About the Lack of Baby Talk 

When I’m talking to my kids at home, my children in the classroom, the baby, or even other adults, I’m using almost the same exact language and the younger the child, the more I provide opportunities to explain the words and concepts within the context of my message(s). These moments provide for learning experiences and in time, the child will understand the context of the word or concept and be able to use it within their world. You may wonder, do I use the same (actual) words and phrases? Yes, By using the same words and/or phrases during specific activities and during transition times, establishes consistent expectations and less room for negotiating, even from a two or three-year-old child. If the expectation is to use the bathroom before leaving the house, then, the likelihood is that the expectation to use the bathroom before leaving the house exists almost every single time. In the rare situation where using the bathroom before leaving the house does not happen, I verbalize, “wow, you did not use the bathroom before we left the house, this is an exception because it is something you usually do that did not happen this time. When we arrive to your friend’s house, you will need to use the bathroom in order to be ready to play.” By addressing the exception and holding the child to the standard that was set, helps the child understand the importance of follow through. Yesss, you Hero, you!

Before They Speak

Before infants understand words, they pick up on tone and facial expressions. What can we do to help children, even those one year or younger, to begin to develop an understanding for the words we are saying and what it means for them in their world? We make eye contact, we smile, we model gentle touch, we hold the child, we snuggle with them, and we use a kind and upbeat tone when communicating. And, we use consistent language when we complete the tasks that are repetitive throughout the day and with the routines that happen each day. It is through these practices that children become aware. Yesss, you Hero, you!

Commonly Used Words and Phrases:

Momma

Dada

Hi, hello

Bye bye 

I see you

I love you

Hold

Hold you

Pick up

Up 

Down

New diaper 

Calm body 

Help you 

One arm

The other arm

One leg

The other leg

Left

Right 

Thank you

Yes

NO (firm, not shouting)

More

All done

Come back (firm, not shouting)

STOP (firm, not shouting)

LET GO (firm, not shouting)

Time to go

How Language Use Evolves 

It is true that verbal vs. receptive language is DIFFERENT. Children can understand incoming information or show familiarity with a routine BEFORE they can speak words or sentences. At a young age, my children seemed to have a sense of the following words (in addition to the list above):

Paci (pacifier)

Ba (bottle)

Diaper

Come back, come here

Rest

Calm

Pickup, hold you 

Hug

Open (mouth)

Hold (diaper)

Legs up, legs down 

Emery

Momma, dada

High five

Hello, hi

Wave

Clap 

I tell you, it’s not that my children are geniuses (although I am partial). It is more so that every time we change a diaper, we work to use the same language. When we go to leave the house, we use the same language. When the child gets dressed or undressed, we work to use the same language. It was simply through the repetition of the same sequences of actions and words that helped these children to develop familiarity within the routines and expectations. Truthfully, this is no different than working in the classroom with children year after year, each month, each week, and each day. The repetition of the same routines, the same directions, and the same expectations help children to feel secure, connected, and confident. There is so much mystery that exists, by removing the mystery from the majority of the days’ work, The child is able to take in the environment and use the stability as a solid foundation for learning, fun, exploration, and problem-solving. You see in Montessori environments, children progress at their own speed, completing activities for which they are most interested. This approach is applicable in your home, for parents who are homeschooling, for those teaching in a classroom, or those experiencing daily interactions with children of any age. Yesss, you Hero, you!

Recently, I heard some inquiry regarding the value of teaching a limited amount of sign language to very young children, newborns, and children younger than approximately 1 year old. The controversial question is, will teaching my not yet verbal child, sign language reduce their likelihood of talking and or delay their willingness or their ability to develop spoken language? I checked in with a Speech and Language Therapist for more information.

Will teaching sign language negatively impact a child’s ability to speak?

“Teaching sign language will not reduce their likelihood of talking. It will increase it, through learning signs they develop language, communicative intent, turn taking skills, and communication. You want to pair the signs with verbal words so they have English meaning. As children start to talk, if you want to make the child bilingual continue with ASL, if not phase it out. American Sign Language is an actual language just like English or Spanish. It has evolved and has dialects. In fact, American Sign Language is most closely linked to French Sign Language over British Sign Language. Sign language is considered an Augmentative Alternative Communicative and does not hinder communication, it promotes it. It is not a compensatory strategy but a method of language acquisition.” 

-Rachel Zoe Zuckman MA/CCC-SLP

Sign Language Paired with English (for the following):

Milk

More

All done

Yes 

No

Please

Thank you 

Why did I teach my children baby sign language?

Alternative/additional form of communication 

Increased connectivity 

Additional bonding opportunity 

Reduces outbursts 

Easier to recognize child’s needs (reduced guessing)

The Importance of Repetition 

Imagine the child is a sponge. They soak up everything from around, so let’s give children an opportunity to soak up all the good stuff. How can we do this!?

Here are 4 ways:

Consistent words on similar/same situations 

Tones and facial expressions that complement our messages 

Grace and curtesy 

General modeling of desired behavior and language 

Reading also helps to increase children’s language skills. The best books for young children are ones that are simple, predictable, and (you guessed it) REPETITIVE! Why? The more a child hears the same words and phrases, the more likely they are to develop an understanding of what the words and phrases mean within their world.

10 Repetitive Books to Support Language Development  

Brown Bear, Brown Bear, What do you See?

Goodnight Moon

Pete the Cat

The Napping House

My 5 Senses

Chicka Chicka Boom

5 Little Monkeys

Dear Zoo

Polar Bear, Polar Bear What do you Hear?

If You Give a Mouse a Cookie

When you read stories to your child, do your best to use the actual words, such as frog vs. froggy or bird vs. birdie, etc. it is easier for children to learn the actual names of object, people, and things vs. learning a modified version of a word and having to relearn or correct that word later. If we speak less “baby talk”, then, in turn so will our children. The child will still babble, practice making and creating sounds, but will likely understand other (people) besides you, as everyone worlds toward using actual words, rather than “cutesy” variations of words. You got this, you Hero, you!

Another resource on baby sign language: https://www.babysignlanguage.com/basics/research/?v=7516fd43adaa

Need help developing and or implementing some of these concepts in your home!? I have resources and I can help! Email Stacey at: info@homedayhero.com for consultation details!