Our Study Still Stands Tall!

One of our Baby Signs® Instructors called my attention last week to an article by a Speech Pathologist who was questioning our research findings that signing helps children learn to talk. She was basing her criticism on a study by researchers in England who claimed to be replicating our study but finding no positive effects when the verbal development of their signing group of babies was compared to that of their control group of babies.

Whenever such criticisms arise, the first thing I do is get my hands on the supposedly contradictory study and read it carefully. So that’s what I did, and just as I suspected, the authors didn’t have a leg to stand on! Let me outline a few of the more blatant differences between their study and ours, differences that explain why they didn’t find the language advantages we did. This post will be longer and a bit more “academic” than usual, but please bear with me. We want every parent who’s signing with a child or even contemplating doing so, to share the unwavering confidence we have in our own research.

Issue: Sample Size. The smaller the sample size (number of subjects within two groups), the harder it is to demonstrate a statistically significant difference between them, especially when the behavior in question varies dramatically from subject to subject as early language development does.
• Our study--Goodwyn, Acredolo, & Brown (2000): 32 in the Signing Group, 39 in the Control Group.
• English study: 10 in each Signing Group, 10 in the Control Group.
Conclusion: Goodwyn et al. was more likely to detect a facilitative effect, the English study more likely to miss a facilitative effect genuinely there.

Issue. Length of the study. Language development in its early stages is notoriously variable across children. The longer data collection continues, the more likely that trends will be visible.
• English study: Ceased data collection at 20 months.
• Goodwyn, Acredolo, & Brown (2000): Continued data collection well past 20 months (i.e., 24, 30, and 36 months).
Conclusion: Goodwyn et al. (2000) was more likely to discover a meaningful trend in the direction of a facilitative effect of signing.

Issue: Number of Signs Learned. To determine whether signing by infants facilitates learning to talk, the “signing group” has to have actually learned a meaningful number of signs. The larger the number of signs learned, the better equipped the study is to determine if signing makes a difference. If a baby learns only a handful of signs, one wouldn’t expect much of an effect on learning to talk.
• Goodwyn, Acredolo, & Brown (2000): Average number of signs learned = 20.3 (Range 9-61 signs)
• English study: Highest average number of signs learned across ages was 8.67 (Range 2-17 signs)
Conclusion: Goodwyn et al. was in a better position to test the effect of signing because the subjects in their study actually learned many more signs.

Why does the number of signs a baby uses matter to verbal development?

• Signs pull language from adults. Babies learn words from listening to adults. When a baby uses a sign (e.g., BIRD) upon seeing a bird, the adult responds with lots of words (“Yes! That’s a birdie! We call that a robin. See, there’s another bird. Oh, the bird flew away.”) The more signs a baby knows, the more likely this is to happen.

• Signs enable babies to pick the topic. Again, babies learn words from listening to adults. When a baby uses a sign, it starts a conversation about something the baby is interested in, thereby making it more likely the baby will listen to and learn from what the adult says. The more sign a baby knows, the more likely this is to happen.

• Signing excites babies about communicating and motivates them to move on to an even better system--words. The more signs a baby is able to use successfully to communicate, the more motivated he/she is to get better at communicating—that is, to move on to words.

• Signs increase a baby’s interest in books. Babies learn new vocabulary from reading books with parents. Because signs enable babies to be active participants in book-reading (naming pictures with signs), babies are drawn more strongly to books, thereby exposing them to more new vocabulary items. The more signs a baby knows, the more likely this is to happen.

Issue: Why did children in Goodwyn et al. (2000) learn more signs?

• Instructions to Parents. The instructions to parents clearly can affect the number of signs learned.
o Goodwyn, Acredolo, & Brown (2000): Parents were encouraged to choose whatever signs they thought their child might be interested in learning and to add new signs at any time. This freedom addresses the fact that not all babies are interested in the same things.
o Kirk et al. (2013): Parents were told to stick to a specific set of first 10, and then 20 signs no matter what their child’s interests.

• Amount of modeling. The more a sign is modeled by the parent, the more likely it is to be learned by the child.
o Kirk et al. (2013): Data indicate that parents on average modeled a sign “a few times a week to once a day.” This isn’t nearly enough!
o Goodwyn et al. (2000): Modelling rate was not reported. However, the likelihood that parents would, in fact, model signs was increased by the fact that they were given specific toys and books depicting objects represented by signs.

Given all the points I’ve outlined, I hope you can see why we disagree so strongly that this new study somehow negates our findings of a facilitative effect of signing on verbal development. And even if you hadn’t read this posting, all you would have had to do is talk to parents of preschoolers who used signs as babies to feel confident that signing is not just “okay,” but actually really good for language development.

Happy Signing! (and don’t forget to look for us on Facebook)

Linda

Linda Acredolo, Ph.D.
Co-Founder, the Baby Signs® Program
and
Professor Emeritus, UC Davis

When to Start Signing

One of the most frequent questions our network of Baby Signs® Instructors hear when they give their Parent Workshops and Sign, Say & Play® classes is “When should we start signing with our baby?” Truth is, there’s no “perfect” time to start signing. Over the years we’ve noticed three different approaches parents take to the issue of when to get started. Each has its own advantages. I will describe all three approaches so you can decide which approach will work best for your family.

