Infant Toddler Learning & Development Foundations
Infant Toddler Learning & Development Foundations
Infant Toddler Learning & Development Foundations
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LANGUAGE DEVELOPMENT<br />
48<br />
Receptive Language<br />
Behaviors leading up to the<br />
foundation (4 to 7 months)<br />
During this period, the child<br />
may:<br />
• Vocalize in response to the<br />
infant care teacher’s speech.<br />
(3–6 mos.; Parks 2004)<br />
• Quiet down when hearing the<br />
infant care teacher’s voice.<br />
(3–6 mos.; Parks 2004)<br />
• Turn toward the window when<br />
hearing a fire truck drive by.<br />
(4–6 mos.; Coplan 1993, 2)<br />
• Quiet down and focus on the<br />
infant care teacher as he talks<br />
to the child during a diaper<br />
change. (4 mos.; Meisels and<br />
others 2003, 10)<br />
• Look at or turn toward the<br />
infant care teacher who says<br />
the child’s name. (Mean for<br />
5 mos.; Bayley 2006, 86; by 7<br />
mos.; American Academy of<br />
Pediatrics 2004, 209; 9 mos.;<br />
Coplan 1993, 2; 12 mos.;<br />
Meisels and others 2003, 27;<br />
5–7 mos.; Parks 2004)<br />
Behaviors leading up to the<br />
foundation (9 to 17 months)<br />
During this period, the child may:<br />
• Follow one-step simple<br />
requests if the infant care<br />
teacher also uses a gesture<br />
to match the verbal request,<br />
such as pointing to the blanket<br />
when asking the child to get it.<br />
(9 mos.; Coplan 1993, 2)<br />
• Look up and momentarily stop<br />
reaching into the mother’s<br />
purse when she says “no no.”<br />
(9–12 mos.; Parks 2004, 95)<br />
• Show understanding of the<br />
names for most familiar<br />
objects and people. (Scaled<br />
score of 10 for 16:16–17:15<br />
mos.; Bayley 2006, 90; 8–12<br />
mos.; Parks 2004, 94)<br />
Behaviors leading up to the<br />
foundation (19 to 35 months)<br />
During this period, the child may:<br />
• Show understanding of pronouns,<br />
such as he, she, you, me, I, and<br />
it; for example, by touching own<br />
nose when the infant care teacher<br />
says, “Where’s your nose?” and<br />
then touching the infant care<br />
teacher’s nose when he says,<br />
“And where’s my nose?” (19 mos.;<br />
Hart and Risley 1999, 61; 20–24<br />
mos.; Parks 2004, 96)<br />
• Follow two-step requests about<br />
unrelated events, such as, “Put<br />
the blocks away and then go pick<br />
out a book.” (24 mos.; Coplan<br />
1993, 2; by 24 mos.; American<br />
Academy of Pediatrics 2004, 270;<br />
24–29 mos.; Parks 2004, 104;<br />
three-part command by 36 mos.;<br />
American Academy of Pediatrics<br />
2004, 307)<br />
• Answer adults’ questions; for<br />
example, communicate “apple”<br />
when a parent asks what the child<br />
had for snack. (28 mos.; Hart and<br />
Risley 1999, 95)