Infant Toddler Learning & Development Foundations
Infant Toddler Learning & Development Foundations
Infant Toddler Learning & Development Foundations
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LANGUAGE DEVELOPMENT<br />
50<br />
Expressive Language<br />
Behaviors leading up to<br />
the foundation (4 to 7<br />
months)<br />
During this period, the child<br />
may:<br />
• Squeal when excited.<br />
(5 mos.; Lerner and Ciervo<br />
2003; by 7 mos.; American<br />
Academy of Pediatrics<br />
2004, 209)<br />
• Make an angry noise when<br />
another child takes a toy.<br />
(5–6 mos.; Parks 2004)<br />
• Make a face of disgust to<br />
tell the infant care teacher<br />
that she does not want<br />
any more food. (6–9 mos.;<br />
Lerner and Ciervo 2003)<br />
Behaviors leading up to the<br />
foundation (9 to 17 months)<br />
During this period, the child may:<br />
• Babble using the sounds of his<br />
home language. (6–10 mos.;<br />
Cheour and others 1998)<br />
• Consistently use utterances to<br />
refer to favorite objects or experiences<br />
that only familiar adults<br />
know the meaning of; for example,<br />
“ba ba ba ba” for blanket. (9 mos.;<br />
Bates, Camaioni, and Volterra<br />
1975; 12 mos.; Coplan 1993, 3;<br />
12 mos.; Davies 2004, 166; 9–10<br />
mos.; Hulit and Howard 2006, 123)<br />
• Express “Mama” or “Dada” when<br />
the mother or father, respectively,<br />
enters the room. (10 mos.; Coplan<br />
1993, 1)<br />
• Say a first word clearly enough<br />
that the infant care teacher can<br />
understand the word within the<br />
context; for example, “gih” for<br />
give, “see,” “dis” for this, “cookie,”<br />
“doggie,” “uh oh” and “no.” (Mean<br />
age 11 mos.; Hart and Risley<br />
1999, 56)<br />
• Name a few familiar favorite<br />
objects. (Around 12 mos.; Coplan<br />
1993, 3; mean age 13 mos., range<br />
9–16 mos.; Hulit and Howard<br />
2006, 132; between 10 and 15<br />
mos.; National Research Council<br />
and Institute of Medicine 2000,<br />
127)<br />
• Change tone when babbling, so<br />
that the child’s babbles sound<br />
more and more like adult speech.<br />
(By 12 mos.; American Academy<br />
of Pediatrics 2004; 7.5–12 mos.;<br />
Parks, 2004; 7–8 mos.; Hulit and<br />
Howard 2006, 123)<br />
• Use expressions; for example,<br />
“uh oh” when milk spills or when<br />
something falls off the table.<br />
(12.5–14.5 mos.; Parks 2004)<br />
• Say “up” and lift arms to be picked<br />
up by the infant care teacher.<br />
(Scaled score of 9 for 16:16–17:15<br />
mos.; Bayley 2006, 108; 12–14<br />
mos.; Parks 2004, 132)<br />
Behaviors leading up to the<br />
foundation (19 to 35 months)<br />
During this period, the child may:<br />
• Tend to communicate about<br />
objects, actions, and events that<br />
are in the here and now. (12–22<br />
mos.; Hulit and Howard 2006,<br />
141)<br />
• Use some words to refer to more<br />
than one thing; for example,<br />
“night-night” to refer to bedtime<br />
or to describe darkness. (12–22<br />
mos.; Hulit and Howard 2006,<br />
132)<br />
• Use many new words each day.<br />
(18–20 mos.; Coplan, 1993, 1;<br />
18–24 mos.; Hulit and Howard<br />
2006, 137)<br />
• Begin to combine a few words<br />
into mini-sentences to express<br />
wants, needs, or interests; for<br />
example, “more milk,” “big<br />
doggie,” “no night-night” or “go<br />
bye-bye.” (18–20 mos.; Coplan<br />
1993, 1; 24 mos.; Meisels and<br />
others 2003, 47; by 24 mos.;<br />
American Academy of Pediatrics<br />
2004, 270; 18–24 mos.; Hulit and<br />
Howard 2006, 143; scaled score<br />
of 10 for 32:16–33:15; Bayley<br />
2006, 114; 20.5–24 mos.; Parks<br />
2004, 133)<br />
• Have a vocabulary of about 80<br />
words. (19 mos.; Hart and Risley<br />
1999, 61)<br />
• Start adding articles before<br />
nouns, such as, “a book” or “the<br />
cup.” (20 mos.; Hart and Risley<br />
1999, 63)<br />
• Use own name when referring to<br />
self. (18-24 mos.; Parks 2004)<br />
• Ask questions with raised intonations<br />
at the end, such as “Doggy<br />
go?” (22–26 mos.; Hulit and<br />
Howard 2006, 144)<br />
• Communicate using sentences<br />
of three to five words, such as<br />
“Daddy go store?” or “Want<br />
more rice.” (30 mos.; Coplan<br />
1993, 1; 25 mos.; Hart and Risley<br />
1999, 63)