Birth – 8 months
Some parents start early – at birth or sometime during the first 8 months. These parents want their babies to get lots of exposure to both signs and words from the very beginning. And they like getting into the habit of signing early on. If you know that you have the patience and the persistence to use signs yourself even though your baby is unlikely to sign back until she’s a bit older, then starting early may be a good choice for you.

8-12 months
Many parents choose to wait until their babies are 8-12 months old to start signing. The advantage of starting during this time period is that babies are closer to the age that they can start using signs themselves (usually around 10-11 months). If you like to see more immediate results, starting during this age range may be best for you.

12+ months
Some parents wait until their babies are 12-18 months old before they start using signs. Even at these later ages most babies still don’t have the words to express all the thoughts they want to share. The advantage of starting during this time is that babies are likely to learn signs more quickly, sometimes within a matter of days. With this approach, however, babies will use their signs for a shorter length of time because signs drop off quickly once babies start using more spoken words.

Finally, is it ever too late to start signing? No, not if a child is still frustrated because he or she can’t say the words needed to communicate important things. In other words, any baby or toddler who shows readiness to communicate, but cannot do so effectively with words, is a candidate for signing, and as a parent, you should not feel that it’s too early or too late to start.


Happy Signing (and don’t forget to visit us on Facebook)!

Linda

Linda Acredolo, Ph.D.
Professor Emeritus, UC Davis
and
Co-Founder, The Baby Signs® Program

Signs: Here, There, and Everywhere!

Do you remember how, once you were expecting a baby, you began to see pregnant women everywhere? Or, having finally decided to buy a particular car, you started to notice how many like it were already on the road? Where did they all come from? The answer, of course, lies in the heightened awareness that your own situation creates. It’s as though you have special radar unconsciously scanning the environment for the things that are momentarily of special importance to you.

The same thing happens to your baby when she learns a new sign or new word. With a new label at her command, she suddenly sees examples everywhere—even in places that you don’t expect. For example, for 14-monthy-old Eli, the “apple” sign made even a trip to the grocery store a special adventure, what with apples, labels on apple pies and apple juice and even pictures of apples on greeting cards. His mother, like many of us, nad never realized how pervasive apples were in the environment until Eli set about to find them all.

In a similar way, 15-month-old Trina had a love affair with her “bird” sign. Everyone expects to find birds out the window or at the park—but at church? Sure enough, embedded in the stained-glass windows over the altar were not one but two ornamental doves, peace symbols to the congregation but just plain birds to Trina. At least using signs was a quiet way to talk about them!

Like these parents, you’ll find yourself amazed at how vigilant your baby can be. She may be only a baby, but lots of mental activity is happening for her behind the scenes. And each time your baby tells you about something with a sign, she is providing you with a glimpse into all that activity, enabling you to respond appropriately and enthusiastically.

Happy Signing (and don’t forget to visit us on Facebook)!

Linda

Linda Acredolo, PhD.
Co-Founder, the Baby Signs® Program
and
Professor Emeritus, UC Davis

Metaphorically "Speaking"

One of the most creative ways we use language is to point out similarities between things, similarities that strike us as especially informative, beautiful, or even funny. “His face was an open book.” “My love is like a red, red rose.” Such parallels are called metaphors or similes. You may be surprised to learn how early such creative begins—especially when babies know simple signs.

An airplane ride was the occasion for a particularly nice example: Fifteen-month-old Brandon was settling into his seat for his first airplane ride when he looked toward the window and began smacking his lips enthusiastically. “You see a fish?” asked his mom as she followed his gaze. But it was raining quite hard and all she could see was water dripping down the window beside his seat. Nevertheless, Brandon was insistent and continued to sign even more vehemently—fish, fish, FISH! Suddenly the mystery was solved as his mom looked at the window with different eyes. “Oh! I bet you’re telling me it looks like our aquarium at home!” said his mother in amazement. “You’re absolutely right. That’s where fishies live!” Brandon’s response? A big, satisfied grin.

Other babies have shown similar creativity with their signs: 11-month-old Cady calling the broccoli on her plate a “flower,” 18-month-old Elizabeth calling the long-hosed vacuum cleaner an “elephant,” 16-month-old Austin using the “monkey” sign to describe a particularly hairy young man, and 17-month-old Carlos describing a trip through the car wash as “wind” and “rain.”

Using signs, babies continue to teach us a valuable lesson: Bring fresh eyes to even an old place and you may be surprised by what you see!

Happy Signing! (and don’t forget to look for us on Facebook)

Linda

Linda Acredolo, Ph.D.
Co-Founder, the Baby Signs® Program
and
Professor Emeritus, UC Davis

Going Beyond Single Signs

There’s no doubt that a single sign—such as MORE, for example—conveys important information. But there’s also no denying that the combination MORE + COOKIE is even clearer. Babies seem to know this intuitively; that’s why as soon as they can, they begin stringing two words (or signs!) together and sentences are born.

This important intellectual milestone—the ability to put true words together—typically occurs on average around 20 months, with many babies waiting until their third year. Things happen much earlier, however, with signs. Because signs are easier to learn than words, babies can begin putting them together with each other and with single words as early as 12 months! The most useful signs in this regard are MORE which can be combined with lots of other signs or words (e.g., cookie, milk, book, bubbles, etc.) and ALL GONE which is equally combinable (e.g., with water for down the drain, food words or signs, and even animal signs when animals run or fly away).

