Language for Learning: Infants and Toddlers

The purpose of this video is to illustrate the role of the teacher in using language to support children’s development.

Language for Learning: Infants and Toddlers/a>

wheels on the bus go round and round round and round sing it Maddie bus go around and round all through the town yeah teachers play a critical role in building upon children’s experiences in the classroom through language and interactions the purpose of this video language for learning is to show teachers using skilled techniques for communication these techniques include positive language expansion questioning and redirection teachers use them to Foster critical thinking and problem solving skills promote learning as they extend children’s knowledge and help children develop social skills in the video you will see interactions in diverse Child Care settings and how teachers modify their interactions to meet the developmental needs of their specific age [Music] group infants and toddlers are learning language as well as developing an understanding of the world around them the examples you are about to see illustrate how teachers use simple but specific words to introduce and reinforce basic concepts by talking about displayed materials describing familiar objects and actions and by asking questions to encourage language concept development using descriptive language see mommy and daddy M Kaitlyn where’s your mommy and daddy where are they there’s Cameron’s there’s Caitlyn’s Mommy and Daddy and Kaitlyn mommy and daddy where’s the heart joia where’s the heart at do you know look see the rainbow of colors and look Luka is that a grandma is that a grandma yeah and there’s Luca and there’s Ian and there’s a grandma Yeah you say grandma you see Luca’s toy do you want a toy too got to let it go okay Caitlyn has a blue circle you want to put it in good job can Julia put her blue circle in let’s try Okay star Shake star good job good job you see that bear he can sit up just like you and there’s a baby and another baby and another baby are you giving the baby to the bear the bear says thank you here we go how about black and white zebra he has red hair look at his so the sky the sky is so blue today the wind feels so [Music] good I can’t I I don’t think it I think we have to find single there we go see c s try that [Music] one om in [Music] the go on the store describing events and actions look you can roll after the car m M you going to go backwards yeah okay bye love PS did you get the front we need some more soap get the back all right we’re making bubbles rinse your hands paper towel please thank you wipe off to’s dirty hands yeah where’s your clean diaper o ready one foot where’s the second foot there it is put it in there thank you social and emotional development infants and toddlers are just beginning to learn about how they can interact with others and safely explore their environment this is an opportunity for teachers to positively guide children during play and routines these examples show how caregivers respond to Children’s attempts to communicate model conversation facilitate positive play between children and teach expectations for safe Behavior by asking questions then pausing and allowing children time to respond verbally or nonverbally teachers can model Pleasant conversation quickly responding to crying or other attempts to communicate helps children understand how to better Express their needs and wishes teachers can also acknowledge positive interaction as children play well together responding to communication attempts butterflies butterflies I I think that sounds like a good Castle jewelry butterfly strings how about you Gabby are you hungry come on oh here she comes you ready for your bottle huh and there’s purple red and blue blocks no would you rather do this sitting up would that feel better here come here look and you can see the doggy look what’s that is that a doggy book look see the book hi Claire you liking the stories say I’m here I’m here so what do we got Gabby hi Eden and he says look what is a doggy say hi hi doggy says hi doggy says woof woof the doggy says woof woof can we build du duck yeah quack quack quack [Music] quack positive language for guidance let’s see let’s see hey looka let’s find a toy for our friend Ian you want this one hey thank you here look look I gave you this look look Luka it’s fine let’s find Ian one okay that that he can hold want to hold it there you go hold it here look LCA uhhuh oh no’s trying to get her book no what I’m going to give you a different book can have this book you want to give him a hug gentle sweet oh group pug so sweet how sweet girls huh your friends loving you this morning they are you see her Tyler’s nose you see Tyler’s nose where’s briana’s nose where’s briana’s nose there’s briana’s nose smart [Music] yeah Nadia um Luca feet on the floor feet on the floor let put your sleeve there you go come play with blocks can you come put some blocks in the B can you put those blocks back in the box when children challenge limits it may be tempting for infant and toddler teachers to tell children no or stop certainly when children are engaging in dangerous Behavior this language may be needed but by saying feet on the floor rather than no or we don’t climb on the Shelf karolina helps the child understand the expectation that his feet stay safely on the ground over time these positive statements guide children’s Behavior as they grow and learn helping maintain a supportive classroom using language during daily activities opportunities to talk about Concepts and social interactions occur frequently throughout the day during play activities and routine care skilled teachers take advantage of these times to use guided language during the routine there is much to learn but we’re still going to eat our snack do you want me to sit next to you I can sit next to you Miss can sit next to Kaitlyn I can sit next to Caitlyn it’s all right do you want some of your milk no you want poptart it’s okay Miss ael’s here with you Kaitlyn can I bring my chair over here and help Natalie now these are my two girls that need help with their cups morning Miss Tiffany morning how are doing we’re good you have a good snack here Caitlyn you can do say thank you you going to pick up your poptart and put it in your mouth M more what you want your milk no you have Pop-Tart on your plate I can’t give you more oh you have Pop-Tart on your plate to eat can you put a piece in your mouth you still have poptart on your plate can you drink some milk do you need me to slide it closer it’s all right Miss Ann’s going to help us did you have an uh- oh are you looking at the uh oh it’s all right we make accidents Kaitlin you have to sit down if you’re chewing sit down chew up that bite and then if you’re all done you can help Miss sand can you drink a little bit more milk you’re not thirsty are you all done thank you drink one more swallow of milk so you won’t be a thirsty girl good job Charlie’s at Grandma’s house today say I had a grandma day say thank you Miss an you say thank you you’re just going to smile at her did you eat a big breakfast with mommy this morning that’s your milk you all done now Caitlyn good job had yummy snack this morning didn’t we go put put your bib in the basket go put your bib in the basket Kaitlyn okay we’ll do yours I promise we have to wait for Caitlyn all right let’s come wash your hands Caitlyn come help miss an wash your hands during the routine there is much to learn April notices that a child is upset so she sits beside the toddler to calm her when another child needs help April lets her know she’s moving to another location April meets the child’s initial need for Comfort while later fostering Independence at the same time April describes her actions and the actions of children as well as labels objects like Pop-Tart and cup the infants and toddlers have been taught simple signs like more and all done to help communicate their needs notice that guidance occurs as April remains positive when explaining that one child needs to stay seated while chewing and acknowledges that everyone has accident sometimes even though the children are just becoming verbal April models Pleasant conversation with them about their families and other children in the group the setting for snack is calm and relaxed and the conversation adds to the positive enjoyable social experience infants and toddlers benefit from a language Rich environment which identifies the common objects actions and feelings they experience by using positive and descriptive language during day-to-day routines and and play times caregivers enrich children’s experiences by helping expand their vocabulary and facilitating Positive Choices with peers and materials these types of interactions contribute to a quality learning environment by enhancing children’s social emotional and cognitive [Music] development [Music]