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The Musical Key to Babies' Cognitive and Social Development
Published in Mary Nolan, Shona Gore, Contemporary Issues in Perinatal Education, 2023
In the ancestral environment, where most of human neurobiological development took place, music-type behaviours were likely to have played a much larger part in everyday activities than they do in twenty-first century Western society. Leading evolutionary researcher, Robin Dunbar from the University of Oxford, concludes, based on existing evidence, that pre-humans already made music (sang and engaged in making rhythms) 500,000 years ago, whereas our species only developed language 200,000 years ago (Dunbar et al., 2007). The baby’s linguistic development mimics this progress from music to language in microcosm. These days, our parenting culture is very focused on words; a baby’s first words are often recorded and talked about to anyone who is willing to listen, and milestones of vocabulary development are keenly watched. Consequently, it is relatively easy to ignore the fact that it is musical features of the maternal sound culture that pave the way for optimizing this aspect of development.
Enabling parents, promoting development
Published in Ajay Sharma, Helen Cockerill, From Birth to Five Years, 2021
Storybook reading is a potent enhancer of oral language proficiency, particularly for vocabulary development. Active participation occurs when children are asked to name and point to items and events. Tips for interactively reading a story: Repetitions: the adult repeats what the child says verbatim.Expansions: the adult repeats what the child says but adds additional linguistic information.Open-ended questions: the adult asks the child questions requiring more than a yes/no response, such as ‘who' and ‘what' questions.Praise: give the child positive feedback about their involvement.
Interaction Strategies
Published in Elaine Kelman, Alison Nicholas, Palin Parent–Child Interaction Therapy for Early Childhood Stammering, 2020
Elaine Kelman, Alison Nicholas
We have noticed that when a parent follows the child’s lead in play, the pace of the play is more likely to progress at a child’s natural level rather than that of the parent. The child will therefore have more time to plan and initiate what he wants to say. It also builds a child’s self-confidence as a parent gives him the opportunity to use his imagination and creativity to develop different play scenarios and to solve problems for himself, which the parent observes and then comments on. When a parent lets the child take the lead in play, they are also more likely to have a joint focus of attention and parents are more likely to be responsive to what the child is doing and to what he is saying. These features of parental input have been found to promote language development in young children, particularly vocabulary development (see Girolametto & Weitzman,2006; Tamis-LeMonda, Kuchirko & Song,2014).
Effects of adapted Letter-Sound correspondence instruction with older learners with complex communication needs and autism spectrum disorder
Published in Augmentative and Alternative Communication, 2023
Jessica Caron, Janice Light, David McNaughton
Finally, the study’s focus (on LSCs) was narrow, and it is acknowledged that other skills must also be taught (e.g., phonemic awareness, encoding, vocabulary, reading comprehension and shared reading activities) to promote acquisition of literacy. Still, the intervention did include meaningful opportunities to practice LSC (e.g., LSC books, folders), and instructors and researchers should continue to find ways to make the tasks meaningful and relevant, especially for older individuals. This could include incorporation of more shared reading and vocabulary development related to words with the target sounds, typing the target letter sound on a keyboard to begin to spell a preferred word (e.g., type “p” for pizza), and the use of emerging technologies such as the ALL curriculum app or the Transition to Literacy Features in visual scene displays (Light et al., 2019). Furthermore, integration of a more comprehensive literacy approach may have changed participant outcomes in terms of LSC and acquisition of other skills. Future research could incorporate use of the ALL app instead of the low-tech materials but expand the instruction to include sound blending, phoneme segmentation, and shared reading.
The most frequently used words: Comparing child-directed speech and young children's speech to inform vocabulary selection for aided input
Published in Augmentative and Alternative Communication, 2019
Nancy Quick, Karen Erickson, Jacob Mccright
Child language outcomes are influenced by the language children hear around them every day. The sheer number of words infants and toddlers hear their caregivers use is associated with their rate of vocabulary development and speed of later vocabulary processing (Hurtado, Marchman, & Fernald, 2008; Huttenlocher, Haight, Bryk, Seltzer, & Lyons, 1991). Transactional theories of language development focus on the interplay between child and caregiver, as well as the environment (McLean & McLean, 1999). Typically, the interplay involves symmetry between receptive and expressive modes (i.e., speech), but is asymmetrical for children with complex communication needs who hear speech but are learning to use graphic symbols expressively. Research suggests that aided input may offer a means of reducing this asymmetry between input and output modes for these children (O’Neil, Light, & Pope, 2018).
The effects of explicit instruction in academic vocabulary during shared book reading on the receptive vocabulary of children with complex communication needs
Published in Augmentative and Alternative Communication, 2018
April M. Yorke, Janice C. Light, Jessica Gosnell Caron, David B. McNaughton, Kathryn D. R. Drager
For children with communication disabilities resulting from developmental disabilities, speech often does not develop along the typical trajectory (Drager, Light, & McNaughton, 2010), resulting in complex communication needs. The use of augmentative and alternative communication (AAC) systems can be helpful in improving communication skills for children with complex communication needs (Kaiser, Hester, & McDuffie, 2001). Unfortunately, some children with complex communication needs experience deficits in vocabulary development (Binger & Light, 2008), which can impact literacy development, comprehension, and the ability to communicate effectively (Light & McNaughton, 2014)—particularly in academic settings where students will often encounter new, unusual, and complex content vocabulary.