Many signing babies, however, don’t stop with just two. Here’s a great illustration: Michelle, mom to toddler twins Jimmie and Julianna (see photo), decided to make a detour from shopping and take the kids for their first trip through the car wash. She thought they might enjoy it. Instead, they began crying hysterically, clearly terrified by the onslaught of water, brushes, and noise. That night when Daddy got home, they immediately told him all about it…with signs: CAR + BATH+ SCARED! For weeks afterward, when they would get in the car they would repeat the same “sentence” just to make sure Mom wouldn’t forget and take them there again!

Yup! Sometimes one word (or sign) alone isn’t nearly enough!

Happy Signing! (and don’t forget to look for us on Facebook)

Linda

Linda Acredolo, Ph.D.
Co-Founder, the Baby Signs® Program
and
Professor Emeritus, UC Davis

I'd Love to Meet You!

I’m currently in the midst of preparing for a 2-day, in-person training in Denver on June 24-25. I love these trainings! It’s my chance to share my passion for the Baby Signs® Program “up close and personal” with others who are eager to pass along the good news to families in their own communities. The attendees come from two different groups. One group includes individuals interested in starting their own home businesses by becoming Baby Signs® Independent Certified Instructors. These folks will not only have fun giving classes, but will also have the satisfaction of earning extra income. The other group are representatives from child development related organizations and agencies who want the ability to teach Baby Signs® classes to the clients they serve. We call folks in this latter group “Agency Certified Instructors.”

These trainings always leave me with good memories—and new friends—which is why I look forward to them so much. Here’s an example: One of our attendees—who I will call Joyce—was eager to become an instructor because of her experience with her grandson, Jacob. Unfortunately, Joyce lived some 1500 miles away from Jacob and had only been able to visit right after he was born. Her daughter tried to bridge the gap with a photo of Joyce on his bureau and a routine where he would kiss the photo every night while his mom said “Goodnight Grandma. We LOVE you!”

When Jacob was about 11 months old, Joyce's daughter announced she was going to begin teaching Jacob to communicate with signs. Joyce had never heard of such a thing and was more than a little dubious. (She even admitted at the training that she had been secretly worried that using signs would slow down Jacob learning to talk, an admission which led nicely during the training into my description of our research at UCD proving the opposite is true!).

All her qualms faded away, however, one night when Joyce and her daughter inaugurated their brand new Skype connection. Joyce, of course, was eager to say “Hello” to Jacob. Jacob, always glad to get in front of the computer, cooperated by climbing into his mother’s lap and turning his eyes to the screen to see what fun game was going on. But then, in something of a double-take, his eyes grew wide as he caught sight of Joyce. He then spontaneously leaned forward, kissed the screen, smiled broadly and—much to Joyce and her daughter’s delighted amazement—signed “LOVE” by crossing his hands over his heart!

Jacob and Joyce continued after that night to communicate via Skype, with Jacob using his signs to tell her about his day. But no matter what other amazing things Jacob did with his signing, nothing could top that first memorable moment. And that’s why she was at our training. Why shouldn’t every grandma experience the magic of learning that, although she may be far away, she’s far from forgotten!

If you or someone you know is interested in learning more about our upcoming training, just click “Professional Trainings” on our home page. Hope to see you there!

Happy Signing! (and don’t forget to look for us on Facebook)

Linda

Linda Acredolo, Ph.D.
Co-Founder, the Baby Signs® Program
and
Professor Emeritus, UC Davis

A Grandma By Any Other Name. . .

I’m on a kick about grandparents, probably because I’ve been able to spend lots of time with my nearing 4-years-old grandchildren. Of course, I’m too young to be a grandmother—aren’t we all? Fortunately, the grandmother image I grew up with has slowly given way to a new view. When I was a child, grandmothers, including my own, were typically frail women with white hair drawn up into a bun, solid black laced-up old lady shoes, and flowered dresses about as form fitting as a garage around a car. Nowadays, grandmothers are vibrant women still right in the thick of things, with or without gray hair—but very seldom in a bun!

One thing, however, hasn’t changed and never will. Grandmothers of any era relish the first time a grandchild reaches out with a smile and murmurs some version of her name, be it “gamma,” “mimi,” or “nana.” The wait for this memorable event is often long—sometimes not until a child is over 2 years old—because learning to say words is such a struggle for young children.

Fortunately, there’s a way around this frustration and the need for guessing. The solution is helping babies and toddlers use signs to communicate with those they love. And included in these sign vocabularies for many children are signs for grandpa and grandma that function exactly like names. Here are some fun examples from our files:

--13-month-old Claire used a rocking motion as her name for Grandma because Grandma frequently rocked her in a rocking chair.

--12-month-old Kai picked up on the way his Grandpa always threw him up in the air and began raising his arms up high whenever his grandpa arrived—or even when he saw a picture of him.

--15-month-old Sadie would enthusiastically do her version of the ASL sign for Grandma (thumb of open hand on chin, arched forward two times) when Grandma entered the house.

Being a grandparent is one of the sweetest experiences on earth, and now it’s easy to make it sweeter still. Start signing with your grandbabies today and enjoy the sense of connection and love that being able to communicate brings.

