When Washing a Car is More than Just Getting it Clean

Suggest to a teenager that he or she should wash Mom’s car and you can just imagine the reply, with pursed lips, eye-rolling, and heavy-hearted harrumphing. Suggest the same to a toddler—as I did the other day while babysitting my twin grandchildren—and the result is excited compliance. The contrast is enough to make one wonder why something that is so clearly unwanted work at one age is such a delight at another. The former is too complex for a simple blog entry, so let’s focus on the latter.

The reason lies in the fact that (a) the human ability to imitate is deeply ingrained and (b) meeting challenges at any age brings a sense of well-being. Let’s address them in order. Even 1-day-old human babies are capable of imitating simple facial gestures they see Mom or Dad make—like sticking out one’s tongue or pursing one’s lips. This ability is astonishing given that babies this young have never even seen their own tongues or lips! How do they do it? Neuroscientists have discovered over the last decade that we are all born with a type of cell in the brain called a “mirror neuron,” a cell whose job it is to both register what we see others do and then mirror those actions. Voila! Imitation!

And what a handy tool imitation is. From the very earliest years, children learn tons and tons of important skills by engaging the ability to imitate---including how to feed themselves, use signs to communicate, learn words, sing songs, put on their own clothes, throw balls—and on and on and on.

What about “b,” the satisfaction of a job well-done. Again, this is something humans are born with. Even very young babies work hard to reach goals—whether it’s successfully getting spoon to mouth, communicating with signs or words, singing songs, getting dressed, or throwing a ball. In other words, the ability to imitate and the desire to meet a challenge work in tandem to help each of us develop the skills we need to survive in complex human culture.

This brings us back to why washing Mom’s car was so exciting to my twin toddler grandchildren, Nate and Olivia. Quite simply, they were reveling in the opportunity to imitate something they’d seen grown-ups do and in the fact that doing so provided them with a sense of being a bit more grown up themselves. They had a “job” to do and doing it was satisfying!

Now, if only we could get our teenagers to feel the same way…..

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

Sign Time, Rhyme Time

As some of you may know, the first edition of the foundational book that launched the “sign language with babies” movement—my book with Dr. Susan Goodwyn, Baby Signs: How to Talk with Your Baby Before Your Baby Can Talk—was published way back in 1996. Since that time we’ve published two more editions, one in 2002 and the most recent in 2009.

In all three editions we accomplished the major goal of helping families understand the benefits of signing, appreciate the fact that the Baby Signs® Program is founded on our government-funded research, and learn easy ways to incorporate signing into daily life within their homes.

However, because of space constraints, we found it necessary in this latest edition to leave out one of my favorite features—a set of simple poems easily combined with signs that parents can recite to help their little ones learn signs in a fun way. Maybe because I personally authored most of these, I was really sad to see them go. Then it suddenly occurred to me that there is no reason I can’t share a few of them here! So enjoy!

Dreamland
One last drink of water (Water or Drink)
My favorite teddy bear (Bear)
A lap to curl up in (Pat lap)
And the old rocking chair (Rocking torso)
A book about kittens (Book; Cat)
A song about love (Love)
And I’m off to dreamland (Sleep)
With the stars up above. (Stars)

Butterfly Wings
Butterfly wings go fluttering by (Butterfly—left to right)
Down to the flowers and up to the sky Butterfly—down, then up)
Butterfly wings tickle your toes (Butterfly to toes)
Butterfly wings land right on your nose! (Butterfly—to nose)

Giraffes are Tall
Giraffes are tall (Giraffe)
Birdies are small (Bird)
But itty bitty fleas you can’t see at all! (Tickle baby)

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

A Story Illustrates an Important Advantage of Signing

One of my favorite personal Baby Signs® stories involves my son, Kai (who you see in the photo below with me way back in 1987 doing his sign for airplane--an indication of how long I've been involved with signing). We were in the mall; he was 12 months old and in his stroller as we passed by store after store. Suddenly, he turned around in his stroller, smiled, and did his sign for “crocodile” – clapping his palms together like the jaws of a crocodile. “You see a crocodile—in the mall?” I asked, looking around in vain for such a critter. I knew to trust him, though. He clearly was trying to tell me about something he saw. I let him out of his stroller, and he immediately toddled over to the window of the store we had just passed—a men’s store with racks of men’s shirts in the window. Where was the crocodile? You probably guessed it! The IZOD insignia on the shirts!

I’m telling this story to illustrate a point about why signing with babies speeds up language development.

Imagine yourself in my situation. Do you think I just calmly said “Oh yeah, that’s a crocodile,” plopped him back in his stroller, and went on my merry way? No! I was flabbergasted that he had seen those crocs from his stroller and thrilled that he wanted to tell me about them—so I excitedly flooded him with words like: “You’re right! Those are crocodiles! There are lots of crocodiles! They’re like the crocodile in your book! You are the smartest baby in the world!” (Probably not my exact words, but close enough.)

His use of the sign resulted in him hearing lots and lots of words that he otherwise would not have heard—and who picked the topic? He did! Think about it. We all pay more attention to things we are personally interested in, and that’s true for babies and toddlers, too. When we join them in attending to what they are focused on, chances are much greater that they will listen closely to what we’re saying—and learn! In fact, we know from research done at Emory University that this is true for verbal words even when signs are not involved: children are more likely to learn words they hear while the parent is talking about something the children have chosen.

The magic thing about signs is that it enables babies to pick the topic so much earlier than if they had to wait for words to come along. We shouldn’t be surprised, therefore, that signing gives babies such a lovely jumpstart in learning to understand words and to talk.

