Manual
TABLE OF CONTENTS
Purpose and Perspective of the Chapter..................................................................................................2
Chapter Objectives....................................................................................................................................2
Key Terms..................................................................................................................................................2
What's New in This Chapter ....................................................................................................................4
Chapter Outline.........................................................................................................................................4
Additional Discussion Questions..............................................................................................................9
Additional Activities and Assignments..................................................................................................10
Additional Resources...............................................................................................................................11
Cengage Video Resource.......................................................................................................................11
Internet Resources.................................................................................................................................11
,PURPOSE AND PERSPECTIVE OF THE CHAPTER
The purpose of this chapter is to acquaint the reader with elements in an infant’s life that facilitate optimal
growth in communication and language development. In addition, socioemotional, physical, cognitive,
and environmental factors influence, can promote or deter language acquisition and growth.
CHAPTER OBJECTIVES
The following objectives are addressed in this chapter:
01.01 Discuss the reciprocal behaviors of infants, parents, and caregivers.
01.02 Name four important influences that may affect an infant’s language growth and development.
01.03 Compare two theories of human language emergence.
01.04 Name two areas of particular importance to infant care addressed in Developmentally
Appropriate Practice (DAP) guidelines.
01.05 Discuss the behaviors and vocalizing efforts that infants use to communicate their needs and
desires.
01.06 Describe what caregiver actions should take place when infants develop joint attentional focus.
01.07 Name and comment upon early reading and writing activities in late infancy.
01.08 Identify how infant centers monitor each infant’s language and communicating behaviors.
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KEY TERMS
acuity: how well or clearly one uses the senses; the degree of perceptual sharpness.
affective sphere: the affectionate feelings (or lack of them) shaped through experience with others.
articulation: the adjustments and movements of the muscles of the mouth and jaw involved in producing
clear oral communication.
attachment: a two-way process formed through mutual gratification of needs and reciprocal
communication influenced by the infant’s growing cognitive abilities.
auditory: relating to or experienced through hearing.
babbling: an early language stage in sound production in which an infant engages in vocal play with
vowel and consonant sounds, including some sounds not found in their language environment.
bonding: the two-way nature of the attachment process.
cognition: the process that creates mental images, concepts, and operations.
,communication: the giving (sending) and receiving of information, signals, or messages.
consonant: (1) a speech sound made by partial or complete closure of the vocal tract, which obstructs
airflow and (2) an alphabet letter used in representing any of these sounds.
cooing: an early stage during the prelinguistic period in which vowel sounds are repeated, particularly the
u-u-u sound.
cues: prompts or hints that aid recognition, such as a caregiver pointing to and/or saying “teddy bear”
when sharing a picture book illustration. This is done because the infant is familiar with their own teddy
bear.
dual coding: the belief that infants’ experiences and emotions influence cognition.
echolalia: a characteristic of the babbling period. The child repeats (echoes) the same sounds over and
over.
equilibrium: a balance attained with consistent care and satisfaction of needs that lead to a sense of
security and lessens anxiety.
gaze coupling: extended eye contact between infant and caregiver.
holophrase: the expression of a whole idea in a single word. They are often found in the speech of
children at about 12 to 18 months of age.
language: the systematic, conventional use of sounds, signs, or written symbols in a human society for
communication and self-expression. It conveys meaning that is mutually understood.
moderation level: an individual preferred state of arousal between bored and excited when learning and
pleasure peak.
neurolinguistics: a branch of linguistics that studies the structure and function of the brain in relation to
language acquisition, learning, and use.
parentese: a high-pitched, rhythmic, singsong, crooning style of speech. It is also known as motherese or
baby talk.
perception: mental awareness of objects and other data gathered through the five senses.
phonation: exhaled air passes the larynx’s vibrating folds and produces “voice.”
resonation: amplification of laryngeal sounds using cavities of the mouth, nose, sinuses, and pharynx.
responsive caregivers: caregivers who are alert and timely in responding to and giving attention to
infants’ needs and communications.
rhythm: uniform or patterned recurrence of a beat, accent, or melody in speech.
sensory-motor development: the control and use of sense organs and the body’s muscle structure.
signing: a body positioning, sound, action, gesture, or combination of these undertaken by an infant in an
effort to communicate a need, desire, or message.
spatial-temporal reasoning: the mental arrangement of ideas and/or images in a graphic pattern
indicating their relationships over time.