Happy Signing (and don’t forget to follow us on Facebook)!

Linda

Linda Acredolo, Ph.D.
Co-Founder, the Baby Signs Program
and
Professor Emeritus, UC Davis

Grammies and Papas: Great Signing Teachers

The fact that my twin-grandchildren, Nate and Olivia, are nearing their 4th birthday reminds me how long I’ve been writing this blog! Some of the earliest entries were about them—the frightening image of seeing barely 3-pound babies in the NICU with all sorts of tubes and monitors around them, the magic of holding them when they were carefully lifted from their Isolettes, the miracle of their first birthday when it was truly clear that they would grow up strong and healthy.

And then there are the memories of all the signing we did together: how enchanted Nate was with flowers and would sniff (his sign for flower) wherever he saw them; how Olivia, always hungry, would make good use of the “more” sign; and how they would excitedly sign “moon” and take me outside to see it up in the daylight sky.

The chance to be with them and watch them sign reminds me that grandparents make ideal teachers of signs—whether it be to their own grandchildren or to other children in their communities. The reason is that the experience of raising their own children enables them to recognize how helpful signs are in avoiding the tears and tantrums that arise when infants and toddlers need to communicate but simply can’t.

Grandparents also tend to have the patience and wisdom that come with years of dealing with people of all ages, enabling them to approach both parents and children with confidence and caring. Finally, from their life experiences they truly understand that successful communication fosters love and understanding—a wonderful gift for any grandparent to give--and to receive.

That’s why we are pleased that more and more grandparents are joining our Baby Signs® Independent Certified Instructor (ICI) team. Our ICI program enables individuals to set their own hours and work as much or as little as they want, all the time earning income while helping families and childcare centers enjoy all the benefits that signing can bring.

If you are a grandparent or know of one who might make a great Baby Signs® teacher, pass along this link to a video describing our instructor program.

Happy Signing (and don’t forget to follow us on Facebook)!

Linda Acredolo, Ph.D.
Professor Emeritus, UC Davis
and
Co-Founder, The Baby Signs® Program

A Valentine’s Day Message

All of a sudden it’s February, and with February come thoughts of Valentine’s Day, the one day of the year totally devoted to “love.” What a broad term that is! The Greeks identified many, many different types of love – from the love we feel for our soul mates, to the love we feel for our friends, to the love we feel for a beautiful sunset or favorite poem. But when it comes to love, we feel sure you’ll agree that there’s no deeper or more important emotion than the love we feel for our children. One of my favorite quotations from writer Elizabeth Stone makes this point exquisitely. To have children, she says, is “to decide forever to have your heart go walking around outside your body.” 

We know from our own experiences that parenting children is both the most rewarding and most challenging job you will ever face. More than any other life-change, the sudden responsibility of having to steer a helpless infant through the murky waters and ever-shifting currents of modern life can seem overwhelming. And with good reason. The world is a vastly different place from the one we knew as children ourselves. As we struggle to raise our children while also dealing with unimaginable technologies, economic and political uncertainty, changing moral attitudes, and growing cultural diversity, it’s only natural to make mistakes along the way.

Fortunately, children don’t expect or need perfection from us. Children, even during the infant and toddler years, are flexible creatures with a capacity to forgive – just as long as the scale, overall, is very clearly weighted in a positive direction. It’s as though Mother Nature has realized that not the richest parent, not the most educated parent, not the most well-meaning parent in the world, can be expected to do a perfect job. What children do expect from us is unwavering love and devotion – through both the good and the hard times, through both the terrible two’s and the terrible teens! And that’s what we need to remember this Valentine season.

As you pause to reflect on the love you feel for your own children, we know you will appreciate the profound wisdom contained in these words from Lloyd deMause with which I close:

“The evolution of culture is ultimately determined by the amount of love, understanding and freedom experienced by its children... Every abandonment, every betrayal, every hateful act towards children returns tenfold a few decades later upon the historical stage, while every empathic act that helps a child become what he or she wants to become, every expression of love toward children heals society and moves it in unexpected, wondrous new directions.”

Happy Valentine’s Day—and Happy Signing!

Linda

Linda Acredolo, Ph.D.
Professor Emeritus, UC Davis
and
Co-Founder, The Baby Signs® Program

Potty Training: What About Cognitive Readiness?

I've started out this year with a series of postings about potty training, a topic we here at Baby Signs care about so strongly that we've created a potty training program that incorporates signing in order to make it possible to potty train children at earlier ages. In my last posting I pointed out that the American Academy of Pediatrics cites three factors as indicators that a child is “ready” for potty training: physical, cognitive, and emotional. In that post I focused on physical readiness, pointing to the fact that children used to routinely be trained by 18 months as clear evidence that children are physically ready much earlier than they are currently given credit for.

Today I’m taking a closer look at the second factor: cognitive readiness. According to the AAP, in order to actively participate in potty training, children must understand what it is they are supposed to do and be able to communicate about it. That is, be able to:
• Associate the need to eliminate with using the potty
• Understand simple instructions
• Signal an adult when they need to go

Again, the fact that children in the past were routinely trained by 18 months indicates that the first two of these abilities are both available quite early and certainly by 18 months.