Happy Signing

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

Linda

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

Keeping Mom No. 1

I remember vividly when my daughter-in-law called me in tears, worried that her then 10-month-old twins would end up loving their child care provider more than they loved her. I assured her that this anxiety is typical of moms who have to have their children in child care, and I shared some tips with her. The basic one is the following:

Create fun routines that involve activities that are unlikely to be part of child care. Because they are only done at home, they will stick out in the child’s mind. Children find routines of any kind comforting and these home-only routines will become special times with mom and/or dad that your child can look forward to. Here are some possibilities:

Bath time. Almost all kids love to splash in the bath before bedtime. Instead of thinking of this as one more chore to get through, appreciate it as an opportunity to share a fun experience with your child with which child care can’t compete. Bath time also has the advantage of being a chance to relate to more than one child at a time.

Singing. Choose specific songs that only you sing to your child—maybe one for first thing in the morning, one for bedtime, and one for riding in the car. It’s not unusual for grown children to speak nostalgically about such songs and even repeat them with their own kids.

Dancing. I’ve never met a baby or toddler who didn’t like to be held in Mom’s or Dad’s arms and jiggled up, down, and around in time to a favorite CD song. This might be a great routine for when you reunite.

Watching a DVD together. Many child care providers avoid DVDs and yet, cuddling once a day with a child in front of an appropriate DVD can be an intimate and cozy experience (being sure to talk about what’s on the screen—and, whatever you do, not using DVDs in place of books!). For example, my daughter-in-law used the Baby Signs My Bedtime Signs DVD to cuddle and wind the twins down at night before book time, each one clutching his or her own Baby BeeBo.

(By the way, it took only one bad cold during which the twins stuck to her like glue to convince her she had nothing to worry about in the attachment domain!)

Have fun!
Linda

Linda Acredolo, Ph.D. .
Co-Founder the Baby Signs Program and
Professor Emeritus, University of California

The iPad Generation? What’s a Parent to Do?

It was just a few years ago that all parents had to worry about was whether or not their young child was watching too much TV and/or too many DVDs. Now, however, fundamentally different media experiences have been added to the mix. I’m talking about the interactive platforms provided by smart phones (e.g., the iPhone) and tablets (e.g., the iPad). As the photo above of my twin grandchildren, Nathan and Olivia, indicates, the pros and cons of time with these platforms is an issue even in our family.

How prevalent are these items these days? A recent Wall Street Journal article, citing a survey from last year by a non-profit group called Common Sense Media, reported that 39% of 2-to-4-year-olds and 52% of 5-to-8-year-olds have used some form of touch screen platform. Given that the popularity of such devices seems to be growing by the proverbial leaps and bounds, I would bet those percentages are even higher now!

On the plus side, the educational games available as “Apps” are, for the most part, interactive—meaning that they enable even toddlers to make decisions and effect changes by simply touching the screen. This is very different from the primarily passive experiences that TV and DVDs typically provide. And the small amount of research that does exist suggests that well designed games do promote learning.

On the negative side--as anyone who’s tried to wrest an iPad out of the hands of a child can attest to—these devices could be called, as one parent described them to me, “crack for kids.” In other words, kids love themn and don’t want to stop playing with them. The concern is that time spent playing with them is time not spent romping around with other kids, building with legos, nurturing one’s imagination through pretend play, or having conversations with the big people who love them.

So what’s a parent to do? Until we have more research, my best advice is “all things in moderation.” What this means is setting consistent, logical limits by saying “No, enough is enough” and taking the device away. In fact, think of this as an opportunity to get some really helpful practice setting limits—a skill that, trust me, will continue to come in handy until your child leaves home. With short term or long term limits in place that your child can come to understand and anticipate, this will also be a valuable lesson for her as well.

Visit us on Facebook and tell us what you think? What have you tried with your kids that might work for others. This is definitely a discussion worth having!

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

How to Make the Most of Book-Reading

In last week’s blog, I talked about how signing spurs language development by increasing a baby’s enjoyment of books. Part of the explanation that I gave for this positive relationship between books and language development involved something researchers call “Dialogic Reading” Quite simply, this term means engaging your child in a conversation about what’s on the page rather than just reading the text and moving on. What I want to do today is provide some specific tips for how to get such conversations going.

• Instead of only asking for labels (like “What’s that?”), ask questions that require some thought to answer (“Where do you think Goldilocks is running to?”) In general, good openers include “Why….?” “How….?” “Where…?” You’ll find you naturally expand on whatever answer your child provides, thus providing more words for your baby to ponder—and learn (e.g., “Too big? Yes, Goldilocks was too big. She was just too heavy for that little bitty chair.”).

• Ask about things that are more abstract, like feelings or predictions about the future. “How do you think Goldilocks felt when…?” “What do you think Goldilocks told her mommy when she got home?” Parents really underestimate children’s ability to think about such things. What’s more, helping your child identify a character’s feelings will indirectly help her identify her own.

• Ask questions that relate the book’s events to your child’s own life. “Have you ever seen a bear?” “What would you do if you woke up and saw three bears?” Like the rest of the human race, babies are more interested in things that have direct relevance to their own lives.

• Relax, laugh a lot, and “go with the flow.” Don’t worry if your child gives the wrong answer—or no answer at all! The point is to make talking fun. A child who genuinely enjoys such give and take will be motivated to get better at participating. A child who doesn’t, who feels “interrogated” and put on the spot, will emotionally withdraw and see book-reading as aversive. In other words, “Dialogic Reading” is not—I repeat—is not an IQ test! It’s just a simple way to enrich the experience of cuddling up with Mom or Dad and a good book.

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

Baby Sign Language and Books: A Wonderful Partnership

As most of you know by now, Dr. Susan Goodwyn and I discovered through our federally funded research

that signing actually speeds up rather than slows down the process of learning to talk.

There are a number of reasons why. The one I’m going to focus on here is the fact that signing makes book-reading more fun. And how does that help language development? Think about the books you read with your children. First of all, the pages themselves provide lots of things with names—both in the text and in the pictures. For babies just learning to talk, these names are often novel. That means they are getting exposed to new vocabulary items—and every time you read the same book again (which we know babies demand), they get the repetition needed to add these names to their repertoires.

