict that can be deflected? Is it a regular reappearing challenge? What are the safety concerns to consider? There are a variety of ways to help a toddler before, during and after their outbursts. Some may work all the time, some may work part of the time and others may not work at all. It’s a continual learning experience for all involved!

Here are a few suggestions which may help with those emotional tantrum communicators.

Parent Actions

****Parents are challenged with staying calm and not taking it personally as a tantrum is erupting right before their eyes. When a toddler goes into a tantrum mode its best not to get pulled into an emotional tug a war. Two upset people will not help any situation. Switching places with another parent during a long tantrum can be helpful for all involved. This allows for one parent to get a break away from the situation for a short bit.

****Previously designed positive time out place or a calming space for the toddler is recommended A toddler may be directed to go to their calming spot before, during or after the tantrum. (Creating this space earlier together and sharing its use before the need arises is suggested. Items found there may include books, puppets,. pillows favorite stuffed animals and soft soothing music.).

****Super Models – parents may need to step away to disconnect and regroup–it’s OK for a parent to take a time out too! Keeping the toddler in full view and reinforcing the good choices they are starting to make in their calming spot provides a secure and deeper personal connection.

****Remember a toddler needs repetitive reassurances that they are loved but not their behavior. Hugging may be used at anytime to offer comfort. One may need to ask if they’re ready for a hug if it’s been a long very upsetting tantrum. Observe them doing something that deserves positive praise as soon as possible and give it to them. It lets them know they’re still loved and that ones’ love for them hasn’t changed due to the tantrum.

***Setting limits and boundaries are important for a toddler. If one has said “NO, you may not have that toy now.” Keep your word—if one changes their mind or tries to negotiate– they’ve learned that this behavior gets the item of their choice and reinforces the idea to do it over and over again. – (Their motto—if it works I’ll keep doing it!)

****Daily routines help since becoming hungry and tired are at the top of a list for toddler upsets.

****Always keep in mind their safety, if things need to be moved away so no harm comes to them or others, do it. If in public, try to remove them to a less stressful place since the “all eyes on me” may contribute to making matters worse. (Public upsets are always hard—for everyone!)

****When it’s time to go to the store tell them this shopping trip is for_____ and nothing else.
Remind them the rules that were previously set—what occurs later ???(stay up 20 minutes longer, an extra book read to them or ???) Expectations for their behavior need to be clearly stated to them before the trip. Some children will test your commitment by throwing a tantrum at the store, follow through with each positive consequence or negative consequences (going to bed earlier etc. if needed).

****If their tantrum is a repeat show—for example: trying to be in control of a bedtime schedule again. Watch for the signs of upset—may start going into the full non-budging pouting mode. Parent responds “I see that you are unhappy about not getting to stay up past your bedtime. I know that you are unhappy about this but acting out this way is not acceptable behavior”. Validation of their upset will go along way to helping a toddler understand their feelings are acknowledged and valued. Acknowledging does not mean accepting how those feelings were expressed/displayed. Or a parent could say these additional words in a calming tone, “I love you but not this behavior. This behavior is telling me that you might need to go to bed earlier tomorrow. Is that what you want?” Their thoughts are shifted to the next day and provides something for them to think about now.

***One role a parent has is to verbalize to them that everyone has emotions & feelings. Parents do too. As a Super Model share your upset feelings. For example: “I’m unhappy that our dog made a big mess for me to clean up.” Sharing the word “unhappy” helps to label an emotion and leads the way to connecting words to express upsets. (There are cards designed to help a toddler share how they’re feeling. These cards have visual expressions and words. After much practice– a toddler may point to the matching card that best represents their feeling. Start slow with first cards being happy, unhappy (sad), mad. These cards can be homemade or bought.)

Toddler Choices

****Making decisions is becoming more important to a toddler, it’s a way for them to have a say about things in their life. Whenever possible let them have a choice between two or three things.

Getting Dressed–let them select which shirt they would like to wear from a choice of two or three. Remember the shirts have been pre-selected by a parent so whichever one they select is just fine for the day.

Bedtime Activities-selecting the order of “must dos”. Example: Brush your teeth first, then hear a story Or hear the story, then brush your teeth. Both need to be done, the order to be done is now their choice.

There always is an end in sight during a volcanic eruption, the lava flow does eventually settle down. Temper tantrums may last from 5 to 15++++ minutes—it will recede, and love will once again rise to the surface.

Toddlers are go-getters who always need a tremendous amount of loving and understanding. Why am I emphasizing this?? Because emotions and feelings are specials that are left off the language nutrition menu and hidden until announced. One can not always recognize when these dynamic special delights are about to take place. Hints may be provided or NOT! There might be loud boisterous cries spilling out over wanting their one of a kind purple cup –which is no where to be found! (translation-I have to have IT NOW!). OR a new toy that just won’t work correctly right now, creating frustration that bubbles up and out!. Plopping down their body flat down on the floor accompanied by roaring shouts and kicks as their reaction unfolds (translation-It won’t do what I want!).The right answer to their upsets is? Again, it must be said that there’s not just one magical solution that can be applied in every single situation, it’s not a one size fits all, individuality is flourishing! However, as the days turn to weeks one finds out more about their own child and what works well for them in SOME of the situations. Talk to other parents, read and watch YouTube videos to get more ideas and SUPPORT!

The non-verbal and verbal communications between a toddler and their parents are building blocks for emotional “nutritional language”. Parents providing supportive interactions and deep love connections assist their toddlers in understanding who they are becoming, and how to begin managing their own internal emotional world.

What’s exciting news is that toddlers are continuing to develop and expand other emotional/ social expressions on a more regular basis: for example: embarrassment, guilt, pride,: empathy, comfort, excitement, love and happiness. Also, since a toddler has increased their vocabulary and their communication skills over the last two years, they’re now more capable at describing how they feel. The need to have an abundance of tantrums disappears. YAY!

Every parent is part of a guiding support system, a safety net during a toddlers’ emotional time. Parents do have a difficult job, and tantrums are certainly at the top of their challenge list. It might seem like one is the captain of a ship with daily mutinies, that’s for sure. Please know your consistent patience and love is heart felt by your toddler.

Happy days to you,

Kylene

Resources & References

Amen, Daniel G., MD, Fay, Charles, PHD, (2024), Raising Mentally Strong Kids, Published by Tyndale

Mayo Clinic Healthy Lifestyle-Infant and toddler health, (2022), Temper tantrums in toddlers: How to keep the peace, https://www.mayoclinic.org/healthy-lifestyle/infant-and-toddler-health/in-depth/tantrum/art-20047845

McLearen, Paula, (2024), The TRUTH About 2-Year-Old Tantrums: Everything Parents NEED To Know, https://youtu.be/VVczgAeWdfw?si=OIgKYv14LIeiJs1L

Raising Children, Australian Parenting website,(2024), Tantrums: why they happen and how to respond, https://raisingchildren.net.au/toddlers/behaviour/crying-tantrums/tantrums

Šimić G, Tkalčić M, Vukić V, Mulc D, Španić E, Šagud M, Olucha-Bordonau FE, Vukšić M, R Hof P., (2021), Understanding Emotions: Origins and Roles of the Amygdala, NIH National Library of Medicine https://pmc.ncbi.nlm.nih.gov/articles/PMC8228195/ 

The post Language Emotions: What’s on the Menu or Not? appeared first on Early Literacy Learning.