During the preschool years, children's language is developing most rapidly, especially from birth to age three.  Children are learning to understand language (receptive language) and to use language to communicate (expressive language). Children's language abilities affect their learning and development in all areas, and they begin at birth, as babies use cries and body language to communicate.  Of course, infants and young children develop language with our help; we'll explore ways to support them from birth to age five.

Do you wonder how young children learn such a complex skill as communicating with language?  Three scientists have offered theories to explain how to understand how children learn to understand language and to speak so amazingly quickly and easily.  Each of these theories contributes toward our current understanding of language development.

1. The nativist theory says that we are born with everything we need to learn and use language. This idea was popularized in the 1970’s by a linguist and cognitive scientist named Noam Chomsky. Chomsky proposed that there is an inborn language acquisition device in the brain that facilitates the learning and using of language. This theory is where we got the now generally accepted idea that the brain is ‘wired’ for language and that humans are biologically programmed to learn language.
2. Social learning theory was developed by renowned psychologist Albert Bandura.  He proposed that Infants and toddlers acquire language by listening to others and then repeating it. But although models for language are important, we need more than just, say, watching people talk on TV to learn language.  So we need another explanation:
3. The interactionist theory, proposed by psychologist Jerome Bruner, says that young children need social responsiveness to fully develop language.   The interaction between the caregiver and the child is critically important for learning language and the ability to communicate.  Recent brain research backs up this theory.

Language develops best when children have interactive and responsive relationships with caring adults.  Caregivers who are familiar with the developmental stages and are attentive to each child’s individual needs can respond quickly and consistently to meet those needs. This cycle of responsiveness is crucial, assuring children that they are safe and cared for and allowing them to freely explore the environment.
Each child develops at his or her own pace, but generally children reach language milestones in the same order during the same range of time.  Let's look at these accomplishments and what we can do to foster them.

Infants begin communicating with their caregiver at birth. They are comforted by familiar and soothing sounds and intently focus on faces. They communicate their needs by crying and their contentment with cooing. In just a few weeks after birth, they begin to smile when spoken to and maintain eye contact. They communicate through body language, holding out their arms to be picked up; reaching, clapping, and turning in response to familiar words and phrases. They also begin to use joint attention to communicate and as a tool for learning the names of objects. Joint attention is when an infant follows the gaze of a caregiver to an object. ​

​During this time, infants can understand much of what they hear. They can follow simple instructions like, “go get your ball”. They recognize the names of familiar objects and respond to their own name. They turn their attention to someone that is speaking and make eye contact.
This is also an exciting time of first words! Infants begin to use one word phrases accompanied by hand gestures and non-verbal cues to communicate. These holophrases can convey an entire sentence.  For example “Cup?” might mean "May I have my cup?"
By 18 months, infants may have 30 - 50 word vocabularies, but this varies greatly based on the individual child. 

Caregiver Responses:
Continue to use the strategies recommended for younger infants, and add new songs, word games, and rhymes. Model listening and responding, and play interactive sound and word games that mimic the turns of a conversations – such as beating a drum or call and response songs where children repeat after you.

Toddlers listen, respond and gain new words every day; their vocabularies grow rapidly during this stage. Toddlers can follow two-step instructions, and begin to appreciate and respond to funny comments and rhymes. They start to talk with peers, listening and responding to one another.
Toddlers' speech moves quickly from two-word and three-word sentences to more complex sentence structure by age three.

Caregiver Responses
-As toddlers become more verbal, you can use new techniques to scaffold their language development: Recasting and expansion.  Recasting means restating the child’s sentence using correct grammar. You don't need to point out the mistake or correct the child, simply reword what they say.  For example, if a child says “Spot digged a hole,” Say, “Yes, Spot dug a hole.” Expansion means adding to the child’s statement; “Yes, Spot dug a big hole.  He wanted to bury his bone.” Your job is to model mature language and increase vocabulary.
-You can also use language to describe emotions and help toddlers begin to identify their feelings. Before reminding toddlers to "use your words", tell them the words to use when they are upset or in a conflict with a peer.  Young children need lots of modeling, support and practice to use language to help them regulate their emotions.  Help them find the words to identify their feelings. “It looks like you are really angry that it's time to stop playing. Let's find something that will help you feel better.”
-Ask open-ended questions.  This also extends learning and invites the child to express himself or herself.
-Provide toddlers with a variety of new materials and experiences. This expands vocabulary and keeps toddlers engaged in their environment. Explore the outdoors, following the children’s lead and talk about the things they find interesting.
-Continue to provide access to books and lots of opportunities for reading every day.  Read to toddlers in small groups and one-on-one, and let toddlers to explore books independently as well. ​