The second reason books help language development is through what psychologists call “Dialogic Reading.” This is a fancy term for something very simple. It means engaging the baby in a conversation (i.e., dialogue) about the things on the pages, conversations that include questions for the baby to answer, even if in very simple terms. (“What’s the doggie doing?” “What do you think the baby owl is feeling?”) Research by Dr. Grover Whitehurst has shown that this “eliciting” of words from the baby during book-reading does promote language development.

So, there you have two reasons why book-reading with young children is good for language development. But, back to the initial assertion--that signing increases a child’s interest in books. The reason is because signs provide a baby with a way to actively participate in book reading at much younger ages. Instead of merely listening to Mom or Dad name things in a book, the baby can name them him/herself—with signs. And they do! Click here for an adorable example on YouTube (title "Baby Signs Julia"")—and notice how Baby Julia can point out things she thinks are interesting that her mother hadn’t really noticed, things she wanted to talk about. That really makes reading books more fun for babies! (By the way, the mom is Bonita from our home office and the videographer is Noah, Julia's 12-year-old brother.)

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

It May Look Like a Scribble, but It’s Really . . .

This week's entry is something I've taken not from the Baby Signs book but from another book Dr. Susan Goodwny and I wrote for parents called Baby Minds

.

If you’re like most parents who mount their little tykes art work on the refrigerator, you’ve “oh-ed” and “ah-ed” over lots of scribbles, still waiting for the day when the drawing of “Mommy” is at least a stick figure with recognizable head, torso, arms, and legs. What most parents don’t realize, however, is that even those supposedly random scribbles can truly represent something as far as the child is concerned. How can you know?

Ask your child what she has drawn. If she says “Mommy,” ask her to point to where Mommy’s hair is, Mommy’s belly button is, Mommy’s feet are. Chances are good that by age 2 ½, she’ll point respectively at the top, middle, and bottom of her scribble. If instead your child say’s it’s a “car,” ask him or her where the roof and the wheels are. You get the idea.

According to developmental psychologists, this ability to endow a scribble with “representation” is, itself, worthy of sincere “ohs” and “ahs.” The reason is because it’s a sign that the child is carrying a symbolic relationship (between the real object and the scribble) in his/her head, an indication of a great developmental leap in intellectual flexibility.

So, next time your child proudly produces a scribble rather than something recognizable, smile, secure in your new found knowledge that there’s truly more there than meets the eye!

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

Parents as Memory Motivators

Babies start remembering things from the day they are born—which way to turn my head to get fed or that Mom’s likely to come when I cry. But these memories are not available to conscious memory. They are the result of repetition of experiences and are laid down automatically. It’s what we call learning!

When language begins to click in, whether signs or words or both, a whole new tool set is available to help boost memory. The availability of words to hang memories on, so to speak, really increases a child’s ability to remember and to do so at a conscious level.

The dawning of language, however, helps memory development in another, less obvious, way. It provides a stronger motivation to try to remember—and parents play an important role here. As children begin to comprehend what is being said around them, they become motivated to join in the conversations, and many of those conversations involve things that happened in the past. “Remember what we did today? We went to the zoo! And do you remember what animals we saw?” What’s more, it quickly becomes clear to children, that Mom and Dad are especially pleased when the children themselves remember.

The implication is clear. If you crave cozy interactions with these big folks, then learn to play the memory game! And how do they go about learning it? By paying attention as adults model good storytelling. Adults literally teach their children about beginnings, middles, and endings by structuring their own narratives in an organized way: “Remember we saw the flamingos when we first went through the the gate? And then we went into the snake house…..”

Given all this, it shouldn’t come as a surprise to learn that children whose parents engage their young children in more conversations about the past are more likely to have better memories.

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

Promoting “Emotional Intelligence” in Your Child

As most of you know, Dr. Susan Goodwyn and I are the authors of Baby Signs, the book based on our NIH-funded research that launched the sign-with-babies movement back in 1996. What many of you may not know, is that we followed up with two other books for parents, Baby Minds and Baby Hearts, both drawing from child development research and full of fun games, tips, and advice to help parents meet the challenges of raising kids.

One of our goals with Baby Hearts was to point out to parents that helping children identify emotions—both their own and others’—is a critical ingredient in enabling them to interact in a constructive and self-evaluative way with other people as they grow up. What’s more, it’s important that the emotions include not only positive ones like happiness, gratitude, and empathy, but also negative ones like anger, fear, frustration, and jealousy.

So, how can you help your child achieve such “emotional intelligence?” Below are a few tips:

Play the “show-me” game. Make a game out of matching words to facial expressions by taking turns naming an emotion for the other person to demonstrate.

Use emotions in pretend play. As you play “tea party,” “grocery store,” or any other pretend scenario with your child, remember to involve emotions. These are especially good opportunities to help your child express negative emotions like frustration, anger, and sadness.

Encourage puppet play. Puppets enable children to distance themselves from feelings they might be afraid to express otherwise. (In fact, eavesdropping on the pretend scenarios in which your child engages on his/her own is a good way to get a sense of what your child’s inner world is like at any given moment.)

Play the “Silly Song” game. Take turns singing familiar songs, such as the “ABC Song” or “Mary had a Little Lamb” with different emotional intonations and facial expressions. Your child will have fun suggesting what you should do next. (“Sing it like you’re angry!”)

These are all fun and easy ways to not only give your child practice with emotions, but also to send the important message that you are open to talking about even the “not so nice” ones.

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

Say Good-bye to Diapers in Honor of Earth Day!