As for signaling an adult, that’s easily dealt with through the use of simple signs! Just as children can learn to let their parents know when they feel the internal pangs of hunger, thirst, and even illness using simple signs like EAT, DRINK, MILK, MORE, and HURT, they can equally easily signal the urge to eliminate using a simple sign—POTTY. We’ve seen it work ourselves and have heard success stories from countless parents.

Bottom line? Using simple signs helps provide children the “cognitive readiness” they need to take an active role in potty training well before age 2.

Happy Signing (and don’t forget to follow us on Facebook)!

Linda

Linda Acredolo, Ph.D.
Professor Emeritus, UC Davis
and
Co-Founder, The Baby Signs® Program

Potty Training: What Does “Ready” Really Mean?

Last week I talked about the trend toward later and later potty training and the role that the diaper industry has played in persuading parents that waiting is a good idea. After all, the longer children are in diapers, the more money they make! To help reverse this trend, we here at Baby Signs have developed a potty training program that uses signing to enable babies to signal the need to go long before they have words. In fact, our goal is to help parents get their children trained by age 24 – 30 months.

But are children “ready” that early? The question arises because parents frequently hear that it’s best to wait until a child is “ready” for potty training before beginning the process. But what exactly does the term “ready” mean? For the answer we turn to the American Academy of Pediatrics’ (AAP) Guide to Toilet Training (2003). According to the AAP, parents should watch for readiness in three specific developmental domains: physical, cognitive, and emotional. Over the next few postings, we’ll take a closer look at what’s required in each case starting with physical readiness.

According to the AAP, in order to actively participate in potty training, children must be physically able to:

• Sense when they need to eliminate
• Delay elimination long enough to get to the potty
• Sit independently on a potty chair

At what age do these skills typically appear? This is an easy question to answer based on the information about the history of potty training I described in my posting last week. If you’ve had a chance to read that entry you may remember the fact that before the invention of the disposable diaper in the early 1960s, children in the United States were routinely trained by 18 months! Is there any reason to suspect that children have changed so radically over the last 50 years that they’ve completely lost these physical abilities? Obviously not! If that was the norm up until the 1960s, then clearly children today are physically ready for potty training well before age 2.

In other words, it’s simply a cop out (as my son would say) to use a lack of “physical readiness” as an excuse to delay potty training until children are 3-years-old.

Stay tuned for discussion of cognitive and emotional “readiness.”

Happy Signing (and don’t forget to follow us on Facebook)!

Linda

Linda Acredolo, Ph.D.
Co-Founder, the Baby Signs Program
and
Professor Emeritus, UC Davis

Late Potty Training: Legacy of the Diaper Industry

Back in the 1980s when my children were young and not yet potty trained at 30 months, my mother-in-law would gently chastise me by saying that her kids were all trained by 18 months. At the time I thought that was pure exaggeration—the result of faulty memory or the desire to inspire me to get the kids trained. Now I know she was telling the absolute truth!

It turns out that before the 1960s children were routinely trained by 18 months—some estimates being as high as 95% of children. Given how distasteful and time-consuming it was to deal with the cloth diapers of the day, such an early age is understandable. Cloth diapers had to be rinsed out in the toilet, laundered in strong detergent and hot water, hung out to dry, folded and stacked—all steps that had to be repeated just a few days later. No wonder moms were eager to get their children out of diapers!

All this changed in the early 1960s with the invention of the disposable diaper. The good news was that their absorbency meant that babies stayed dryer and their ease of use meant that parents’ work was reduced. There was good news for the diaper industry’s bottom line, too, given the rapturous response parents had to this incredible new invention. It shouldn’t be a surprise, therefore, to hear that the industry began promoting the idea of later and later training.

By persuading both parents and pediatricians that later was better and by creating bigger and bigger diapers, the diaper industry has managed to move the average age of completion from younger than 18 months to over age 3—and still climbing! Most recently the industry introduced a size 7 diaper that can accommodate 6-year-old kids! And don’t let the name “pull-ups” fool you. They are simply disposable diapers in the shape of underpants.

The trend toward later and later training would be fine if it was good for children—but it’s not! It’s not good for children or their parents—and it’s definitely not good for the environment.

I’ll explain all this soon. Stay tuned. . . .

Linda

Linda Acredolo, Ph.D.
Co-Founder, the Baby Signs Program
and
Professor Emeritus, UC Davis

A Cat by Any Other Name is Still a Cat…Sort Of

Every once in a while, I use my weekly blog to share stories that have come to us from parents who have enjoyed our Baby Signs® Program, each one illustrating how creatively babies use signs. The following story is another example, this time demonstrating that a baby’s use of signs often provides a window into how smart babies can be.

Sixteen-month-old Sara had learned a sign for CAT that involved stroking the back of one hand and arm with the opposite hand, all the way from finger tips to elbow. She used the sign a lot, her cat “radar” being in evidence as her mom read her books or took her for walks in the neighborhood. It’s amazing how many cats there are in the world once a toddler starts looking for them!

On one occasion, however, it wasn’t a full grown cat that caught her attention. In the local vet’s waiting room was a box with four kittens. These were the first kittens Sara had ever seen, and she was clearly fascinated. As usual, Sara turned to her mom to tell her, with a sign, what was in the box. But it wasn’t the usual CAT sign. Instead of a full swipe from finger tips to elbow, with a smile of wonder on her face, Sara substituted a tiny swipe just the length of her fingers. Her message? Big sign is to big cats as tiny sign is to tiny cats! In formal logic terms, an analogy!