, synapses: gap-like structures over which the axon of one neuron beams a signal to the dendrites of
another, forming a connection in the human brain. They affect memory and learning.
vowel: (1) a voiced speech sound made without stoppage or friction of airflow as it passes through the
vocal tract and (2) an alphabet letter used in representing any of these sounds.
[return to top]
WHAT'S NEW IN THIS CHAPTER
The following elements are improvements in this chapter from the previous edition:
New and improved integration of early childhood professional standards.
New stronger emphasis on diversity and inclusion.
[return to top]
CHAPTER OUTLINE
The following outline organizes activities (including any existing discussion questions in PowerPoints or
other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the
content relates to the topics covered in the text.
I. Infant Actions Prompt Caregiver Behaviors (1-1, PPT Slide 6, NAEYC 1.B, 2.D)
a. The human face is the most important communication factor for the infant, and the facial
expressions will eventually influence an infant’s body reactions (interior and exterior).
b. The Developmentally Appropriate Practice (2013) by the National Association for the
Education of Young Children (NAEYC) points out that it is a caregiver’s responsibility
to cultivate a young child’s delight in exploring and understanding their world.
c. Definitions
i. Language refers to a system of intentional communication and self-expression
through sounds, signs (gestures), or symbols that are understood by others.
ii. Communication is a broader term, defined as giving and receiving information,
signals, or message.
II. Influences on Development (1-2, PPT Slide 9, NAEYC 1.B)
a. “Motherese” is a distinct caregiver speech.
b. Although hearing ability is not fully developed at birth, newborns can distinguish
between different pitches. In addition, a newborn’s auditory systems are better developed
than their visual systems, so the importance of language and voices to a child’s development
is paramount.
c. Beginning Socialization: A child’s social and emotional environments play a leading role
in both the quality and the quantity of beginning language.
d. Milestones in developing language behavior.
i. Before birth: listens and reacts to loud sounds.
ii. At birth: birth cry is primal and makes eating, sucking, and smally throaty
sounds.
TABLE OF CONTENTS
Purpose and Perspective of the Chapter..................................................................................................2
Chapter Objectives....................................................................................................................................2
Key Terms..................................................................................................................................................2
What's New in This Chapter ....................................................................................................................4
Chapter Outline.........................................................................................................................................4
Additional Discussion Questions..............................................................................................................9
Additional Activities and Assignments..................................................................................................10
Additional Resources...............................................................................................................................11
Cengage Video Resource.......................................................................................................................11
Internet Resources.................................................................................................................................11
,PURPOSE AND PERSPECTIVE OF THE CHAPTER
The purpose of this chapter is to acquaint the reader with elements in an infant’s life that facilitate optimal
growth in communication and language development. In addition, socioemotional, physical, cognitive,
and environmental factors influence, can promote or deter language acquisition and growth.
CHAPTER OBJECTIVES
The following objectives are addressed in this chapter:
01.01 Discuss the reciprocal behaviors of infants, parents, and caregivers.
01.02 Name four important influences that may affect an infant’s language growth and development.
01.03 Compare two theories of human language emergence.
01.04 Name two areas of particular importance to infant care addressed in Developmentally
Appropriate Practice (DAP) guidelines.
01.05 Discuss the behaviors and vocalizing efforts that infants use to communicate their needs and
desires.
01.06 Describe what caregiver actions should take place when infants develop joint attentional focus.
01.07 Name and comment upon early reading and writing activities in late infancy.
01.08 Identify how infant centers monitor each infant’s language and communicating behaviors.
[return to top]
KEY TERMS
acuity: how well or clearly one uses the senses; the degree of perceptual sharpness.
affective sphere: the affectionate feelings (or lack of them) shaped through experience with others.
articulation: the adjustments and movements of the muscles of the mouth and jaw involved in producing
clear oral communication.
attachment: a two-way process formed through mutual gratification of needs and reciprocal
communication influenced by the infant’s growing cognitive abilities.
auditory: relating to or experienced through hearing.
babbling: an early language stage in sound production in which an infant engages in vocal play with
vowel and consonant sounds, including some sounds not found in their language environment.
bonding: the two-way nature of the attachment process.
cognition: the process that creates mental images, concepts, and operations.