Yesterday was Earth Day, a good time for all of us to reflect on what we can do on an individual basis to promote the health of our environment so that our children will inherit a verdant, health-inducing world rather than one increasingly beset with man-made environmental (and health-reducing) problems. Well, one thing many parents can do is get their baby out of diapers a lot earlier than is the norm these days. The mean age in the United States is about 37 months—and climbing as bigger and bigger disposable diapers become available. This is a far cry from earlier, pre-disposable diaper times when children where routinely trained by 18 months. What the trend toward later and later potty training means for the environment, of course, is more diapers and human waste in our landfills—where the remnants will remain for 500 years per diaper or more! (If you’re interested in a few more shocking details about diapers and the environment, watch the National Geographic piece on the topic at www.pottytrainwithbabysigs.com.) As many of you know, we at Baby Signs are anxious to help parents get their babies out of diapers as soon as possible—hopefully by age 2—both for their own benefit and for a healthier environment. To this end, we’ve developed a potty training kit complete with step-by-step instructions and tips for Mom and Dad as well as resources to motivate babies younger than 2-years to “Climb on board the Potty Train!” After all, being motivated is really what “being ready” for potty training boils down to once children. The bottom line? If kids in the past were trained by 18 months, there’s no reason that can’t happen today—especially with a little help from the Baby Signs® Potty Training Program. 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

How Long From Sign to Word? It all depends….

A question I often get from parents—and from my professional colleagues interested in language development in general as well as baby sign language in particular—is how soon after a baby learns a sign will he or she start trying to say the word? The answer, as usual, is that it all depends. If the sign is substituting for a relatively easy word like ‘ball” or “more,” the word may appear quickly. On the other hand, if the word is long and complicated, like “elephant” or “butterfly,” the sign is likely to stick around longer.

But it also depends on a baby’s choice of strategy. Some children use signs to free them up to work on learning words for other things. These babies tend to hold on to their signs for quite a while, using them to increase the total number of things they can talk about. Other babies seem to use signs to speed up learning the word that a specific sign stands for. In these cases, the word appears relatively quickly. The logic lies in the fact that the more frequently a baby uses a specific sign, the more often adults respond by saying that specific word, thereby providing more opportunities for the child to learn it.

And, of course, some babies use both strategies. All this variety is what makes studying babies so fascinating! Can you figure out what your baby is doing?

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

Let’s Hear it for Being Shy!

A wonderful new book has come out that I think everyone, parents and non-parents alike, should read. It’s called Quiet: The Power of Introverts in a World that Can’t Stop Talking by Susan Cain. As the title suggests, the author is on a crusade to extol the virtues of a personality tendency our society too often thinks of as a disability—something to be ‘fixed.”

When I read the book myself, I immediately saw the connection to a section in my book (with Dr. Susan Goodwyn) called Baby Hearts from which I took an excerpt to use for this blog a full year ago. Obviously, the points are important and, I believe, worth repeating. So, here you are:

Do you have a “shy” child? I have two! Both my son and daughter come by their shyness honestly because neither one of their parents could be called extroverted! In fact, learning to overcome my inherently introverted personality in order to stand up in front of large classes of undergraduates required years of patience and practice.

Oh dear! Even in this opening paragraph I’ve fallen victim to a reaction to shyness typical of Western culture. Because Western cultures tend to value assertiveness and sociability, parents of shy children often worry that their child is at a disadvantage. If you find yourself in this category, it may help you deal with your anxiety to realize that being shy usually comes with some very nice side benefits. In fact, the human race probably wouldn’t still be here were it not for the talents that shy people tend to development. Here are some examples:

Shy Children Tend to be Keen Observers: Because they are so concerned about what other people think about them, shy children work harder than most children at being able to read subtle emotional cues in other people’s behavior and expressions. This is a skill that serves them well in any interactions they have.

Shy Children Tend to be Natural Empathizers: Because they are keen observers and know all too well what it is like to suffer, shy children often develop greater empathy for others than their comparably aged peers.

Shy Children Tend to be Good Imaginers: Because they spend more time on their own, shy children often create inner worlds of great richness. And having a vivid and creative imagination can be enormously useful, helping them excel in many fields.

Shy Children Tend to be Loyal Friends: Because they sometimes have trouble making friends, once they have one, shy children are incredibly loyal. They understand how precious a good friend truly is and go to great lengths to be the very best friend they can be.

So, the next time you begin to worry about your “shy” child, remember that being shy isn’t the huge disadvantage that it’s sometimes made out to be. There are, in fact, many silver linings to be treasured!

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

Laughter is the Best Medicine—at Any Age

This week's topic veers from my usual signing with babies theme to describe a wonderful part of every child's development.

One of the true blessings that comes with being human is the ability to laugh. Laughter takes our minds off our troubles, even if only for a moment, eases tensions, raises our heart rate and spurs our blood to circulate efficiently. And last, but not least, laughter makes us feel happy. No wonder the comics are routinely the most popular part of the newspaper.

What adults often don’t realize is that children begin honing their own comedic skills at impressively young ages. Below are some steps in the development of what we call a “sense of humor” as sketched out by Professor Paul McGhee.

• Tickle, Tickle Time: The very first arena for humor is the physical one, with a baby’s first giggles likely to come as the result of a tickle fest. As the baby’s memory develops, the humor becomes even more intense as she begins to be able to anticipate the touch—as at the end of a game like “Gitcha…gitcha…gitcha….GOTCHA!”

• The Old “Diaper on the Head Routine”: During the 2nd year, visual humor is added to tactile humor. As they become familiar with the functions of common objects—what they are expected to do--babies begin to find humor in violations of those expectations. That’s why talking into a banana as though it were a phone, trying to stuff your own foot into your baby’s shoe, or putting a diaper on your head brings down the proverbial house!

• A Rose by Any Other Name is…Hilarious: In a similar fashion, once toddlers begin to use and understand words, they start to find it funny when words are used in the wrong contexts. Calling a cow a horse, calling a sock a shoe, or making a funny guess about something’s name (“I bet your name is Bubbles! Am I right”?”) is bound to generate a laugh.