Happy Signing (and don’t forget to follow us on Facebook)!

Linda Acredolo, Ph.D.
Professor Emeritus, UC Davis
and
Co-Founder, The Baby Signs® Program

Helping Kids Cope with Tragedy

Here we are in what should be a joyous celebration of the holiday seasons with hearts full of good cheer, and instead I find my thoughts returning time and again to the families of the children and teachers who were slaughtered in Connecticut last week. Anyone who has parented a child will find it almost impossible to imagine the horror that has engulfed that community.

My thoughts also, however, turn to the living—to parents all over the country who are wondering how to help their own children deal with what has happened. To this end, in this week’s blog I share some strategies experts have been posting this week. Much of this advice will serve equally well for national tragedies like the current one and scary situations closer to home--like accidents, robberies, fires, or natural disasters.

Let your child’s questions guide the discussion. This is especially true for very young children who may be surprisingly oblivious to what’s going on around them. In fact, sometimes parents are upset that their children are not upset! If you find yourself feeling that way, keep in mind that children’s worlds are very narrow and revolve almost exclusively around what affects them personally. Remember, the last thing you want to do is create anxiety where none exists!

Limit viewing of television coverage. Although it’s natural for adults to want their children to empathize with others’ suffering, resist the impulse to use the heartbreaking coverage of a tragedy to generate such feelings. All you may be creating is fear and sadness that make your child feel helpless. Look instead for ways to foster empathy that involve situations that are easy for a young child to understand--and remedy (e.g., another child is hurt, an animal is cold and hungry, a relative is feeling lonely).

Reassure your child that he/she is safe. This is obviously a very important goal. The term “reassure” is important because it reflects the reality that it is natural for children to be afraid. Don’t dismiss these fears. Listen carefully, let them talk, try to see if they have specific fears or a general anxiety. If there are specific fears—for example, that their classroom is not safe—talk about specific steps the school is taking to ensure their safety. Emphasize the availability of trustworthy adults both at school and at home.

Watch for changes in behavior. Anxiety can reveal itself in many ways besides just words. Be aware of changes in appetite, sleep patterns, acting out, clinging, etc. that seem to coincide with the external situation.

Review safety precautions. Doing so will be reassuring for both of you. Simply knowing the ABCs of what to do and what not to do (and why) will help ease anxiety.

While it’s true that we can’t protect our children forever from the suffering that life can bring, at least we can use steps like these to ease them into reality.


Linda Acredolo, Ph.D.
Professor Emeritus, UC Davis
and
Co-Founder, The Baby Signs® Program

Baby Sign Language in Action!

One of my favorite topics for this blog is describing how creative babies are in their use of signs. While it’s true that they use them effectively for routine needs, like more food or drink or being “all done,” these are only the tip of the iceberg when it comes to the ways that babies communicate with signs. Here are some stories that illustrate my point.

• Baby Aubrey’s mom wrote to us about how Aubrey used the signs for COLD and OUTSIDE when her mother opened the door to let the dog out and used them again—along with an emphatic shake of the head for NO—when her mom started to put Aubrey’s coat on to leave the house.

• Here’s another story where a dog played a prominent role. Henry’s mom told us how Henry came to her and signed DOG plus DRINK—and sure enough, the dog’s water bowl was empty.

• I particularly like the creativity shown in the following story. The signs for FLY (actually, BUG) and WATER came in handy for a 16-month-old when she wanted to play with a common utensil—the “fly-swatter!”

• And then there’s little Julia who, upon seeing a mom wearing a front pack with her baby’s arms and legs hanging out and head peeping out the top, got a quizzical look on her face and signed TURTLE!

Over the years I’ve learned that many people don’t “get it” about baby sign language until they hear stories like this. What a wonderful way to show people unfamiliar with babies that there truly is “somebody home in there!”

Happy Signing (and don’t forget to follow us on Facebook)!

Linda Acredolo, Ph.D.
Professor Emeritus, UC Davis
and
Co-Founder, The Baby Signs® Program

How Would You Feel If….

Over the years, I’ve learned that challenging a parent’s reaction to his or her child’s behavior is a delicate matter. One strategy that has worked for me is what I call the “How would you feel if…” technique. Essentially, the idea is to describe a situation analogous to the child’s but where the parent is in the spotlight. Here’s an example from my book about emotional development (with Dr. Susan Goodwyn), Baby Hearts, dealing with a parent’s angry and humiliating reaction to his son’s fear of a dog.

Max, the neighbor’s overly friendly Labrador retriever, lopes toward 2-year-old Timmy who quickly takes shelter behind his dad’s leg and begins to cry. His dad, Jim, following in the footsteps of generations of dads with sons, says, “Don’t be such a scaredy-cat. He’s not going to hurt you!” Do those words help? No. In fact, research shows that sympathizing with a child’s fears is an important ingredient in the recipe for creating empathy. Perhaps the next scenario might make that dad react differently.