​Three-year-olds are able to more effectively use language to communicate. They've learned the rules of conversation and begin to talk more with peers and caregivers. They can answer questions, so ask them starting with who, what, when, where and why.  You may even pose more complex questions, such as how and if/then. Threes can usually follow three-step instructions.
Three-year-olds are learning multiple words to describe and talk about their feelings.  They are beginning to resolve conflicts with peers and provide comfort with language. They begin to use phrases such as “I think” and “I have an idea” and “I guess” that indicate their thought process. Threes can more consistently apply grammar rules regarding past tense and possessives, and can more accurately use pronouns like he, her, they and we. 

​Caregiver Responses
Direct interactions between caregivers and children are still important, but three-year-olds interact with one another more frequently. Your role is to create an environment that is supportive of these peer interactions: A classroom with well-defined and engaging learning centers, spaces for small group and one-on-one activities, and interesting materials that foster problem-solving and require cooperation (i.e. simple board games, dramatic play, and construction materials). Provide consistent and clear expectations that allow children to explore with confidence.
Include both small and large group activities (reading, storytelling, singing, and word games) that extend threes' vocabulary and model effective social communication. 

Four-year-olds have a greater understanding of of grammar rules: Over-regulation  (for example, adding -ed for all words to indicate past tense)  gradually disappears by about age 5.

Four-year-olds may have trouble with certain types of words:  opposites, negatives, connectives (if, or, but) and question words (how, why, when).

From four to five years, children's vocabulary grows from about 4,000 words to about 
8,000- 12,000 words.
​
Four-year-olds converse more with other children, adapting their speech to the needs of the listener.

Besides continuing to develop receptive and expressive language, preschoolers are also developing literacy - the knowledge and skills related to reading and writing.  For ideas about what is involved and how you can support emergent literacy from birth to age five, watch for our next blog post in May.  Until then, enjoy helping your young children's language skills develop!

Social development is the gradual gaining of the skills, attitudes, relationships, and behavior that enable children to interact with others.  Social play happens when children are playing with adults or with other kids. ​

For children to best learn social skills through play, they need lots of opportunities to play with other children, of course.  But they also need support from sensitive adults.  Here’s why:

• Young children often do not know what is expected in different social situations
• They lack experience and knowledge of appropriate ways to solve conflicts
• They are naturally egocentric, so it is hard for them to understand others’ intentions and feelings 

​We can support children’s social skill development by playing with our kids and modeling the positive social behaviors we want them to use.  We can also teach them social skills using a technique called “scaffolding” - giving just enough help at first to build new skills, then letting them do more and more on their own.  
​
Here are some ways to support young children’s development of social skills:

Explain what cooperation looks like in different play situations:

• Sharing: “Hold the book so Tim can see the pages.” “Roll the ball to Rachel, then she can roll it to you.”
• Taking turns:  Help kids negotiate who goes first and the time for each turn.
• Compromising:  Give children ideas about how each can get a little of what they want.

When children play together, conflicts are inevitable.  Help kids learn to solve problems collaboratively by teaching them to negotiate.  Here are the steps in successful problem-solving:

We can help children understand the perspective of others by pointing out:

• How others feel -  “Her face is saying ‘I’m sad.’”
• How the child’s behavior affects others - “When you insist on having your way, friends may not want to play with you.”
• How other children might see things differently​ -  “John may not like to be pulled that fast in the wagon.