• Tickle, Pickle, Wickle Time: For preschoolers, now that language is well developed, playing with the sounds of words is fun. This is when tongue twisters start to be entertaining and songs like “Apples and Bananas.”

• Riddled with Meaning: As children continue to hone their language skills, they begin to appreciate that words have multiple meanings and that using a meaning other than the one expected is a great source of humor.
Question: What happens when you irritate a clock?
Answer: It gets ticked off!

So, even if you’re heard your child’s joke a million times, go ahead and laugh! Remember, supporting your child’s attempts at humor really is important because, at its core, humor is creative. In understanding that a joke is funny, children are demonstrating the ability to do a bit of mental gymnastics that is not only good cognitive practice, but also good for the soul.

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

Signing and Child Care: A Wonderful Partnership!

We’re delighted to report that more and more child care centers are becoming “Certified Baby Signs® Centers.” This designation means that their teachers have received formal training in how to incorporate the Baby Signs® Program into their infant and toddler classroom and are dedicated to helping the children in their care enjoy the benefits of enhanced communication at school as well as at home. (Click here to find a Certified Baby Signs® Center in your community.)

We here at Baby Signs, Inc. developed a specific training for child care centers because of research conducted by a former student of ours, Dr. Claire Vallotton, at the UC Davis Center for Child and Family Studies. Her data revealed that signing in the classroom . . .

• reduces frustration and tears, thereby making classrooms more peaceful and children less anxious,
• decreases biting and other aggressive behaviors that occur when children don’t have words,
• builds trust between babies and caregivers because children are confident their needs will be met,
• motivates caregivers to pay closer attention to children and, therefore, to respond to their needs more quickly and more appropriately,
• promotes positive emotional development by enabling children to express emotions and feelings, including empathy,
• provides a universal language so that children and caregivers who don’t speak the same language can still communicate.

Who wouldn’t want their child to be in an environment where all these wonderful benefits are available?

So, if your child care program doesn’t yet use signing in the classroom, by all means encourage the director to visit our website and learn how easy it is to incorporate the Baby Signs® Program into small and large child care settings. Finally, don’t forget that there’s strength in numbers. Find out whether other families with children in your center are also signing at home and work together to make your case. Everyone will benefit!

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

How Would You Feel If. . . .

Once again, I’m detouring from my usual discussion of signing with babies to some parenting advice drawn from my book with Dr. Susan Goodwyn entitled Baby Hearts: A Guide to Giving Your Child an Emotional Head Start.

“I’m so disappointed in you! Go to your room and think about what you did!”

These two sentences are hardly rare. Most parents probably have uttered them at one time or another. However, just because they are typical doesn’t mean they are a good idea! In addition to implying that love will be withdrawn, these messages leave out at least two very important pieces of information: (1) why what the child did wasn’t a good idea, and (2) what should have been done instead. The words succeed in making the child feel bad, but they don’t teach her how to be better in the future.

How would you feel if the same message was addressed to you? Suppose you had just gotten off the phone with a very disagreeable customer whose outrageous accusations caused your own temper to flare. Now suppose your boss, overhearing your end of the conversation, steps into your office and says, “I’m so disappointed in you. Go home and think about what you did.”

Can you see how unhelpful that is? You probably already know that you didn’t handle the situation well; what you don’t know is how you should have handled it: Called on your boss to take the call? Used some stock phrases to placate the customer? Claimed the call was breaking up and disconnected? Thanks to your boss’ choice of words, you still don’t know and may well find yourself in the same situation tomorrow. And to make matters words, you now feel humiliated as well as angry.

Well, guess what? Young children have the same reaction but with even less ability to think about alternative behaviors even if they wanted to! They need alternatives explained calmly and clearly. Keep this in mind the next time you are tempted to send this message—to anyone.

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

Working Parents and Signing

Working parents sometimes ask me whether they can take advantage of the Baby Signs® Program because they are away from their baby for a good part of the day. The answer is a resounding “Yes!”

Even children in full-time care spend significantly more time with their parents than with outsiders. Who is it, after all, who provides the evening meal and bath, cuddles to read a bedtime book, responds to middle-of-the-night calls for help, and spends weekends dealing with every kind of need?

In fact, signing is a real gift to working parents because it makes the time you do spend together even more peaceful and satisfying. For example, signs work great during those hectic early-morning dressing and eating routines and can also be particularly helpful at the end of the day to reduce feelings of frustration that can arise so easily when everyone is tired.

Speaking of being tired, don’t forget that the sign for “sleep/bed” can be a huge help by enabling babies to actually let parents know that they are tired and ready for sleep. Being able to communicate such an important message is a real boon to both parent and child because everyone avoids the chaos that often ensues when a child moved into the overtired realm.

In short, by clarifying your baby’s needs, signs help mealtime, bath time, and bedtime routines, as well as middle-of-the-night encounters, go more smoothly. They help you reconnect and share your experiences after a long day apart and help turn typically stressful times into warm and precious moments. Whether you’re a working parent or not, signs make day-to-day life a lot more fun for everyone.

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

Signing: A Priceless Window into the Infant Mind

Much to my delight, the good news about baby sign language has spread far and wide—especially in contrast to how few people knew anything about it when Dr. Susan Goodwyn and I published our first research article about babies and signing in 1985.

I do find, however, that many parents and child care providers focus almost exclusively on the signs around mealtime—like EAT, DRINK, MILK, MORE, ALL DONE. What a shame! Yes, babies want and need to communicate these things, but many of them are even more interested in communicating about the exciting things they see in the world around them.

Babies want to tell those they love that they see a doggie, a bird, a butterfly, or a truck. They want to request to read a book, blow bubbles, or go outside. Providing babies with signs for these things, as we do in the Baby Signs® Program, gives them a chance to share their worlds with adults—and gives adults an amazing window into the infant mind.

