Article created by Karin Sauter-Singh (Social Education Teacher FH & Special Education Early Childhood Teacher MA ), 01.06.2024.
Promoting language development in babies and toddlers
The best way to promote language development is in everyday life. We intuitively adapt our language and speaking behavior when we communicate with babies or small children. We raise our voice pitch, speak more melodically, more clearly and more carefully. We extend vowels (e.g. "Traktooor"), slow down the speed of speech and repeat central, everyday words frequently. What may sound funny to outsiders has a very important added value for children's language development. This makes language particularly appealing, what is heard can be better absorbed and learning is encouraged.
Everyday life offers an incredible number of opportunities for language development. It is important and helpful to explain and name your own actions, even if the child cannot yet speak. With older children, small everyday situations can be used for stimulating conversations. It is particularly useful to ask open questions, allow time for answers, wait, listen and pick up on and repeat what the child says. Unfortunately, such conversations with children in everyday life often give way to the increased presence of digital media (smartphones, TV, etc.). These media reduce interpersonal communication and thus severely limit learning opportunities. This could be one of the reasons why more and more children are showing abnormalities in language development, such as a delayed onset of speech, unclear pronunciation and little direct interaction. The demand for early childhood speech therapy support is constantly increasing, while there is still a shortage of specialists.
What if language development is “delayed”?
If the child does not start to speak as the parents expect, there is often a great deal of uncertainty. The parents feel under pressure and think that they have to encourage their child more, and as a result they slip into strategies that hinder language development. Behaviors that cause pressure, such as asking questions, making the child repeat what he says or forcing the child to speak, should be avoided at all costs. Correcting or pointing out mistakes are also more of a hindrance to language development than a help. There are many different reasons why language development shows abnormalities. Many children can catch up a lot with little support. If you are unsure whether your child is within the normal development range or needs help, there is a well-supported network for support in early childhood in Switzerland. Talk to your pediatrician about your concerns or contact the special needs early childhood education service in your canton of residence directly. This service is free of charge for you as a parent.
Picture books for language development
Immersing yourself in the world of picture books with children is an incredibly valuable treasure. This is not only a special added value for language development. Various studies by the "Stiftung Lesen" have shown close links between reading aloud and later school success. Children who are read to regularly prefer to go to school, show more joy in learning, are more inquisitive and can remember new things more quickly. The positive effects are not only evident in linguistic and cognitive skills, but also in the social and emotional area. These children show more sensitivity and empathy, are more socially engaged, more integrated and stand up for others more. Familiarization with picture books begins in the first few months of life. Even before their first birthday, children show a natural interest in pictures and books, which should be taken up and used for shared experiences. "Reading aloud" should not be understood as rigid reading from the picture book. Rather, the picture book serves as a basis for shared interaction, discovery, philosophizing and initial conversations.
There are many great picture books on the market on a wide variety of topics and interests. A very special picture book will be briefly presented here: " Three animals travel by train ". In this story, the duck "Quak", the dog "Wuff" and the cat "Meow" travel home from the big city. There are various stops and one animal after the other gets off at its home. This book was developed by experts and offers a very special added value for language development. The text is based on core vocabulary, which, according to research into supported communication, makes up around 80% of our everyday language. These words, such as "eat", "sleep", "drink", "where?", help children to express themselves as quickly as possible in everyday life. The picture book can also be individually adapted to the children's current language and attention level thanks to its conscious design. From onomatopoeia of the different animals, to solving puzzles by asking questions, discovering small hidden details like the bird "Pieps", to acting out the story (e.g. with the Brio train). Since children learn language best through active experience, acting out and bringing the story to life is particularly recommended. Another special feature of the book are the embedded sign language pictures.
Do gestures inhibit language development?
No. This rumor persists in many people's minds, but has been scientifically refuted. On the contrary, signs are one of the first and most natural means of communication for people. This becomes clear when you think about pointing or waving. There is more and more knowledge about how signs can support the language development of a wide variety of children in different age groups. Even the smallest children benefit from this expanded access to language. Studies show that children are able to show their first signs even before they say their first word, from around nine months. This allows them to express their needs more quickly, experience self-efficacy, and strengthens the bond with their caregiver. It is therefore not surprising that baby sign language , or "Baby Sign", is becoming increasingly popular and is already being practiced in many families. There are exciting courses for parents and their children on this topic. Due to the versatile effects that support language development, important signs from the PORTA sign collection were integrated into the picture book "Three Animals Travel by Train". They invite you to get to know and try out another, original communication path and access to language.
Related Links:
Picture book «Three animals travel by train», Karin Sauter-Singh & Karin Schmid, 2023; www.karinlenaschmid.ch
Professional Association for Special Education Early Childhood Education, What is special education early childhood education & address directory of the departments; https://www.frueherziehung.ch/eltern-und-betreuungspersonen/was-ist-heilpaedagogische-frueherziehung
PORTA Sign Language, Tanne Foundation;
Baby sign courses, Zoé Hermes, Heart to Heart Winterthur; https://www.herzanherz.ch/kurs/babyzeichen/
List of sources:
Appelbaum, B., Schäfer, K., & Braun, U. (2020). UK & Research 7. Signs in Augmentative and Alternative Communication (UK)—An inventory and possible perspectives for research. Society for Augmented and Alternative Communication eV Available at: https://www.gesellschaft-uk.org/ueber-uk/publikationen/uk-forschung.html
Boenisch, J., & Sachse, S. (2007). Language support from the very beginning: On the use of core and peripheral vocabulary in early support. Journal of Supported Communication, 3, n.p.
Butzkamm, W., & Butzkamm, J. (2008). How children learn to speak: Child development and human language. Tübingen: Francke.
Ennetmoser, M., Kuhl, J., & Pepouna, S. (2013). Evaluation of dialogic reading for language development in children with a migration background. Available at: https://econtent.ho-
grefe.com/doi/10.1024/1010-0652/a000109#_i13
Largo, RH (2019). Baby years: development and education in the first four years. Munich: Piper.
Sachse, S. (2009). Core and peripheral vocabulary in supported communication. In C. Birngruber & S. Arendes (eds.), Workshop on supported communication (pp. 109-126). Karlsruhe: Loeper Literaturverlag
Sarimski, K. (2017). Handbook of interdisciplinary early childhood education. Munich: Ernst Reinhardt Verlag.
Stiftung Lesen, Deutsche Bahn Stiftung, & Die Zeit. (2015). Reading study 2015. Reading aloud – investing in compassion and solidarity. Available at: https://www.stiftunglesen.de/filead-min/Bilder/Forschung/Vorlesestudie/Vorlesestudie_2015.pdf.
Stiftung Lesen, Deutsche Bahn Stiftung, & Die Zeit. (2015). Reading study 2015. Reading aloud – investment
in compassion and solidarity. Available at: https://www.stiftunglesen.de/filead-
min/Images/Research/Reading_Study/Reading_Study_2015.pdf.
Wirts, C. (2013). Language development and language development disorders – early detection and support. Available at: https://www.familienhandbuch.de/babys-kinder/bildungsbereiche/sprache/sprachentwicklungsstoerungen.php
