Level 1 baby sign language class
LESSON 2: family SIGNS
signs taught in class: family SIGNS
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Pages 19-20 in your manual
1. Girl 2. Boy 3. Baby 4. Daughter 5. Son 6. Sister 7. Brother 8. Grandma 9. Grandpa 10. Aunt 11. Uncle 12. Cousin 13. Family |
Signing songs from class
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video coming soon!
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Lyrics for "Hey Mommy, Hey Daddy"
1. Hey MOMMY, hey MOMMY Will you PLEASE HELP me? Hey MOMMY, hey MOMMY I want to climb up that TREE! I love to PLAY with MOMMY So MOMMY, will you PLEASE HELP me? 2. Hey DADDY, hey DADDY, What are we going to EAT Hey DADDY, hey DADDY I like BANANAS because they’re SWEET I love to EAT with DADDY So DADDY, what are we going to EAT 3. Hey BROTHER, hey SISTER Which BOOK should we READ? Hey BROTHER, hey SISTER I like to READ about flowers and bees I love to READ with BROTHER So BROTHER, what are we going to READ? 4. Hey GRANDPA, Hey GRANDPA What are we going to PLAY? Hey GRANDPA, Hey GRANDPA I like to SWING all day I love to PLAY with GRANDPA So GRANDPA, will you PLAY with me? 5. Hey GRANDMA, Hey GRANDMA Will you SING to me? Hey GRANDMA, Hey GRANDMA Don’t stop, SING MORE to me! I love to SING with GRANDMA, So GRANDMA, will you SING to me? (come in on 2nd time) Hey GRANDPA, Hey GRANDPA, Will you play with me? Hey BROTHER, hey BROTHER Will you READ with me? Hey MOMMY, hey MOMMY So MOMMY, will you please HELP me? |
movement songs from CLASS
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Lyrics for "Mama's Little Baby Loves Dancing":
Mama's little baby loves dancing, dancing Mama's little baby loves turning around! Mama's little baby loves dancing, dancing Mama's little baby loves to boogie on down! Lean to the left, Lean to the right Hug that baby nice and tight (x 2) Repeat beginning and HAVE FUN :) |
"If You're Happy and You Know It" as a movement song!
1. Jump around
2. Fly around
3. Throw ‘em Up!
4. Move to the left
5. Move to the right
6. Spin in a circle
1. Jump around
2. Fly around
3. Throw ‘em Up!
4. Move to the left
5. Move to the right
6. Spin in a circle
book read in class
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I Will Always Love You by Caroline Pedler
Cute book for practicing family signs! However, making your own family album is the BEST way to practice family signs with your little one! Grab an inexpensive plastic album from Meijer and change these labels to fit your own family! |
baby sign language increases language skills 2-3 years after taught!
We know from many studies that children who are hearing and typically-developing naturally use their hands to communicate before they can talk [1-5]. Still, when the idea of signing with infants and toddlers first began to take hold, parents wondered if signing would prevent or delay speech.
In response, researchers Linda Acredolo and Susan Goodwyn [6] conducted an experimental study to test whether using signs with hearing infants before they could talk would delay their language milestones. They taught 32 families to use signs with their children from the age of 11 months, and compared their development to 32 children whose parents were taught to label everything in the child’s environment with spoken words, and another group of 37 children whose families were not told to do anything in particular. What they found was that, on average, the children in the group of families using signs had better language skills than the other groups. For example, children in the signing group had bigger vocabularies and used longer sentences when they were two years old [7]. In the studies that have been done on using signs with infants and young children, none have shown that using signs causes a delay in language development.
References:
1. Behne, T., M. Carpenter, and M. Tomasello, One-year-olds comprehend the communicative intentions behind gestures in a hiding game. Developmental Science, 2005. 8(6): p. 492-499.
2. Acredolo, L. and S. Goodwyn, Symbolic gesturing in normal infants. Child Development, 1988. 59: p. 450-466.
3. Crais, E., D.D. Douglas, and C.C. Campbell, The intersection of the development of gestures and intentionality. Journal of Speech, Language, and Hearing Research, 2004. 47: p. 678-694.