Here’s a story that illustrates just how signing helps babies tell us what’s on their minds. It’s a story that came to us via email from the Netherlands many years ago and is still one of our favorites:

When a man with dreadlocks sat down across from fourteen-month-old Sam and his mother on the bus, Sam turned to her an signed HAT. “Oh honey, I know it looks like a hat, but it’s really hair,” whispered his mother. Sam turned back to the man, stared intently, and very emphatically repeated the HAT sign. Catching on to the situation, the young man invited Sam to feel his dreadlocks for himself. No sooner had Sam’s fingers touched the man’s hair than Sam, his eyes wide with surprise, made the HAIR sign. The message was as clear as if he had spoken the words: “It is hair!”

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

When Signs are Gone but not Forgotten

Do signs stick around once a baby is able to say the words they represent? The answer is “Yup!”—at least for awhile. Think about your own use of signs. Have you completely stopped waving GOOD-BYE just because you have the word? No. You automatically recognize occasions when the sign words better than (or better with) the word. Here are some of the times when babies make the same decision:

To clarify a message. Learning how to say words clearly enough for adults to understand is a real challenge. Baby may know that “tu tu” means “turtle,” but that doesn’t guarantee that Mom does. To deal with this situation, babies often add a sign when they see a confused look on someone’s face. “Ohhhh. You mean TURTLE!”

When mouths are full. A mouth full of food is a real obstacle to intelligible speech, and a baby who really wants “more” goldfish crackers is disinclined to wait to swallow the ones he is already working on! For quite a while after they learn words, therefore, children will naturally revert to signs to speed up service.

For emphasis. Have you ever said “No!” while simultaneously shaking your head back and forth vigorously? Of course you have! Truth is that there are time when words alone simply aren’t strong enough, and babies feel this way too. (This is another case where the sign for “more” provides a good example!)

When words can’t (or shouldn’t) be heard. Sometimes the noise level in a room is just too high to make words effective. For awhile, babies will naturally revert to signs in such situations. On the other hand, sometimes they will spontaneously revert to signs in the opposite situation--when talking is inappropriate—like in church or the library. Smart little Dickens, aren’t they!?

So, just because your baby is starting to say a word, don’t expect the sign to disappear overnight. In fact, keep your eyes open for episodes like this one a colleague of mine reported: About a year after her daughter had stopped using signs in favor of words, her mom saw her tapping her doll’s finger tips together and saying “More, you want more.” Wow!

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

From Sworn Enemies to Bosom Buddies

I’m turning this week from sign language with babies to information drawn from my book with Dr. Susan Goodwyn entitled Baby Hearts: A Guide to Giving Your Child an Emotional Head Start.

It’s not uncommon to hear that violence in the world is inevitable because aggression is built into the human species—that it’s “instinctual”—and, therefore, nothing can be done to change it. A very clever study done way back in 1930 by Z. Y. Kuo provides the perfect retort—and hope for the future.

If there’s one behavior that most of us would agree is instinctual, it’s the tendency for cats to stalk and kill rats. Or is it? Kuo decided to find out. First, he took litters of newborn kittens away from their natural mothers. One-third of these he gave to tried-and-true rat-killing moms to raise. Another third he raised by themselves. And the final third he raised with rats! Then, when the kittens were old enough, he tested to see if they would stalk and kill rats in a natural situation. Here’s what he found.

• The kittens raised with rat-killing moms learned from them, 85 % becoming enthusiastic rat-killers.
• The kittens raised alone split about evenly, with 45% easily persuaded to kill rats.
• But of the kittens raised with rats, only 17% ever killed a rat in all his tests!

What’s the point of all this? Here it is, and it’s important. Even something as arguably instinctual as rat-killing can be changed given the right life history. Create an environment early in life that nurtures love, trust, and familiarity rather than violence and hate, and the result is much more peace and harmony.

So, take Kuo’s results as evidence that the lessons you teach your children about compassion and tolerance are both likely to work and one of the only ways we have to chip away at the violence we see around us.

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

Some “Nos” are Better than Others

This week I’m taking a break from talking about signing with babies to discuss another issue that faces every parent of a toddler: Noncompliance with requests. We all know there are nice ways and not so nice ways to say “no.” Well, how we as parents say it to our children turns out to have an important influence on how children learn to say it too.

Let’s look first at children’s behavior. Turns out there are individual differences in how toddlers express their unwillingness to cooperate. The strategies fall into two different categories, unskilled and skilled.

• Unskilled: The toddler gives no reason for noncompliance. He or she may simply ignore the parent’s request, angrily defy it (“No!”), or quietly refuse (“No, I play more.”)

• Skilled: The toddler tries to find some “wiggle room” in the parent’s request through negotiations of some kind. In this case, he or she may try for a compromise (“Just one more?”) or attempt to justify noncompliance (“Not done yet.”)

How do toddlers come to favor one type of strategy over another? As in many other domains of development, they model themselves after what they experience their parents doing. Parents who supply explanations, suggest compromises, and consider the child’s feelings when asking for cooperation tend to have children who favor the skilled strategies—even if they choose not to comply.

And why is it important which strategy—skilled or unskilled—a toddler favors? Not only do the unskilled strategies make for more tension between parent and child, but research shows that children who tend toward unskilled strategies as toddlers continue to do so at age five—thereby running the risk of permanent damage to the parent-child relationship.

Of course, all parents would prefer that their young children always comply with their requests. That’s hardly realistic, however. What this research suggest is that even when toddlers don’t comply, there well maybe something in the “how” of their behavior that is worthy of appreciation.

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

Make Older Sibs Part of the Signing Team

A while back I focused in this blog on the challenges parents face when they upset the family dynamics by adding another baby to the mix. In that regard, it doesn’t come as a surprise that the displaced child is vulnerable to feelings of jealousy and resentment. This week’s message is about how signing has helped ease the tensions of sibling rivalry for many families.