New York City born and bred, Jim decides to take Timmy and the rest of his family to Idaho for an exciting week on a “Dude Ranch.” While his family is still eating breakfast, Jim wanders out to the corral. As he approaches the gate, it suddenly swings open and a large horse comes bounding out of the gate toward him. Jim jumps back quickly, slips, and finds himself in the dirt looking up as the horse races by, leaving him in a cloud of dust. As Jim lies in the dirt, shocked and shaken, the resident cowboy comes sauntering out and drawls, “Hey, city boy, don’t be such a scaredy -cat. He ain’t gonna hurt you!” Jim pulls himself up and stumbles back to the house--humiliated, angry, and feeling he had every right to be frightened given the horse was so large and unknown to him.

We can only hope that parents like Jim make the connection!

Happy Signing (and don’t forget to follow us on Facebook)!

Linda Acredolo, Ph.D.
Professor Emeritus, UC Davis
and
Co-Founder, The Baby Signs® Program

Professor Emeritus, UC Davis
and
Co-Founder, The Baby Signs® Program

A Sign of Thanks for Thanksgiving

Thanksgiving, my favorite holiday, is just a few days away. I love it because it’s an opportunity to gather with family, eat great food, and say “Thanks” for the many blessings we enjoy—including one another. Here’s a great story about how the ability of a baby to sign made Thanksgiving dinner extra sweet for one family. It comes from a former student of mine, Stella, at UC Davis.

Stella and her parents traveled to Chicago to share Thanksgiving with her sister, brother-in-law, and 3 kids—including 15-month-old Kayla, a graduate of our Baby Signs classes. Once everyone was seated at the table, Stella’s dad said a short grace and stood up to carve the turkey. Suddenly Kayla squealed and began to excitedly sign “apple.” Despite being offered some applesauce, Kayla kept repeating the sign even more determinedly. Finally, seemingly out of frustration, Kayla added a second sign—“Thank you” to her “apple” sign. It was then that her mom figured it out. At dinner time at Kayla’s house, instead of saying grace at the table, the tradition was to hold hands and sing the “Johnny Appleseed” song—the one where you “thank the Lord” for “the sun and the rain and the apple seed.” Kayla clearly felt that her grandfather’s grace wasn’t good enough! Once everyone held hands and sang the song with real gusto, Kayla was satisfied and settled down to eat—no doubt saying a silent “thanks” that she’d finally gotten her message across!

Helping children learn to be truly thankful for the blessings in their lives is a challenge that every parent faces. Teaching the sign for “thank you” (fingertips moving in an arching motion outward from the chin) is a great way to get it started at a remarkably early age. And what better time to start than Thanksgiving!

Happy Signing (and don’t forget to follow us on Facebook)!

Linda Acredolo, Ph.D.
Professor Emeritus, UC Davis
and
Co-Founder, The Baby Signs Program

Troublesome “Tips”

A parent forwarded to me postings from a blog about signing with babies (www.babysignlanguagenow.com) that has been popping up frequently in Google “Alerts.” I’m usually delighted to see increased dissemination of information about the topic; the more parents we can reach the better! In this case, however, the specific advice offered is in so many instances contrary to our own observations here at Baby Signs about what works—as well as contrary to good developmental practice—that I felt it would be important to point out our concerns by highlighting the post entitled “When Baby Signs Back: Factors that Affect.”

Question posed: Why are there individual differences in how long it takes for a baby to start signing back? (“…how long [before] their baby [will] sign back.”)

(1). “Those babies who have better IQ are more likely to learn different signs earlier in life. So, the general rule is the stronger the mental capabilities of your baby are, the earlier he will sign back to you.”

CONCERN: There is no data that supports such an assertion. Nor could there be given all the factors totally unrelated to mental ability that we know contribute: (a) Individual differences in the priority babies have for communicating are really important. For example, some babies would rather climb the bookshelves than read the books. (b) Age: The younger the baby is when you start modeling signs, the longer it will take. (c) How much signing the child sees.

(2). “The earlier you start teaching sign language, the earlier you get results. The recommended age to start teaching baby sign language is 4 months.”

CONCERN: If the question is, as the beginning of the post states, how long before a baby begins signing back, the answer is the younger the baby, the longer it will take. There’s certainly nothing wrong with starting early. However, the chance that a parent will get discouraged and quit is greater. That’s why we suggest between 9 and 12 months.

(3) “The more dedication you show, the more organized your teaching is, the more chances that your baby will learn baby sign language earlier in life.

CONCERN: Although this sounds like our point about the amount of signing a baby sees, the bit about organized teaching implies the importance of specific lesson times. In fact, in another posting, the author calls for “teaching sessions” where you try to “eliminate all the distractions around you” including “random noises and other persons” and rewarding the baby “with food and toys whenever he takes a successful step in the process of learning baby sign language.” In sharp contrast, our 30 years of observation and research indicate that simply incorporating signs into everyday routines and activities with your baby is the best way to go. Regimented lesson times in isolation from others, in fact, can be off-putting and counter-productive—and an excited reaction by Mom or Dad is usually reward enough! You’re not teaching a dog to roll over.

(4) “Whether it is a matter of lack of nutrition or encouragement, anything that hampers the mental development of your baby will also slow down the learning process.”

CONCERN: Of course, anything truly injurious to a child’s physical or psychological welfare will affect the child’s developmental timeline in a wide variety of domains. However, most parents who consult a blog like this already know that nutrition and encouragement are important. And the downside to the statement is the focus, once again, on “mental capabilities.”