Center on the Developing Child at Harvard University. (n.d.) Serve and return.  https://developingchild.harvard.edu/science/key-concepts/serve-and-return/
Bailey, B. A. (2001).  Easy to love, difficult to discipline: The 7 basic skills for turning conflict into cooperation.  New York:  Harper-Collins Publishers Inc.
Head Start Early Childhood Learning & Knowledge Center Archive.​ (n.d.). The importance of teacher-child relationships in Head Start.  https://eclkc.ohs.acf.hhs.gov/archive/policy/im/acf-im-hs-08-21-attachment
Forrester, M. M. & Albrecht, K. M. (2014).  Social emotional tools for life:  An early childhood teacher’s guide to supporting strong emotional foundations and successful social relationships.  Houston:  Innovations in ECE Press

Sources of Connecting Games
Bailey, B. A. (2000).  I love you rituals.  New York:  HarperCollins Publishers, Inc
Torbert, M. & Schneider, L.B.  (1993).  Follow me too: A handbook of movement activities for three- to five-year-olds.  Washington, DC:  NAEYC.
Pierce County Library (n.d.)  Wiggles, tickles & rhymes.  
​https://www.piercecountylibrary.org/files/library/wigglesticklesall.pdf

Here are some teambuilding activities I've found for the different personality types.  Try one out at your next staff meeting or family gathering!  I've included ways to play that can be done virtually, as the COVID-19 pandemic continues.

Moving

• "Balloon Keep Up" (Torbet, 2005)

Have everyone blow up a balloon and form a circle.  The goal of this cooperative game is to keep the balloons from touching the floor.  You may choose to begin with one balloon then add more gradually, especially if you're playing this game with children.

• "Virtual Dance Party"  

Play some upbeat music that gets people on their feet!

Virtual Game:  “Name, Place, Animal, Thing” (https://www.goodhousekeeping.com/life/entertainment/g32098665/best-games-to-play-on-zoom/)  
​​​To play, pick a letter.  Each player lists a famous person's name, a place, an animal, and a thing that begins with that letter.  The first person to type them into the online chat wins.

"Virtual Simon Says"
"Simon" gives instructions on actions to do, saying “Simon says” before some actions and not others.  Participants do only the actions “Simon says.”
If they do the action not preceded by “Simon says” they are "out."  When only one player remains that person wins.

Collecting
​"Human Treasure Hunt" (http://scavenger-hunt.org/25-human-scavenger-hunt-questions/)
​Go around the room and identify people who meet the criteria on the list: ​

Virtual "Show and/or Tell" (https://biz30.timedoctor.com/virtual-team-building/)
What do you collect?  Write it in the chat!  If you have a piece of your collection with you, show it, too!

Storytelling
"Add-A-Word Stories" ​(adapted from: http://www.icebreakers.ws/small-group/connecting-stories.html)

To play, each team member grabs a random object in arms length and creates a story about it.  You can default to describing a sponge.
The goal is to make up something amazing about the object.   The more absurd the better!

Be kind to yourself, especially during the COVID-19 pandemic, and put more play in your day.  Laugh and be playful every chance you get - you'll be helping yourself and sharing joy with others.  Everyone  will benefit!

Back Writing
Trace a word or phrase on a child's back and have them guess what you "wrote". 
​Use affirmations, encouragement and positive messages.

Balloon Keep Up  (Torbert, M. & Schneider, L.B.  (1993) Follow me too: A handbook of movement activities for three- to five-year-olds.  Washington, DC:  NAEYC.  pp. 51-53)
Have lots of balloons, and children work together to keep the balloons from touching the floor.

Special Handshake
Create a special handshake with each of your children, and use it every day to greet them.

Car and Driver  (Torbert, M. & Schneider, L.B.  (1993) Follow me too: A handbook of movement activities for three- to five-year-olds.  Washington, DC:  NAEYC.  p. 71)
Stand behind a child with your hands on her shoulders. 
Direct the child to stop and start using only your hands. 
The child can take a turn “driving” with her hands on your waist.

