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An Introduction to Speech and Language Development

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An Introduction to Speech and Language Development

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Language and Interactions in the ITERS-R (1)

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Language and Interactions in the ITERS-R (1)

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https://vimeo.com/664416258

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NCRLAP 207: Part 1: Language and Interactions in the ITERS-R

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This webinar explores specific items and indicators related to language and interactions in the ITERS-R.

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Language and Interactions in the ITERS-R (2)

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Language and Interactions in the ITERS-R (2)

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https://vimeo.com/664416805

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NCRLAP 207: Part 2: Language and Interactions in the ITERS-R

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This webinar explores specific items and indicators related to language and interactions in the ITERS-R.

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https://pathways.org/about/

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Trusted Resources for Parents

We provide free, trusted resources so that every parent is fully empowered to support their child's development, and take advantage of their child's neuroplasticity at the earliest age.

We Promise

Our milestones are supported by American Academy of Pediatric findings.

Our resources are developed with and approved by expert pediatric physical and occupational therapists and speech-language pathologists.

Our website reflects the most current research studies, vetted by our team of medical professionals and Medical Roundtable.

As a pediatric healthcare provider and parent, Pathways.org has become a major tool in everyday life. Patient's families love the visual representation of my recommendations such as tummy time and other developmental play ideas.
In a world of "browse searching", having a reliable source supported by the American Academy of Pediatrics is very important.
-Ana-Marie Rojas, MD

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Help Your Child Reach Their Full Potential | Free Resources

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Pathways.org provides free tools to empower parents to maximize their child's motor, sensory, and communication development.

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Language and Interactions in the ITERS-R (3)

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Language and Interactions in the ITERS-R (3)

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https://vimeo.com/664419802

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NCRLAP 207: Part 3: Language and Interactions in the ITERS-R

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This webinar explores specific items and indicators related to language and interactions in the ITERS-R.

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Going Deeper into the CLASS Measure: Language Modeling

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Going Deeper into the CLASS Measure: Language Modeling

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https://info.teachstone.com/blog/going-deeper-class-measure-language-modeling

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In my last post, I shared some of my personal struggles to master the CLASS measure and promised to take you on a "deeper dive" into some of the trickier CLASS concepts I encountered in my CLASS journey.

We'll start with conversations -what we might consider the vehicle for all of the other Instructional Support dimensions.

Overall, the focus of Language Modeling (LM) is for teachers to model more complex language and to increase the amount of talking kids do. So when observing and coding for LM, I always ask myself these key questions first:

1. How successful was the teacher at getting kids talking? Not that much? Kind of? Very?

2. Was there a balance of teacher and child talk?

3. Was it obvious that the teacher was intentionally modeling more advanced, more complex language for the children?

4. Were the back-and-forth exchanges I observed really conversations or just strings of questions and answers (i.e., question-answer-question-answer-question-answer)?

It is important to remember that conversations are dialogues-they include not only questions and responses but actual sharing of information between two persons. The "contingent responding" behavioral marker underscores that teachers' responses and follow-up questions should be relevant to what the child has said. Conversationally, children often don't give us a lot to go on, so we can easily fall into the trap of skipping the responding part and moving straight on to another follow-up question, which results in the question-answer-question-answer type exchange, not an authentic conversation. I call it "peppering a child with questions"- something no child really enjoys. Often times, children will clam up or walk away rather than engage; they feel like they're being quizzed.

One coach I recently spoke with said she encourages teachers to converse with children "the same way you would while getting your nails done with a friend." Different content, obviously, but the natural, dialogic flow of the conversation should feel just as comfortable. This means that teachers need to be encouraged to "just talk with" children, rather than talking "to" them or "at" them.

When coding the dimension of Language Modeling, coders need to analyze and evaluate the form, frequency, and the effectiveness of teacher-child conversations. By effectiveness, I mean "how much talking did the children do?" It should be at least as much as the teacher did.

Remember that a question-answer string will not count as a high-range conversation, as the sharing of information (contingent responding) is missing, often resulting in very short responses on the part of the child. With high-range conversations, "there is a natural flow of information during center times or other open periods of time that encourages students to converse and makes them feel as if they are valued conversational partners" (Pre-K CLASS Manual, p. 79).