,communication: the giving (sending) and receiving of information, signals, or messages.
consonant: (1) a speech sound made by partial or complete closure of the vocal tract, which obstructs
airflow and (2) an alphabet letter used in representing any of these sounds.
cooing: an early stage during the prelinguistic period in which vowel sounds are repeated, particularly the
u-u-u sound.
cues: prompts or hints that aid recognition, such as a caregiver pointing to and/or saying “teddy bear”
when sharing a picture book illustration. This is done because the infant is familiar with their own teddy
bear.
dual coding: the belief that infants’ experiences and emotions influence cognition.
echolalia: a characteristic of the babbling period. The child repeats (echoes) the same sounds over and
over.
equilibrium: a balance attained with consistent care and satisfaction of needs that lead to a sense of
security and lessens anxiety.
gaze coupling: extended eye contact between infant and caregiver.
holophrase: the expression of a whole idea in a single word. They are often found in the speech of
children at about 12 to 18 months of age.
language: the systematic, conventional use of sounds, signs, or written symbols in a human society for
communication and self-expression. It conveys meaning that is mutually understood.
moderation level: an individual preferred state of arousal between bored and excited when learning and
pleasure peak.
neurolinguistics: a branch of linguistics that studies the structure and function of the brain in relation to
language acquisition, learning, and use.
parentese: a high-pitched, rhythmic, singsong, crooning style of speech. It is also known as motherese or
baby talk.
perception: mental awareness of objects and other data gathered through the five senses.
phonation: exhaled air passes the larynx’s vibrating folds and produces “voice.”
resonation: amplification of laryngeal sounds using cavities of the mouth, nose, sinuses, and pharynx.
responsive caregivers: caregivers who are alert and timely in responding to and giving attention to
infants’ needs and communications.
rhythm: uniform or patterned recurrence of a beat, accent, or melody in speech.
sensory-motor development: the control and use of sense organs and the body’s muscle structure.
signing: a body positioning, sound, action, gesture, or combination of these undertaken by an infant in an
effort to communicate a need, desire, or message.
spatial-temporal reasoning: the mental arrangement of ideas and/or images in a graphic pattern
indicating their relationships over time.
, synapses: gap-like structures over which the axon of one neuron beams a signal to the dendrites of
another, forming a connection in the human brain. They affect memory and learning.
vowel: (1) a voiced speech sound made without stoppage or friction of airflow as it passes through the
vocal tract and (2) an alphabet letter used in representing any of these sounds.
[return to top]
WHAT'S NEW IN THIS CHAPTER
The following elements are improvements in this chapter from the previous edition:
New and improved integration of early childhood professional standards.
New stronger emphasis on diversity and inclusion.
[return to top]
CHAPTER OUTLINE
The following outline organizes activities (including any existing discussion questions in PowerPoints or
other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the
content relates to the topics covered in the text.
I. Infant Actions Prompt Caregiver Behaviors (1-1, PPT Slide 6, NAEYC 1.B, 2.D)
a. The human face is the most important communication factor for the infant, and the facial
expressions will eventually influence an infant’s body reactions (interior and exterior).
b. The Developmentally Appropriate Practice (2013) by the National Association for the
Education of Young Children (NAEYC) points out that it is a caregiver’s responsibility
to cultivate a young child’s delight in exploring and understanding their world.
c. Definitions
i. Language refers to a system of intentional communication and self-expression
through sounds, signs (gestures), or symbols that are understood by others.
ii. Communication is a broader term, defined as giving and receiving information,
signals, or message.
II. Influences on Development (1-2, PPT Slide 9, NAEYC 1.B)
a. “Motherese” is a distinct caregiver speech.
b. Although hearing ability is not fully developed at birth, newborns can distinguish
between different pitches. In addition, a newborn’s auditory systems are better developed
than their visual systems, so the importance of language and voices to a child’s development
is paramount.
c. Beginning Socialization: A child’s social and emotional environments play a leading role
in both the quality and the quantity of beginning language.
d. Milestones in developing language behavior.
i. Before birth: listens and reacts to loud sounds.
ii. At birth: birth cry is primal and makes eating, sucking, and smally throaty
sounds.
