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Infant/Toddler Language Development

Getting Acquainted

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Requirements for Units

• Participants must sign in at every session.

• Participants will complete assignments and turn them in on the due date.

• Participants will complete required academic paperwork and pay the specified fees for these units using a cashier’s check or money order made out to WestEd.

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Reflective Practice

The art of stepping back to consider what one is observing or doing…

To think about…

To examine…

To question…

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Learning Objectives

Participants will be able to:• Describe the stages of infant/toddler language

development.

• Explain the role care teachers play in infant/toddler language development.

• Demonstrate an understanding of the relationship between language and cognitive development.

• Develop strategies for setting up a language rich environment for infants/toddlers.

• Develop strategies to work with families in supporting children’s home language.

• Explain how early language development supports emergent literacy.

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Language Development

Think about this question and write a response: Do we teach children language?

Disc 2 – Section 7: The Infant/Toddler Learning and Development Program Guidelines

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Language Development

Now that you’ve seen Peter’s response to this question, take a moment to reflect on your previous response – do you still feel the same? Why/why not?

Discuss your response with the people at your table. Did you change/not change your response after viewing the video clip? Why?

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Summary

• Children are born wired to learn language.

• Reflective practice will help in examining beliefs, attitudes, and assumptions about infants/toddler language development and the role of caregiver/teacher in facilitating language.