Stay tuned, in my next blog I will invite you to dig deeper to consider another Instructional Support indicator, this time from the Quality of Feedback dimension.
We are excited to have Sara Beach guest blog. As a former Teachstone Staff Trainer, she frequently presented on topics such as Helping Teachers with the Instructional Supports, through active, adult-learning approaches. She has been an Infant-toddler teacher, center director, education specialist, coach-mentor, and early childhood college instructor, and her highest honor has been supporting teachers.

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Going Deeper into the CLASS Measure: Language Modeling

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Learn how to take your Language Modeling skills deeper using these reflective questions.

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Language and Interactions in the ITERS-R (4)

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Language and Interactions in the ITERS-R (4)

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https://vimeo.com/664420385

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NCRLAP 207: Part 4: Language and Interactions in the ITERS-R

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This webinar explores specific items and indicators related to language and interactions in the ITERS-R.

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https://forms.office.com/r/7BvHwZCaez

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https://forms.office.com/r/TGmHmrYHfp

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Language and Interactions in the ECERS-R (1)

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Language and Interactions in the ECERS-R (1)

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NCRLAP 201: Part 1: Language and Interactions in the ECERS-R

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This online training course explores specific items and indicators related to language and interactions in the ECERS-R.
Four videos of approximately ten minutes in length will be viewed. After each video, a set of three questions will need to be completed to ensure that the content was understood and can be applied.

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A Language-Focused Approach to Planning Equitable Learning Opportunities

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A Language-Focused Approach to Planning Equitable Learning Opportunities

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Language and Interactions in the ECERS-R (2)

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Language and Interactions in the ECERS-R (2)

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https://vimeo.com/652478030

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NCRLAP 201: Part 2: Language and Interactions in the ECERS-R

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This online training course explores specific items and indicators related to language and interactions in the ECERS-R.

Four videos of approximately ten minutes in length will be viewed. After each video, a set of three questions will need to be completed to ensure that the content was understood and can be applied.

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Language and Interactions in the ECERS-R (3)

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Language and Interactions in the ECERS-R (3)

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https://vimeo.com/652480346

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NCRLAP 201: Part 3: Language and Interactions in the ECERS-R

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This online training course explores specific items and indicators related to language and interactions in the ECERS-R.

Four videos of approximately ten minutes in length will be viewed. After each video, a set of three questions will need to be completed to ensure that the content was understood and can be applied.

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Language and Vocabulary Development for Multilingual Learners 

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Language and Vocabulary Development for Multilingual Learners 

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https://www.colorincolorado.org/language-vocabulary-development

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Language and Interactions in the ECERS-R (4) 

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Language and Interactions in the ECERS-R (4) 

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https://vimeo.com/652483024

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NCRLAP 201: Part 4: Language and Interactions in the ECERS-R

# data[].attributes.attachment_link.description
This online training course explores specific items and indicators related to language and interactions in the ECERS-R.

Four videos of approximately ten minutes in length will be viewed. After each video, a set of three questions will need to be completed to ensure that the content was understood and can be applied.

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12 Ways to Support Language Development for Infants and Toddlers

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12 Ways to Support Language Development for Infants and Toddlers

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https://www.naeyc.org/our-work/families/support-language-development-infants-and-toddlers

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12 Ways to Support Language Development for Infants and Toddlers

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When you talk to your child, you support her language development. Think about what you are saying from your infant or toddler's point of view.

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https://pathways.org/how-can-i-practice-baby-sign-language/

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Baby sign language is the use of hand and body gestures to help babies communicate before they learn to speak.

Watch to see common signs you might want to try with your baby.
Is baby sign language the same as American Sign Language (ASL)?
Not necessarily.

American Sign Language is a complete language with its own complex system of grammar and word order rules, where as the term "baby sign language" refers to using signs and gestures to communicate with baby.

Some parents choose to use signs from ASL, however you can choose to create your own gestures/signs to communicate with baby. Pick signs that best suit you and your baby's needs.

Teaching your baby to use signs could help them express their wants and emotions before they're able to speak. Signing might help baby tell you they are hungry or want more of something. Increased communication can strengthen the parent child bonds.

