SENSORIMOTOR STAGE

I. SENSORIMOTOR INTELLIGENCE

Reflexes (0-1 month)

Primary Circular Reactions (1-4 months)

Secondary Circular Reactions (4-8 months)

Coordination Reactions (8-12 months)

A. REFLEXES

Infant’s behaviors in this substage reflects innate

reflexes- automatic response to particular

stimuli

They suck, grasp and cry

Much of what happens at first is accidental

caused by random movements

They use their abilities one at a time

B. PRIMARY CIRCULAR REACTIONS

Focused almost exclusively on their own bodies

and are repeated over and over again

Infants gain a measure of control over their

bodies; they are able to combine them into more

complex actions

C. SECONDARY CIRCULAR REACTIONS

More active interest in their environment

Increased manipulative and maneuvering

abilities

In this stage, first primitive understanding of

cause and effect emerges

D. COORDINATION REACTIONS

Babies demonstrate intentional behavior

Develop understanding of cause and effect relationship

Combine behaviors in new ways to accomplish their

goals

Imitation becomes a factor in learning

Object permanence (8-10 months)

II. CHARACTERISTRICS OF INFANT

LANGUAGE DEVELOPMENT

Listening and Understanding

Speaking and Communicating

Book Knowledge and Appreciation

Print Awareness and Early Writing

CHARACTERISTICS OF INFANT LANGUAGE

DEVELOPMENT

Newborns assimilate information immediately.

(Cowley, 2000)

Babies learn how to carry conversations quickly and

learning how to carry on conversations producing

patterns called rhythm. (goo-goo-ga-ga)

Infants channel their energy into seeing and hearing.

Infant first step in communication is having eye

contact with their mothers called gaze coupling.

Infants inherit qualities from parents and events that

happen in an infants’ life that shape their language

development.

Infants recognize familiar faces, voices and evens

smells.

STAGES IN LANGUAGE DEVELOPMENT

AGE BEHAVIOR

0-3 Months Hearing, startles, cries,

reacts to sounds

4-6 months Gaze, attend to unfamiliar

faces

7-12 months Responds to name, enjoys

games, recognizes names of

objects

STAGES OF VOCALIZATIONS

AGE BEHAVIOR

0-2 months Cooing, crying, laughing

3-6 months Growls, squeals, vowels

7-12 months Babbling consonants

COMMON BEHAVIORS OF INFANTS

Sucking of hand, fist or thumb (calming self)

Waving of hands (feels excited)

Yawning (feels tired/stressed)

Language is a system that uses sounds signs

and written symbols for communication.

Communication is a way of sending and

receiving information, signals or messages.

Human face and facial expression is the most

significant communication factor for infants.

A. LISTENING AND UNDERSTANDING

Responds to sounds in the environment

> Turns in the directions of sounds

> Begins to identify sounds with particular

objects

Begins to listen to words with understanding

Begins to follow simple directions

Demonstrates understanding of native and/or

English language

> Begins to attach meaning to the sounds,

gestures, signs and words they hear or see

AGE BEHAVIOR

birth Makes sounds

Reacts to noise

1-3 months Repeats own vocalizations

Reacts to speech by smiling

4-6 months Attracted to noise-making toys

Seems to understand “No”

7-12 months Responds to own name

Responds to simple requests

How to encourage infants to listen

• Listen to infant’s nonverbal cues and respond in a loving way.

• Talk to infants, even though he/she does not understand you yet.

• Take turn with infants when you talk.

LEARNING ENVIRONMENT FOR LISTENING

AND UNDERSTANDING

Stories, songs, words, games and daily schedules

in English and the languages of non-English

speaking children

Durable cloth, board or vinyl books, soft toys, and

puppets which are accessible throughout the day

B. SPEAKING AND COMMUNICATING

Communicates needs, wants, feelings through

words, gestures, actions or expressions

> Cries to indicate different needs

> Begins to initiate interactions with adults and

peers

> Begins to use words and gestures to

communicate

Child communicates for variety of purpose

> Signals for more

> Greets adults and peers

AGE BEHAVIOR

birth Cries because of a the new atmosphere

after 9 months in a mother’s womb

1-3 months Making “cooing” sounds (e-e-e-e-e)

Cry differently for different needs

4-6 months Use voice to express pleasure or

displeasure

Make “babbling” sounds (ba-ba-ba-ba)

7-12 months Try to imitate words

Say a few words (dada, mama, uh-uh)

How to encourage infants to speak

• Play games to teach infants new words.

• Sing songs with infants.

• When your infants play with toys, talk about what they are doing.

LEARNING ENVIRONMENT FOR SPEAKING

AND COMMUNICATING

Materials that encourage face-to-face interactions

(books, puppets, dolls, mirrors)

Pictures of children and their families (books,

photos, etc.)