In a Cabin in the Woods   (traditional Boy Scout camp song)
In a cabin in the woods                          (draw a square in the air with your fingers)
A little man by the window stood        (make circles, like binoculars, with your hands and put up to your eyes)
Saw a rabbit hopping by                        (two fingers walking in front of you in the air)
Knocking at his door                              (do a knocking motion with one hand)
“Help me! Help me! Help!” he cried     (fling your hands in the air three times)
"Before the hunter finds me!"               (put hand over forehead as if shielding the sun while looking back and forth)
Little rabbit come inside                        (motion inviting someone to come to you)
Safely you may hide                                (rock your arms like you’re rocking a baby)
 
Keep repeating the song, doing the hand motions but humming instead of singing a line. So the second time you sing the song, you don’t say “In a cabin by the woods”, you just hum it and make the hand gesture. The third time, you leave out both 1st and 2nd lines (humming only) do just the hand gesture, sing the rest. You keep going until there are no words, just humming and gestures.  You can also speed up the tempo.

Plainsies, Clapsies  (Henry Goyette)
Say one line as you toss the bean bag to a child.   The child repeats it as he tosses it back to you. 
Plainsies,                                (Just throw)
Clapsies,                 (clap after throw)
Roll the ball,                            (roll hands as if wheels after throw)
Dilapsies.                (touch shoulders after throw)
Highsies,                 (toss bean bag high)
Lowsies,                  (toss bean bag low)
One hand,                               (toss bean bag one-handed)
The other hand.      (use the other hand)
Touch my knee,                      (touch knee after throw)
Touch my toe ,        (touch toe after throw)
Touch my heel,                       (touch heel after throw)
And under we go!    (toss bean bag from under leg)

 To play a connecting game, just include these 3 things:

• Emotional warmth - your nurturing, compassionate presence
• Close contact - eye contact and gentle touch
• Playfulness - expressing joy and fun in being together

(adapted from Bailey, B.A.  2000.  I love you rituals.  New York:  HarperCollins Publishers, Inc.)

Bumpy Road
Smooth Road, Smooth Road.                                           (move child in circular motion)
Bumpy Road, Bumpy Road.                                              (bounce your child on your lap)
Rough Road, Rough Road.                                                (bounce higher and faster)
Hole.                                                                                     (dip child between your legs)
  
Did You Ever See a Baby
Did you ever see a baby,                                                   (have your child sitting on your lap)
A baby, a baby?
Did you ever see a baby,
Go this way and that?                                                       (rock from side to side)
Go this way and that way,                                                (forward and back)
And that way and this way.                                              (side to side)
Did you ever see a baby,
Go this way and that?                                                       (forward and back)
 
Giddy Up Horsey
Giddy-up, giddy-up, giddy-up horsey.                          (bounce child on knees)
Giddy-up, giddy-up, go, go, go
Giddy-up, giddy-up, giddy-up horsey.
Giddy-up, giddy-up, Whoa!                                             (let child slip through knees)

I Bounce You Here
I bounce you here, I bounce you there,                         (bounce child on knees)
I bounce you, bounce you, everywhere.
I tickle you here, I tickle you there,                                (gently tickle child)
I tickle you, tickle you, everywhere.
I hug you here, I hug you there,                                      (hug child)
I hug you, hug you, everywhere!
 
Let’s Go Riding in an Elevator
Let’s go riding in an elevator.                                          (hold child in front of you on lap)
Let’s go riding in an elevator.
First floor,                                                                           (at “first floor” start to lift child up
Second floor,                                                                      rising up a little at each floor)
Third floor,
Fourth floor,
Fifth floor,                                                                           (by “fifth floor” child should be high)
Doooowwwwwnn!                                                           (bring child quickly back to lap)

Shoe the Little Horse
Shoe the little horse,                                                         (pat child’s left foot)
Shoe the little mare,                                                         (pat child’s right foot)
But let the little colt                                                          (bicycle child’s feet around and around)
Run free everywhere.

