Level 1 baby sign language class
LESSON 3: food SIGNS
signs taught in class: food SIGNS
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Pages 25-26 in your manual (some are not in book)
1. Apple 2. Banana 3. Carrot 4. Cereal 5. Cheese 6. Cookie 7. Cracker 8. Drink 9. Noodles/Pasta 10. Potato/Sweet Potato 11. Avocado 12. Peanut/Nut Butter 13. Grapes 14. Raisins 15. Peach 16. Ice Cream 17. Cake 18. Yogurt 19. Rice 20. Mango 21. Pear 22. Prunes 23. Orange 24. Beans 25. Watermelon/Melon 26. Corn 27. Peas 28. Fruit |
Signing songs from class
Snack Rap (#8 on your CD)
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Lyrics for "Snack Rap"
1. MILK and COOKIES, MILK, MILK and COOKIES I said MILK and COOKIES, MILK, MILK and COOKIES x 2 MOMMY I’m so HUNGRY May I have MILK and COOKIES x 2 2. CHEESE and CRACKERS, 3. SWEET POTATO 4. GRAPES and YOGURT 5. PEACH and APPLES 6. CAKE and ICE CREAM |
Apples and Bananas (not on CD)
video coming soon!
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Lyrics:
I like to EAT, EAT, EAT APPLES and BANANAS x 4 I like to DRINK, DRINK, DRINK MILK and WATER x 4 I want MORE, MORE, MORE – PLEASE and THANK YOU x 4 |
movement songs from CLASS
Everyone Can March, March, March
video coming soon!
Click to set custom HTML
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Lyrics:
1. Everyone can march, march, march x 3 And now we make a stop! 2. Spin 3. Jump 4. Sway 5. Move back 6. Move up |
Scarf Song: Popcorn Kernels
These are the scarves I bring to class and I've been very happy with them! If you want to get a set for home, they are under $10 for a dozen!
video coming soon!
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Lyrics:
(tune of Frere Jacques) Popcorn kernels, popcorn kernels (wave scarves overhead) In the pot, in the pot (make scarves “disappear” by bunching them up in their fists) Shake them, shake them, shake them (shake) Shake them, shake them, shake them (shake) Till they POP! Till they POP! (toss scarves up into the air) |
book read in class
Dr. Seuss' ABC Book
Such a fun, rhythmic ABC book - with Dr. Seuss' tongue-twisting flair! |
ok...so teaching my baby sign language helps with language development...but why?
Reason 1: Using sign language with your baby increases your infant-directed speech
A well documented factor that positively affects how quickly kids learn language is how much adults talk to them. When a child uses a verbal word or a sign, adults tend to "pour" more language into the conversation:
Reason 2: Topic Selection
Another well documented factor affecting how quickly kids learn language is how much they can control the topic – when they can talk about what THEY WANT to talk about.
Reason 3: Learning baby sign language encourages learning more language!
When learning is made easier and we feel successful, we want to do MORE of it!
References:
1. 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.
A well documented factor that positively affects how quickly kids learn language is how much adults talk to them. When a child uses a verbal word or a sign, adults tend to "pour" more language into the conversation:
- They acknowledge the baby’s word/sign + even elaborate:
- Child signs/says: “bird”
- Adult: “Birdie? That’s right! That is a birdie! Oh, there it goes flying away. Bye-bye birdie!”
- Child signs/says: “bird”
- It follows, then, that the more things an infant can and does talk about, the more vocal language the infant will hear in return.
- Because signs tend to be learned more easily and at earlier ages than their verbal counterparts, infants who sign gain the benefits of these kinds of responses at earlier ages
- In other words, a 14- month-old with a vocabulary of 10 verbal words AND 10 signs gets twice as much caregiver input as another 14 month old with only 10 verbal words
Reason 2: Topic Selection
Another well documented factor affecting how quickly kids learn language is how much they can control the topic – when they can talk about what THEY WANT to talk about.
- We all pay better attention to things we are genuinely interested in, rather than things we “should” be interested in
- Example: My husband talking about his day working in a brewery and I zone out – I do WANT to know about his day, but then he starts talking about filling barrels and the glycol and the beer temperature…blah blah blah. BUT - if he was talking about something I was more interested in, I'd be paying more attention!
- Child’s Example: a toddler at the zoo who is riveted by the birds hopping around underneath an elephant is not going to learn much useful info from a parent who is talking about the elephant over and over again!
- Example: My husband talking about his day working in a brewery and I zone out – I do WANT to know about his day, but then he starts talking about filling barrels and the glycol and the beer temperature…blah blah blah. BUT - if he was talking about something I was more interested in, I'd be paying more attention!
- By increasing a baby’s vocabulary with signs, it automatically increases the chance that parents will figure out what it is that the baby wants to talk about and shift their own focus to match.
- A shared focus, in turn, makes it much more likely that information we provide makes a lasting impression.
Reason 3: Learning baby sign language encourages learning more language!
When learning is made easier and we feel successful, we want to do MORE of it!
- The job of parents and teachers is to increase the chance that a child will succeed in a task making the task a bit easier in some way. ERRORLESS LEARNING
- Example: when adults help toddlers put together their first puzzles by giving them pieces already turned the right way, the child feels more successful and continues to want to do puzzles. They will get better at it over time until they are able to do it independently
- Example: when adults help toddlers put together their first puzzles by giving them pieces already turned the right way, the child feels more successful and continues to want to do puzzles. They will get better at it over time until they are able to do it independently
- When a baby learns to sign, that baby is learning how to be successful with communication and how valuable their own language can be.