Check out baby's communication milestones and more. Follow their milestones here!
When can I start signing with my baby?
You can begin signing with your baby soon after they are born, but keep in mind baby may not be able to sign back until after they are 6 months old. Remember all babies develop differently and it may take time for baby to understand signs and sign back.

3 Steps to Start Signing With Your Baby

1. Try using simple signs during every day experiences focusing on three different words/signs. Say the words slowly and clearly as you make the signs. Words for objects are the easiest to start with because you can immediately show what your sign means.

2. Practice signing to your baby often and ask other caregivers to sign to them as well. The more exposure they get the more likely they will begin to sign.

3. Be sure to consistently use signs when talking to baby. After about two months of signing baby might begin signing too. Don't be discouraged if baby doesn't sign back, it may just take some more time.

Visit our communication page to learn more about early speech and language development.

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How to Practice Baby Sign Language | Resources for Parents

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Baby sign language is the use of hand and body gestures to help babies communicate before they learn to speak. Watch to see common signs you might want to try with your baby. Is baby sign language the same as American Sign Language (ASL)? Not necessarily.

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1. Get into a group with other teachers who work with children the same age as the children you work with.
2. Select a recorder who will type your responses in your group's Padlet post. (To create a Padlet post, click the plus sign under this column and name your group by the age range you work with, like Infant Group, Toddler Group, etc.)
3. First, come up with a list of 2-3 things you think you are already doing well to promote meaningful language interactions with children in your care. The recorder will write these down on the Padlet post.
4. As a group, come up with ONE goal for increasing language interactions with the children in your care during a certain time of the day. Also write how you will measure this goal (how will you know you've been successful?)
5. You can use the resources listed here on the Padlet (under Resources from the training and beyond) to come up with ideas. (The Pathways website has resources grouped by age range!)
6. Your group's recorder will record your group's ideas for some tools or resources you found that will help you and your group work towards your goal.

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Engaging Children in Meaningful Conversation

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Engaging Children in Meaningful Conversation

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http://resourcesforearlylearning.org/educators/module/20/7/19/

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Module: Engaging Children in Meaningful Conversation: Resources for Early Learning

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This site provides exciting, engaging media-rich learning opportunities for parents and educators of children ages 0–5. From detailed lesson plans to simple, everyday activities, you will find everything you need to help your children succeed.

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Conversations with Children! Questions that Spark Conversations and Deepen Understanding 

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Conversations with Children! Questions that Spark Conversations and Deepen Understanding 

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https://www.naeyc.org/resources/pubs/tyc/apr2018/conversations-with-children

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Conversations with Children! Questions that Spark Conversations and Deepen Understanding

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This is the first article in a series about asking questions that foster rich conversations. Visiting a variety of preschool settings, we'll consider the different types of questions teachers ask and listen to children's responses.

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Question and Conversation Generators for Kids

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Question and Conversation Generators for Kids

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https://wordwall.net/en-us/community/kids-question-wheel

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Random but fun questions - Question Wheel... - Question Wheel - Question Wheel - Question Wheel - emoji spinning wheel - Conversation starter question wheel

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We talk and engage with them

Point to pictures and tell them what it is

Use sensory for language

Improve sign language

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Things we do well:
1. Tell them to say ‘no’ or ‘mine’ when another child takes a toy or personal belonging from them
2. Encourage them to say ‘help please’ when they need help instead of crying or whining
3. We work on Spanish and sign language words

1 Goal moving forward:
We want to incorporate more designated times for reading and educational music in order to further their language development, we can record this by picking designated times to do those activities and making sure we do them

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1.Reading
2.Asking questions while playing
3.Transitions about what we do next

Goals:
Expressing how they are feeling and helping to using their words for expressing.

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1. Circle time with reading a book
2. The morning message, and we clap with syllables
3. Word of the week

Interact with them during free time

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1- Giving them opportunities to share their stories or experiences during story time.
2- Engaging in conversation during transition times.ej: while waiting to wash their hands,we talk about germs.

Goal
By observing their engage level while we ask them questions during play time.
Resources:
Post questions card
Desígnate leading person to engage in questioning with specific groups.