How Little Hands Can Help

Back in August, as a break from writing about baby sign language, I wrote about the idea of “chores” for young children. The point I made there was that it’s the smart parent who takes advantage of the toddler’s natural desire to “help” by letting him or her do so and then consciously rewarding even feeble efforts in that direction. The goal is to get young children in the habit of cooperating.

There are lots of advantages to having young children help out besides the (sometimes marginal) benefit of not having to do all the work yourself. Having children contribute to the work of a household teaches them a wide variety of valuable lessons:

• Keeps them from feeling entitled to be waited on.
• Makes them aware of how much work it is to keep a household functioning, thereby making them more appreciative of the contributions of others.
• Makes them feel part of the family “team.”
• Teaches specific skills (e.g., carrying dishes carefully, sorting clothes, etc.)
• Strengthens self-esteem by eliciting praise from parents.

But, you may be thinking, can really little ones actually do? Here are some ideas:
• Use a hand vacuum or small broom to clean up crumbs (see photo!)
• Add water and food to pet bowls
• Water plants outside (with a watering can or spray bottle)
• Help you move wet clothes from the washer to the dryer
• Put newspapers in the recycle container
• Transfer groceries from bags to a shelf or table.
• Put placemats on the table and napkins at each place (and maybe silverward)
• Carry dishes (a few at a time) to the kitchen
• Pull blankets up neatly on their beds and tuck pajamas away
• Exercise the dog by playing fetch with ball, stick, or frisbee

And of course, the old favorite, put their toys away at bedtime!

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

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

Making Letter Learning Fun

Today I’m taking a break from talking about baby sign language to provide a simple tip to support the earliest steps in learning to read. Here’s a fun, creative way to help your child begin to recognize the various curves and contours that distinguish the letters of the alphabet from one another. (By the way, this idea comes from my book, with Dr. Susan Goodwyn, called Baby Minds

.)
.
Simply start with an uppercase letter. Draw the letter, for example, an A, on a piece of paper, and say something like the following: “Here’s an A. What do you think we could make out of an A?” Be creative and transform the letter into a silly picture—perhaps of a clown as in the drawing included here. Draw it again and transform it into stick-figure person or house. Ask your child for other suggestions.

Begin with about three letters, and play the game for a couple of weeks with only these letters. You can compose many different drawings with each individual letter. Then begin to add a new letter to the familiar set. This is a great game to play while waiting in a restaurant for your food to be served because there will always be lots of napkins or place mats at your disposal.

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