- They are then more motivated to explore all forms of communication—including the more demanding form of spoken words.
- So – Just like learning to crawl increases rather than decreases a child’s motivation to walk, use of signs increases the child’s motivation to talk (rather than decreases ).
References:
1. 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
Teaching Your Child to Be A Good Eater
(Borrowed from Ellyn Satter)
Download this printable handout here.
Step by step, starting with breastfeeding or formula feeding, then solid foods, then table foods, you teach your child to be a good eater. Your child will learn to eat the food you eat.
To feed your child, you must do your own jobs and let your child do her jobs.
Don’t get your jobs mixed up with your child’s jobs.
Your jobs:
Your child’s jobs:
(Borrowed from Ellyn Satter)
Download this printable handout here.
Step by step, starting with breastfeeding or formula feeding, then solid foods, then table foods, you teach your child to be a good eater. Your child will learn to eat the food you eat.
To feed your child, you must do your own jobs and let your child do her jobs.
- You decide what, when and where your child gets to eat.
- Your child decides how much and whether she eats (of what you make).
Don’t get your jobs mixed up with your child’s jobs.
- If you don’t do your jobs, your child will eat poorly and not behave at the table.
- If you get bossy and try to do his jobs, he will fight back and not eat.
Your jobs:
- Have a schedule for meals and snacks.
- Choose what to buy, cook and put on the table.
- Enjoy your own meal. Pay attention to your own eating.
- Keep meals pleasant. Talk and listen. Don’t fight or scold. Turn off the TV.
- Let your child use her fingers, fork or spoon. Let her get messy.
Your child’s jobs:
- Learn to eat at the family table and snack times
- Comes to the table hungry and ready to eat.
- Pick and choose from what you have put on the table. Not make a fuss.
- Sneak up on new food and learn to like it.
- Decide how much and if he will eat. Enjoy his meal.
- Behave nicely at the table. Be good company.
- Try to eat. Not make a mess to bug you.
Rules for Mealtimes
Download this printable handout here. (page 2 of handout)
Download this printable handout here. (page 2 of handout)
- Children do not have to eat.
- Children feed themselves.
- Children are encouraged to interact with food (and to eat!) with the use of positive language, modeling, and praise, following the food interaction hierarchy.
- Child may spit food out (into their napkin or bowl), or take food out of their mouths if they choose. No attention is paid to spitting out food, in order to avoid reinforcement of this behavior.
- Children need to sit at the table for all eating/drinking and need to stay at the table (highchair, booster chair, or clip-on seat may be helpful) until the meal or snack is over.
- Plan regular mealtimes. A meal should last no more than 1⁄2 hour. Remove food after 10-15 minutes if your child is simply playing with the food, but require that he/she sit with the family for the rest of the mealtime. Don’t let your child get down early just because he/she doesn’t want to eat.
- Accept that meals make a mess. Fill cups 1⁄4 to 1⁄2 full. Put a plastic mat under your child’s plate and make sure that all surfaces are washable. Keeping a handheld vacuum handy is helpful. Involve children in the cleanup process whenever possible.
- Present solid foods first and liquids at the end of the meal.
- All distractions are eliminated during mealtimes, including toys, books, TV, videos, etc.
- Children should not sit at the table alone, and they should not eat alone. Even if a child does not eat, the parent or caregiver must eat to model the behavior.
- Children need child-sized bowls, plates, cups, spoons, and forks.
- Portions offered should be small and easily managed, with packages opened, food cut up appropriately, etc.
- Consistent routines for starting and ending the meal should be established.
- Food items stay on the table in front of the child, preferably in the child's bowl or on a napkin.
- No negative comments, body language or facial expressions during mealtimes (even if you don't like the menu!)
- The focus of mealtimes is on the food.
- Don’t coax or force your child to eat. At the end of the mealtime, if your child hasn’t eaten, simply allow him/her to leave the table. Save your child’s plate of food to warm up if he/she gets hungry later. Don’t offer alternative foods.
Journey Toward Eating
Remember that there are many skills that lead up to eating a food, and encounters with a new or non-preferred food aren't pass/fail situations. If your child isn't ready to chew and swallow a food independently, encourage skills lower on the "hierarchy" shown below!
Remember that there are many skills that lead up to eating a food, and encounters with a new or non-preferred food aren't pass/fail situations. If your child isn't ready to chew and swallow a food independently, encourage skills lower on the "hierarchy" shown below!
Check out this handout (also shown below) with some ideas of new foods to offer your little one!
Note: I did not develop this handout personally and the ages listed seem a bit arbitrary - use your best judgement or consult your pediatrician about the ages listed if you have questions.
Note: I did not develop this handout personally and the ages listed seem a bit arbitrary - use your best judgement or consult your pediatrician about the ages listed if you have questions.
Keep in mind that your little one is at risk of choking with lots of things until they have molars + the skills to safely chew and swallow larger items and more difficult textures. Check out this handout (also shown below) and please share with other caregivers!
***RAW APPLE is one of the most dangerous choking hazards for babies and I see families give raw apple frequently! Please either cook it, mash it, finely dice it or put in a mesh feeding bag.
***RAW APPLE is one of the most dangerous choking hazards for babies and I see families give raw apple frequently! Please either cook it, mash it, finely dice it or put in a mesh feeding bag.
questions about FOOD signs
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Sign for POPSICLE
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Sign for SQUASH (hint: there is none!)
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