4. Liszkowski, U., et al., Twelve-month-olds point to share attention and interest. Developmental Science, 2004. 7: p. 297-307.
5. Liszkowski, U., et al., 12- and 18-month-olds point to provide information for others. Journal of Cognition and Development, 2006. 7: p. 173-187.
6. Goodwyn, S. and L. Acredolo, Symbolic gesture versus word: Is there a modality advantage for onset of symbol use? Child Development, 1993. 64(3): p. 688-701.
7. Goodwyn, S., L. Acredolo, and A.L. Brown, Impact of symbolic gesturing on early language development. Journal of Verbal and Nonverbal Behavior, 2000. 24(2): p. 81-103. See study here.
In response, researchers Linda Acredolo and Susan Goodwyn [6] conducted an experimental study to test whether using signs with hearing infants before they could talk would delay their language milestones. They taught 32 families to use signs with their children from the age of 11 months, and compared their development to 32 children whose parents were taught to label everything in the child’s environment with spoken words, and another group of 37 children whose families were not told to do anything in particular. What they found was that, on average, the children in the group of families using signs had better language skills than the other groups. For example, children in the signing group had bigger vocabularies and used longer sentences when they were two years old [7]. In the studies that have been done on using signs with infants and young children, none have shown that using signs causes a delay in language development.
References:
1. Behne, T., M. Carpenter, and M. Tomasello, One-year-olds comprehend the communicative intentions behind gestures in a hiding game. Developmental Science, 2005. 8(6): p. 492-499.
2. Acredolo, L. and S. Goodwyn, Symbolic gesturing in normal infants. Child Development, 1988. 59: p. 450-466.
3. Crais, E., D.D. Douglas, and C.C. Campbell, The intersection of the development of gestures and intentionality. Journal of Speech, Language, and Hearing Research, 2004. 47: p. 678-694.
4. Liszkowski, U., et al., Twelve-month-olds point to share attention and interest. Developmental Science, 2004. 7: p. 297-307.
5. Liszkowski, U., et al., 12- and 18-month-olds point to provide information for others. Journal of Cognition and Development, 2006. 7: p. 173-187.
6. Goodwyn, S. and L. Acredolo, Symbolic gesture versus word: Is there a modality advantage for onset of symbol use? Child Development, 1993. 64(3): p. 688-701.
7. Goodwyn, S., L. Acredolo, and A.L. Brown, Impact of symbolic gesturing on early language development. Journal of Verbal and Nonverbal Behavior, 2000. 24(2): p. 81-103. See study here.
educational tip discussed in class + handout
Your Mission: Tell Your Child What You DO Want Them To Do....rather than what you DON'T want them to do
Download this printable handout here.
Why?
While it is obvious to adults, young children are not able to make the logical connection that when they are told not to do something, what they actually should do is the opposite. For example, the directions, “Don’t kick me!” can be very confusing to a child. However, “Please keep your feet on the floor” tells the child exactly what the expectation is and how he can change what he is doing. Young children may only understand the last couple words of a phrase, so when you say something like “Stop throwing the ball,” they may just be hearing “throw the ball!”
Using positive language also empowers a child to make an appropriate choice on his own, which can boost his self-esteem. When you are specific in your directions by telling your child exactly what he can do and when, it is easier for him to comply and he is more likely to cooperate with the request.
How: 3 easy steps
Step 1: Verbal Command
Step 2: Help Your Child Follow Your Direction on the FIRST or SECOND command!
Step 3: LOTS and LOTS of SPECIFIC positive reinforcement! Get specific about what they did correctly (rather than “great job”)
Download this printable handout here.
Why?
While it is obvious to adults, young children are not able to make the logical connection that when they are told not to do something, what they actually should do is the opposite. For example, the directions, “Don’t kick me!” can be very confusing to a child. However, “Please keep your feet on the floor” tells the child exactly what the expectation is and how he can change what he is doing. Young children may only understand the last couple words of a phrase, so when you say something like “Stop throwing the ball,” they may just be hearing “throw the ball!”