C. PRINT AWARENESS AND EARLY WRITING

Begins to develop eye-hand coordination

Manipulates materials with increasing precision

> Reaches toys, shakes keys to make sound,

carries blanket

Explores with writing materials

AGE BEHAVIOR

birth Not grasp any kind of objects

Cannot hold on to objects

1-3 months Awkwardly grasp toys

Not have complete control over writing

or coloring tools

4-6 months Reach for things he/she wants

Explore by putting objects in their

mouths

7-12 months Scribble lines, shapes and more on

walls, floors and more

Rips and pulls materials

How to encourage infants to write

• Chucky tools are easier for small hands.

• Use washable materials to save on clean-up.

• Talk to infants about their scribbles.

LEARNING ENVIRONMENT FOR PRINT

AWARENESS AND EARLY WRITING

A variety of writing tools (large sheets of paper,

large crayons and pencils, large paint brushes,

etc.)

Displays of children’s art around the room at

child’s eye level

Pictures, posters, labels on cubbies and

materials, toy shelves, etc.

D. BOOK KNOWLEDGE AND APPRECIATION

Responds to language and shows enjoyment of

sounds and rhythms of language

Explores books with interest

Responds to pictures in books

AGE BEHAVIOR

birth Calmed by rhythmic lullabies

1-3 months Look at books

Learns nursery rhymes

4-6 months Show interest in books

Throw or chew books

7-12 months Respond to stories and pictures

by vocalizing and patting pictures

Interested to read the story by

turning the page

Understand objects by using

words in using their mother

tongue

How to encourage infants to read

• Recite nursery rhymes and sing songs to infants.

• When you read, point out the pictures.

• Around infant’s first birthday, establish a regular reading routine.

LEARNING ENVIRONMENT FOR BOOK

KNOWLEDGE AND APPRECIATION

Many types of durable children’s books (cloth,

board, big books, etc.)

Soft, cozy place for looking at books (soft chairs,

rugs, pillows, stuffed animals ,etc.)

III. DEVELOPMENTALLY APPROPRIATE

LANGUAGE ENVIRONMENTS FOR INFANTS

A loving grown-up has been called “The ideal

plaything for a baby”

During the first month, there’s no need to

bombard the child with different stimuli

LANGUAGE AND LITERACY

Developmentally…

Aware of sounds, touch, taste, sight

Limited ways of communicating through cries and

coos

Need to learn about the world and themselves

Enjoys rhythm and rhyme, body awareness rhymes

Relationships

Adults engage in one-to-one interactions with infant using simple phrases, calm voice and eye contact

Recognize that crying and body movements are the infant’s way of communicating

Frequently read to, sing to and talk to infants

Warm, responsive interactions occur throughout the day

Know that infants are curious to each other

Book Characteristics

Simple, graphic illustrations or photographs

Familiar themes: family members, animals, items

in baby’s world

Sturdy vinyl, cloth, or hard page books

Should be available; they can reach them

Materials

mirrors

cuddly toys

sensory play materials - water, textures, play dough, paint

sound making toys

push and pull toys

soft balls to throw

climbing equipment

soft blocks

music and movement

books

Infant Activities

Peek-a-boo

Pat-a-cake

Environment

Pictures of infants and their families are hung at child

height (Promotes visual stimulation)

Auditory environment is not over stimulating or

distracting

Play areas are comfortable; pillows, foam mats, soft

carpets

Sleeping area is separate from the active play area

Toys are a size that allows infants to grasp, chew and

manipulate

Various textures - especially softness

Hang mobiles when infants can see and kick them.

Characteristics of the Adults

warm, nurturing personality

tolerates movement/noise

models appropriate behavior

reads/talks/listens to infant

accepts different caregiving methods and techniques

recognizes and accepts differences

willing to learn

reliable

healthy

Schedule

individual schedule for eating, diapering and sleeping.

daily outdoor time

time to be held, read to, sung to, talked to

time to move freely

time to watch, hold, move to, and choose appropriate

toys and materials

time to cope with separation

parents are welcome at any time

Curriculum for Infants

SOURCES

http://www.pbs.org/parents/education/reading-language/reading-milestones/baby-language-development-milestones/

http://edn.ne.gov/pdf/ELGLL.pdf

http://www.dss.virginia.gov/files/division/cc/provider_training_development/intro_page/publications/milestones/milestones_individually/05

http://www.docstoc.com/docs/87653125/Developmentally-Appropriate-Practices-for-Birth-Through-Age-8

http://www.childcarerockland.org/forms/DAP%20Infants.pdf

http://childhealthanddevelopment.files.wordpress.com/2011/06/it_curriculum_module4.pdf

http://wiki.carr.org/db/attachments/emergentliteracy/38/1/ageappropriatebooks.pdf

Machado, J. (2003). Early childhood experiences in language arts: emerging literacy early literacy. Clifton Park, N.Y. : Thomson/Delmar Learning.