Elephant Song
One elephant went out to play,                                        (hold up one finger)
Over the hills and far away.                                              (wave finger like it is going over the hills)
She had such enormous fun,                                           (on “enormous” circle arms out and around)
That she called for another elephant to come.            (cup hands over mouth)
“Oh Elephant!”…                                                                  (call out and then pound the floor for the running                                                                                                      elephant sound)
 (Repeat with as many elephants (fingers) as you want)

Little Flea
Creeping, creeping, little flea,                                          (creep fingers up child’s body and down again)
Up my leg and past my knee.
To my tummy, on he goes,
Past my chin and to my nose.
Now he’s creeping down my chin,
To my tummy once again.
Down my leg and past my knee,
To my toe that little flea.
​GOTCHA!                                                                             (gently tickle baby’s tummy and switch to other foot)

One, Two, Three
One, two, three,                                                                   (tap on baby’s knee)
Tickle your knee.                                                                (gently tickle baby’s knee)
Four, five, six,                                                                      (tap on baby’s tummy)
Pick up sticks.                                                                     (gently tickle baby’s tummy)
Seven, eight, nine,                                                              (tap on baby’s chin)
You’re all mine!                                                                   (hug baby)

Round and Round the Garden 
Round and round the garden,                                          (make a circle in child’s palm)
Goes the teddy bear.
One step, two steps,                                                           (fingers walk up child’s arm)
Tickle you under there.                                                     (gently tickle child under arm)
Round and round the haystack,                                       (make a circle in child’s other hand)
Goes the little mouse.
One step, two steps,                                                           (fingers walk up child’s arm)
Into his little house.                                                           (gently tickle child under arm)\

Two Little Eyes
Two little eyes to look around.                                         (point to child’s features as mentioned)
Two little ears to hear each sound.
One little nose to smell what’s sweet.
One little mouth that likes to eat.

 Young children love to move!  Older infants roll, scoot and crawl; toddlers walk, run, jump and climb. Make up some connecting games to play with them while they are on the go.  Here are a couple of examples:

Try some of these connecting games, or use your own favorite connecting activities with your infants and toddlers.  You will be helping your children - and yourself - thrive!  Have fun!

Balloon Keep Up  (Torbert, M. & Schneider, L.B.  (1993) Follow me too: A handbook of movement activities for three- to five-year-olds.  Washington, DC:  NAEYC.  pp. 51-53)
Have lots of balloons, and children work together to keep the balloons from touching the floor.

Calvin Ball
Play a game of catch, using a bean bag or ball.  Let the child make up rules for how to toss the ball.

Car and Driver   (Torbert, M. & Schneider, L.B.  (1993) Follow me too: A handbook of movement activities for three- to five-year-olds.  Washington, DC:  NAEYC.p. 71)
Stand behind a child with your hands on her shoulders. 
Direct the child to stop and start using only your hands. 
The child can take a turn “driving” with her hands on your waist.

Mr. Wiggle and Mr. Waggle  (For this story you need two thumbs.)
This is Mr. Wiggle.  He lives in a house. This is Mr. Waggle.  He lives in a house, too.  So open the doors (POP!), put them inside (POP!) and close the doors.
One day Mr. Wiggle decided to go visit Mr. Waggle.  So he opened the door (POP!), and came outside (POP!) and he went up the hill and down the hill and up the hill and down the hill and up the hill and down the hill until he came to Mr. Waggle’s house.
He knocked on the door, “knock! knock! knock!”  and called our softly, “Mr. Waggle!” but there was no answer so he knocked louder “knock! knock! knock!”  and called out loudly, “Mr. Waggle!” but there was still no answer.
So he went back up the hill and down the hill and up the hill and down the hill up the hill and down the hill until he was back at his own house. He opened the door (POP!) and went inside (POP!) and closed the door (POP!). 
Repeat with Mr. Waggle visiting Mr. Wiggle the next day. 
The next day, have them both leave at the same time.  They meet and greet at the top of the second hill then go to sleep when they get home.
(Source unknown)

​Rhyme Time
Take turns saying short sentences that end in rhyming words, pausing to let the child say the word.

Special Handshake
Create a special handshake with each of your children, and use it every day to greet them.

Welcome Back Ritual
You’ve been gone and you’ve been missed.
Where would you like your butterfly kiss?
(adapted from www.consciousdiscipline.com)