Using positive language also empowers a child to make an appropriate choice on his own, which can boost his self-esteem. When you are specific in your directions by telling your child exactly what he can do and when, it is easier for him to comply and he is more likely to cooperate with the request.
How: 3 easy steps
Step 1: Verbal Command
- Replace “don’t” with “do.” Tell your child what you WANT them to do, not what you don’t want them to do.
- Use as short of phrase as possible, with goal of 2-3 words. Repeat the most important 2-3 words of longer phrases.
Step 2: Help Your Child Follow Your Direction on the FIRST or SECOND command!
- At first, this may involve you PHYSICALLY HELPING your child comply. For example, help them pet the dog gently if they were pulling their fur, or help them keep their hands still if they were smushing their food all over the highchair tray.
- After they understand the direction better, this may look like modeling the behavior. For example, if the command was “Hands off”, you may just need to put your own hands up in the air. Or if the command was “Be gentle,” you may just need to model gentle petting on the back of your own hand.
- Note: if you wait to “help” your child “listen” until the 5th or 8th or 13th time you’ve said it, they are really just learning that they don’t have to listen the first time.
Step 3: LOTS and LOTS of SPECIFIC positive reinforcement! Get specific about what they did correctly (rather than “great job”)
- Examples: “Woohoo! I love how you’re petting gently!” “Yay, that was a great bite!” “Yaaaaay, what a great way to share your toy!” “Woohoo, I love how your hands are off the plant!”
- Note: give the verbal reinforcement EVEN IF you had to help them follow directions! This is how you get their “buy in” – if they get positively reinforced EVERY TIME they follow directions (even with your help), they will want to keep doing it!
Instead of this… |
Try This... |
"Don’t stop eating!" |
Step 1: “Keep going! I love these carrots. Let's have some more! I'm going to take a big bite!" Step 2: (Take a bite of your carrots and make a big show of how delicious they are) Step 3: “Wow! You’re touching/licking/biting/eating your carrots! I love that!” |
"Don’t kick!" |
Step 1: “Let go of his hair. Let go. Be gentle.” Step 2: (Show child how to pet gently OR do hand-over-hand to help them be more gentle) Step 3: “Woohoo! You are being gentle! I love how you’re being gentle!” |
"Don’t pull the cat’s/dog's hair!" |
Step 1: “It looks like you’re all done. You could sign “all done.” Keep your food on the tray.” Step 2: (Sign “all done” and help child make sign if they will tolerate it. You may need to cover up the food to help keep him from throwing it) Step 3: “Keep your food on the tray. Let’s keep it on the tray” OR “I love how you kept your food on the tray!” OR “I love how you signed ALL DONE!” |
"Don’t throw your food!" |
Step 1: “It looks like you’re all done. You could sign “all done.” Keep your food on the tray.” Step 2: (Sign “all done” and help child make sign if they will tolerate it. You may need to cover up the food to help keep him from throwing it) Step 3: “Keep your food on the tray. Let’s keep it on the tray” OR “I love how you kept your food on the tray!” OR “I love how you signed ALL DONE!” |
"Don’t touch the TV/fireplace/ oven/cactus" |
Step 1: “Hands off. Keep your hands off. Hands off.” Step 2: (Help child take hands off of object. If she persists after several tries, help child move away from object and say something like, “It looks like you’re having a hard time listening. Let’s find something else to play with. Find something else to play with. How about this plane?”) Step 3: “I love how you have your hands off the xx!” |
"Don’t run away from me!" |
Step 1: “Stay here please. I need you to stay here to stay safe. Stay here.” Step 2: (Get your child and if they still have a hard time: “It looks like you’re having a hard time staying here, so I’m going to help you stay here.”) Step 3: “I love how you’re staying here with me! That’s great.” |
questions about family signs
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Signs for Grandson + Granddaughter
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