Teaching a baby to sign requires lots of enthusiasm and repetition. “Doggie! [SIGN] See the doggie? [SIGN] What a nice doggie! [SIGN]” The truth is that, especially at first, parents can feel a bit shy about waving their hands around as they ramp up the enthusiasm factor in their voices and faces. In contrast, preschool and school age kids often enjoy acting “silly” and, as a consequence, seldom have a problem providing the energy that makes modeling signs for babies most effective. Because babies love watching their older siblings, these pint-sized teachers do a great job. What’s more. they take great pride in having successfully taught their baby brother or sister a sign. “Watch Mom! She can sign DOG now!”

The obvious benefit here is that the baby learns more signs. But the more subtle benefit is that the older sibling feels an allegiance with the parents as part of the signing “team”—making being older (and wiser) more attractive—and thereby helping offset feelings of jealousy.

So, if you have an older sib available to help teach signs, make it fun. Suggest he/she look for pictures of target objects (e.g., dogs when teaching the DOG sign) in magazines—or even draw them—to post around the house. Soon you’ll see big sister dragging the little one over to the pictures and demonstrating the signs with great gusto. The more the merrier, we always say!

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

A Simple Challenge Saves a Rainy Day

It's a very stormy Monday out here in "sunny" northern California, a situation that put me in mind of a tip to share with housebound families. A month or so ago I wrote about how to provide a new landscape for your crawling baby by putting pillows from the sofa or chairs on the floor. Today I want build on that theme with a tip for toddlers. As is true with crawling, when children first begin to walk, they take great pleasure in the act itself. Rather than always moving to get a toy or reach a door, for the newly walking toddler the simple process of getting from here to there is often enough.

The truth of this observation was brought home to me one rainy day when I was babysitting my 18-month-old twin grandchildren, Nate and Olivia. I was just about out of ideas for entertaining them when I happened to spy a folded up card table in the laundry room. Hmmm…what could I do with that? At first I set it up and draped a sheet over it hoping they would be intrigued by a new “cave” to hide in. No luck. For some reason they were scared to go in. (This idea worked great a few months later.)

Feeling disappointed, I collapsed the card table and just left it (top up) on the floor as I went to let the dog out. When I turned back around, much to my delight, I found Nate and Olivia giggling as they stepped up the 1.5 inches to the top of the table, moved around the top a bit, and then gingerly stepped down again! Now, that might not seem all that exciting to you and me, but to a newly walking child, the challenge of stepping up and down this slight rise without losing one’s balance was a source of great satisfaction—and fun. Believe it or not, that card table kept them occupied for nearly 30 minutes!

Sometimes the simplest pleasures give the greatest joy.

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

Potty Training Success Story—with twins!

As I have made very clear over the past two years, I am the proud Grammy to twins, Nate and Olivia, 2 1/2 last Thanksgiving. In addition, as many of you know, I’m also the proud co-originator (with Dr. Susan Goodwyn) of the Baby Signs® Potty Training Program. The program is designed to help reverse the trend in this country towards later and later potty training—a trend that has resulted in an average age of 37 months and climbing!

Why the trend? Parents these days are busier than ever and universally dread potty training. Any excuse to put it off, therefore, is welcome. Corporate America in the shape of the disposable diaper industry has conveniently provided the means in the form of bigger and bigger diapers, now up to Size 7, big enough for a 6-year-old child!

Not surprisingly, I gave my daughter-in-law, Julie, our Complete Potty Training Kit when the twins were about 15 months old. After a delay of a few months, Julie began just as we suggest, by carefully reading the short instruction book and, since then, has followed the step-by-step advice to a “T.” She had them help her pick out two potty chairs, placed them in the bathroom side by side, and began to talk about using the potty. At the same time, she introduced them to the fun DVD that comes in the kit showing our animated Baby Signs® DiaperDoodle™ characters going through the potty routine using 5 key signs to help them communicate and singing the potty-time songs. They loved the DVD and began to understand what the funny chairs were all about. Over the next months, she followed the instructions to introduce a few routine “potty-sitting” times (e.g., in the morning and before their bath). Sure enough, they occasionally were successful and she made a great “to do” about each occasion.

One important point we make in the book is that parents really need to think through when they can afford the time and energy for the last big push where the focus on potty training is consistent and intense. What with the pressure of two careers and the added challenge of dealing with twins, that time was hard to find—until this past Thanksgiving. Julie was bound and determined to not put it off any longer. So, on Friday, the diapers were “gone” (except for night-time pull-ups), the chart for stickers was posted in the bathroom, the reward jar was ready (yes, candy), and the fun began. Low and behold, all the preparation paid off, and by Monday, both twins were peeing—and pooping!—in the potty with nary an accident since!

The photo above is one I took when I babysat them about a week later (the caption of which could be, "When you're done, Dear, could I see the sports page?"). Talk about cute! Needless to say, I am so proud of all of them!

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

Another Cute Signing Story

Over the past 18 months I’ve frequently shared stories about little Julia, baby daughter of Baby Signs® staff member, Bonita. Julia is now 20 months old and her verbal language is bursting out at an amazing rate. But that doesn’t mean she’s given up signing. In fact, her sign vocabulary also continues to grow, now topping 200, spurred on by the fact that her parents both sign fluently in order to communicate with deaf grandparents.

Everyone at Baby Signs, Inc. is delighted that Julia is continuing to sign because she is an unending source of marvelous signing stories. Here’s the latest one.

A month or so ago, Julia and Bonita traveled from California to Virginia to attend a family event. As they were waiting for a flight in the gate area of the airport, a mom strolled up with her own small baby tucked into a front pack so that mom and baby were chest to chest. Julia was clearly fascinated and began looking intently at the pair with a quizzical expression on her face. Exactly why she was puzzled became clear when she began to sign…TURTLE! Yes, as the baby stretched its head up out of the pack and then down again, it did indeed resemble a turtle pulling its head in and out of its shell!