This list covers just one of the postings. The others have problems, too--like the advice to “use flash cards to show the babies the proper ways to sign” as if babies could learn from a static image better than a real life demonstration!

After three full decades observing and conducting research on the topic of signing with babies, I feel so passionate about it that I think it’s important to set the record straight when parents are being led astray. The last thing we need is for the movement to get a bad reputation from an influx of really bad advice.

Happy Signing (and don’t forget to visit us on Facebook)!

Linda

Linda Acredolo, Ph.D.
Professor Emeritus, UC Davis
and
Co-Founder, The Baby Signs® Program

The Baby Signs® Program: An Intervention Before Parents Even Know There is a Need

Over the years Dr. Susan Goodwyn, co-founder with me of the Baby Signs® Program, and I have received emails from Baby Signs® Instructors, from parents, and even from our academic colleagues, all commenting on the potential benefits not just of signing, but specifically of the Baby Signs® Program, for autistic children and urging us to take a closer look. Given the severe problems so many autistic children have with verbal language, we believed they were right, but it was the following email in particular from a Baby Signs® Instructor that caused us to really sit up and take notice. Here’s what she told us:

“I got a call from someone who teaches autistic children. She thanked me for teaching the Baby Signs® Program and shared that she uses signs with the older kids she works with and it really helps them. She went on to say that our teaching signs to parents of babies is a wonderful thing for autistic children because parents often do not get a diagnosis until they are older, so they are getting some intervention before they even know there is a problem.”

What startled us into action was the insight that by teaching young babies to sign, we are providing parents of autistic children “…some intervention before they even know there is a problem.” With this email as the inspiration, we’ve put together a list of research based findings about autism and reasons why we believe the Baby Signs® Program (BSP), including our DVD-based potty training program, holds the promise of being especially beneficial to families with autistic children, both before and after they are diagnosed.

• FINDING: A teaching method in which sign and word are paired together is especially valuable because it provides information that will be needed by autistic children who turn out to be capable of moving on to verbal communication.
BSP: Our program instructs adults to always pair the word with the sign when modeling for children with the goal of fostering verbal language. What’s more, our federally-funded research with non-special-needs children indicates it works.

• FINDING: Research indicates that autistic children do learn important things from video presentations; in fact, some research even suggests they learn more easily from video than from live demonstrations.
BSP: Our program offers a wide variety of extremely high-quality DVDs designed to directly teach important signs while they entertain. Children simply LOVE these DVDs.

• FINDING: Autistic children benefit from repetition and routines.
BSP: Because repetition is the key to success with all young children, our DVDs provide lots of repetition of the signs by real babies and our animated DiaperDoodle characters. The fact that children enjoy them so much that they ask to watch them over and over is an added plus.

• FINDING: Autistic children can be a particular challenge to potty train because they can’t communicate effectively and often aren’t motivated to please their parents or respond to social reinforcement.
BSP: Our potty training DVD is designed specifically to teach the potty routine (which appeals to autistic kids) and 5 potty-time signs (which provides necessary communication) through lots of repetition and modeling by the DiaperDoodles, our animated characters.

• FINDING: When they first hear about signing with children, many adults are intimidated and fear that it will take too much learning on their part.
BSP: Baby Signs® resources and classes make learning easy and fun for parents, teachers, and child care professionals.

Visit www.babysigns.com for more information about Baby Signs® resources

to help you and your baby enjoy all the benefits that signing can bring.

Happy Signing (and don’t forget to visit us on Facebook)!

Linda

Linda Acredolo, Ph.D.
Professor Emeritus, UC Davis
and
Co-Founder, The Baby Signs® Program

Missing the Point

A colleague at UC Davis recently alerted me to a news report from a TV station in Washington DC that raised the concern that signing with babies might diminish interaction between babies and parents. Nothing could be further from the truth, as any parent who’s lived with a signing baby can testify.

First of all, modeling signs for babies means parents are (a) making lots of eye contact and (b) actively looking for opportunities to do so. A mom who might otherwise be content to simply plop a bunch of Cheerios in front a a baby, is likely to put a few down, stay close, and model the sign for MORE when the first ones are gone. Result? More, rather than less interaction.

Second, parents who are modeling signs are inevitably also anxiously watching their child to see if he or she is (a) understanding the sign, (b) imitating the sign, or (most exciting of all) (c) spontaneous using the sign to direct the parent’s attention. Result? Closer observation means more rather than less interaction.

Third, once a baby is able to request specific items with signs, everyone’s frustration is reduced. Result? Fewer tantrums and tears mean more time and emotional energy for pleasant interactions.

Fourth, once a baby is signing, parents begin experiencing the magic of having a window into their child’s mind. This means they can easily figure out what is fascinating their child at the moment (e.g., a butterfly, or the sound of a dog barking) and join the child in reveling in the experience. Result? Richer and more rewarding interaction for both parent and child.

So, next time you hear or read something so off-base as that signing reduces parent-child interaction, consider sharing these points—or better yet, your own experiences—with whomever it is that needs educating!

Happy Signing (and don’t forget to visit us on Facebook)!

Linda

Linda Acredolo, Ph.D.
Professor Emeritus, UC Davis
and
Co-Founder, The Baby Signs® Program