What Exactly Does “Ba” Mean?!

I recently ran into an old friend who was out shopping with her 20-month-old granddaughter. I was delighted to hear that little Laney had taken our Baby Signs® Sign, Say & Play® class and been a great signer since age 10 months, and equally delighted to hear that words had started to appear in her repertoire as well. According to Grandma, however, most of these words sound pretty much the same, and although Mom and Dad can often figure them out based on context, it's a real challenge for Grandma. For example, she told me, Laney currently says something like “ba” for “baby,” “ball,” and “bottle.” What helps enormously, Grandma, said with a smile, is that Laney almost always combines the sign for what she's talking about with the word, thereby clarifying her message! So the sign for BABY accompanies "ba" in some cases, while the sign for BALL does so in others, etc.

Aha! A great example of how signing still has a role to play even when words begin! Instead of looking at their babies in frustration and listing all the possibilities, adults can correctly interpret these early words ( “Oh, baby! You see the baby!” ). Using signs in this way to clarify what they are trying to say is an advantage of baby sign language that is often overlooked—until a parent or grandparent very gratefully sees it in action. It turns out to be important because receiving positive attention for trying to talk is an important incentive that motivates children to keep working hard to add new words.

Just think how discouraging it is to be struggling to be understood in a foreign country when you can’t say the words quite right. It’s enough to make you want to retreat in silence to your hotel room! Having signs to help them clarify their messages keeps babies from feeling this way so that instead of retreating into silence, they become more and more excited about learning to talk.

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

Signs: A Window into the Infant Mind for Researchers Too

I spent last Tuesday with my twin, almost 4-year-old grandchildren—Nate and Olivia—because they were home sick from preschool. Both of them were great signers, so I decided to see if they remembered any of their signs. I mentioned that they used to use a sign for “more,” and Nathan quickly tapped his fists together, clearly remembering something from easily 18 months earlier. Then Olivia did the sign for “all done” and Nate asked me to remind him what the sign was for “drink.” Soon we were all into it with them remembering lots of signs—like book, bird, dog, and moon—and even a specific experience when they had used the bird sign to talk about a hawk out back. My conversation with them reminded me of one of my favorite signing stories where a 2-year-old little girl, who had switched from sign to words a whole year earlier, suddenly began to teach her doll the sign for “more!”

The doll story and my conversation with Nate and Olivia reminds me of one of the less obvious gifts signing with babies has given us. For a very long time, researchers (as well as parents) assumed that babies’ memory abilities were severely limited. And who was to tell us differently? After all, without words to share their thoughts, babies seem almost oblivious to the past and future. But now, with signs at their disposal, babies are sharing what they see, hear, feel, and even what they remember with both parents and researchers! Finally we’re getting proof that babies are a lot smarter than they look!

Let’s hear it for signing with babies!

Linda

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

“But We’re Not Laughing At You!”

This week I'm taking a detour from my usual topic of the Baby Signs Program to talk about a topic from Baby Hearts, the third parenting book I co-authored with Dr. Susan Goodwyn--the development of embarrassment.

If there’s a 2-year-old at your next family get-together , it’s likely that at one time or another everyone will be laughing at something amusing she has done. Maybe she is busily eating chocolate cake, getting more around her mouth than in it, or maybe she is carefully trying to walk in her mother’s high heels. Whatever the behavior, as soon as the child becomes aware that she is the focus of attention she becomes upset. And no matter how many times she is reassured that no one is laughing at her, she remains inconsolable and is too embarrassed to continue.

Where does such embarrassment come from? Has some humiliation in the child’s past created an expectation of punishment or shame? Probably not. According to developmental researcher, Dr. Michael Lewis, such reactions are typical of children starting between 18 and 24 months. It’s at this age that children begin to experience embarrassment when they find they are the center of attention. It’s not that they think they’ve done anything wrong or shameful. It’s just that everyone is looking at them and it makes them extremely uneasy.

Why does such self-consciousness begin between 18 and 24 months? It’s quite simple. This is the age when toddlers first become aware of themselves as separate from other people, knowledge that is obviously critical to feeling embarrassed. In fact, Lewis demonstrated a direct connection between self-awareness and embarrassment in the following way.

First, he tested a group of toddlers to see if they could recognize themselves in a mirror – a classic test of self-awareness. The way to do this is to surreptitiously dab a spot of rouge on a child’s nose, set him in front of a mirror, and watch to see if he touches his nose. If he does, then it’s clear that he recognizes that the red spot on the nose in the mirror is a red spot on his own nose. Some the toddlers in Lewis study did touch their noses, while others did not.

Lewis then tested whether these same children would show embarrassment. He had their mothers urge them to dance in front of the experimenter to the sound of a tambourine. As you might expect, some children did so without hesitation while others refused, showing classic signs of embarrassment. Every one of these latter children, and very few of the former, were among those able to recognize themselves in a mirror, a lovely demonstration that the child’s developing mind and the child’s developing emotions are closely related.

Apparently the novelty of understanding that one is the center of attention is very unnerving. Whether or not there is a judgment involved is irrelevant; the child simply wants the attention itself to stop…now. The more mature understanding that one has done something that has violated some kind of standard of behavior won’t develop for another year or so. In the meantime, realizing that it’s the attention itself that toddlers dislike can help parents be more sympathetic. After all, would you want everyone watching you stuff chocolate cake into your mouth? I thought not.

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: Emotional Readiness

Over the last month, I’ve been sharing the kinds of “readiness” that pediatricians argue is critical to potty training. Previous posts have dealt with physical and cognitive readiness. Today we’ll tackle the third and final: emotional readiness.

Emotional readiness for potty training means a willingness to cooperate. According to the American Academy of Pediatrics, the likelihood of such cooperation increases after the first birthday with the emergence of the following:

• A desire for independence and self-mastery
• An interest in imitating others
• A desire for approval

Once these fundamental characteristics in place, all that’s necessary is motivating children to cooperate. In other words, anything that increases the willingness of toddlers to embrace potty training automatically creates the emotional readiness that the AAP says is essential.

So, how does one help a 1- to 2-year-old get excited about potty training? Here at Baby Signs we’ve given that question a great deal of thought. Based on what we know about development, what we’ve experienced ourselves with our own children and grandchildren, and what we’ve heard from many parents, we’ve put together a set of materials designed to do just that—inspire even 1- to 2-year-olds to “climb on board the potty train.” They are all included in a kit entitled Potty Training Made Easy with the Baby Signs Program.

A highlight of these materials is our All Aboard the Potty Train DVD featuring our popular DiaperDoodle characters who slowly act out a typical “potty routine” that incorporates five helpful potty-time signs: POTTY, MORE, ALL DONE, WASH, and GOOD JOB. Additional motivational components include a lift-a-flap board book, conductor’s whistle and stickers.

To review: If children are physically and cognitively “ready” for potty training between ages 1 and 2 and can be inspired to cooperate using fun materials, why wait! Help reverse the diaper-industry-inspired trend toward later and later potty training by getting your child out of diapers by age 2. Your child, the environment, and your pocketbook will all thank you!

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

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