Because of the sign, Bonita knew exactly what Julia was thinking and was able to say, “Yes, you’re right! It does look like a turtle!” Without the sign, Julia would have had no way to let her mom know what she was thinking—and I wouldn’t have had such a cute story to share!

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

Beware: Conformity Starts Early!

I just read an interesting research article in the latest issue of the professional journal, Child Development. Because it has lessons for parents, I’m going to digress from talking about signing with babies and share it with you.

We all know how vulnerable teenagers are to peer pressure, but did you know that preschoolers are too? I don’t mean here the tendency for 3- and 4-year-olds to begin mimicking their playmates during play—one child imitating another child who has started to twirl around or act like a monkey. That’s just fun and has no important implications. The conformity at issue here is more insidious and has to do with agreeing publicly with an opinion expressed by others when the truth is that one’s own opinion is very different--in other words, hiding one’s own beliefs because they clash with one’s peers’ beliefs.

It turns out that 4-year-olds are vulnerable to this kind of peer pressure. How did the researchers discover this truth? In a very clever way. They sat groups of 4 children in cubbies arranged so that they couldn’t see each other but could hear each other answer questions posed by the “teacher.” The questions referred to specially designed picture books the children were given. The left page of each 2-page spread in the book showed three drawings of an animal (say a tiger) that were identical except for size. One was big (the “daddy” tiger), one was middle-sized (the “mommy” tiger) and one was small (the “baby” tiger). The right page of each spread showed one of these three versions and the child’s task was to tell the teacher which one it was: the daddy, mommy, or baby. The trick here was the fact that three of the children held copies of the same book while one child (who was always asked last) had a different book designed so the correct answer would clash with what the other children said. What they found was that the children—not always, but about a third of the time—would agree with what the other three kids had said even though they knew that answer to be wrong for their book.

Reading the results of this study brought back a real life example involving my son when he was about 3 ½ and had just started nursery school (see photo above). Up until that point his playmates of convenience happened to always be girls, a fact which bothered him not at all. Then, one day a month or into the school year, I noticed that he had colored every picture in a coloring book save one: a single girl swinging on a swing. “Kai, why didn’t you color this one?” His answer: “Because boys don’t play with girls.” When I next observed the playground at the school, I saw that this was in fact true there—the girls played with girls and the boys with boys. Interestingly, however, when he was at home and not where his male peers could see (and no doubt judge him), Kai continued to play very happily with the same girls he always had.

Why is this significant? It’s bad enough when it’s a gender issue, but substitute not playing with children of contrasting ethnicities and you can see how easily and at what young ages prejudices get started.

So, fellow parents, as we look forward to a new year, what I’m hoping is that “forewarned is forearmed” as the saying goes. In other words, knowing that even preschoolers are vulnerable to peer pressure can motivate you to begin even earlier to help your child understand the importance of thinking for oneself.

Happy New Year (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

“Signs” of the Holidays!

What the holidays mean for many of us is the opportunity to get together with family and friends to reminisce about times past and to make good memories for the future. In many families these celebrations are made even sweeter by the addition of babies and toddlers who still have stars in their eyes when they see holiday sights or hear holiday sounds. Seeing their joy can make even the most reluctant “Scrooge” smile.

Wouldn’t it be wonderful if these special little people could tell us more about what they are thinking—what is fascinating them as they gaze at a decorated tree or blazing candle? Well now they can! The secret is one that more and more families are discovering: helping babies and toddlers communicate using simple signs. In fact, around this time of year we hear wonderful stories of how children who can’t yet talk are still able to tell their parents what they see, what they hear, and even what they feel as they encounter holiday symbols. Here’s a brand new one from staff member, Bonita, about her 19-month-old daughter Julia (see photos).

Julia and Bonita had just returned from a brief visit to Grandma’s house in Virginia. That evening when Dad came home, Julia took his hand and led him over to the Christmas tree and pointed to a new ornament. Dad asked her where it had come from and Julia responded using signs: GRANDMA + TREE + ONE+ HOME. “Oh!” responded Dad. “Grandma let you pick one from her tree to bring home?” to which Julia proudly said loud and clear,“Yup!” Without the signs, Dad would never have understood why the ornament was special!

Here are a few more holiday examples from our Baby Signs® files:

• 13-month-old Jared was mesmerized when his father first plugged in the string of lights wound around the Christmas tree, immediately opening and closing his fist (his sign for “light”) over and over as he grinned from ear to ear. For the next 3 weeks, as soon as he woke up in the morning, he would eagerly sign “light,” clearly sending the message that he remembered what was in the living room.

• 15-month-old Maddy had been pretty leery of the bearded man in the bright red suit inviting her to sit on his lap in the department store and had cried until her mother sat with her. From then on, whenever she saw a picture of Santa Claus she would rapidly pat her chest (her sign for “afraid”) and then move her open hands up and down her chest (her sign for “clothes”). Why “clothes?” Maddy’s mom quickly figured it out: “Clothes” was as close to “Claus” as Maddy could get!

• Ever since his first birthday, 16-month-old Jacob had been fascinated with candles and had quickly learned the “candle” sign: blowing on a raised index finger. That’s why his parents weren’t surprised at Jacob’s attraction to menorahs, the 9-branched candelabrum used during the Jewish holiday, Chanukah. What did surprise them, though, was Jacob’s creativity. Instead of raising a single finger when he saw a menorah, Jacob quite deliberately would raise his whole hand with fingers spread, blowing on each in turn!

With simple signs, these babies, and thousands like them, are making sweet, new holiday memories for their families. What’s more, the wonderful thing is that it’s so easy. Just as babies learn to wave bye-bye and shake their heads for no and nod for yes, they can easily learn lots of other signs to help them share what they’re thinking with those they love. And, the truth is, what better holiday present could parents receive then a priceless window into their baby’s mind and heart?

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

Linda

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