Colwell, C., Memmott, J., & Meeker-Miller, A. (2014). Music and sign language to promote infant and toddler communication and enhance parent-child interaction. International Journal of Music Education, 32(3), 333-345.
The authors of the article are Colwell, Memmott, and Meeker-Miller. Cynthia Colwell is a professor of music therapy and education at the University of Kansas. Memmott is a director of career and professional affairs while Anne Meeker-Miller is a Ph.D. holder and the founder of love language for babies program. The authors wanted to determine the relationship between music and sign language in promoting parent to child relationship and communication. The aim of this research was to identify the value of using music or sign language to advance early childhood communication as well as improve parent to child interactions. Various participants were chosen to take part in the study to find out the possible relationship between the variables.
According to the authors, every group used in the research was assigned a care-givers, parents and a child. The groups were; music only, sign language only and music and sign language combined. The interventions in the study were play-based. However, after data collection and analysis, it was determined that the result does not align with the use of music and sign language. In regards to the research, the readers should be able to understand that there is more to aspects that result in a parent to child interaction than music and sign language. It is apparent that there exist other contributing factors to the parent-child interaction during child development.
Fitzpatrick, E. M., Stevens, A., Garritty, C., & Moher, D. (2013). The effects of sign language on spoken language acquisition in children with hearing loss: a systematic review protocol. Systematic reviews, 2(1), 108.
Elizabeth Fitzpatrick is a professor and a specialist in a speech-language program whereas Adrienne Stevens is a senior clinical research associate at Ottawa Hospital research. Chantelle Garritty is a research program manager at Ottawa hospital research while David Moher is an associate professor as well as a community medicine at the University of Ottawa. The authors provide a systematic review of the effect of sign language on the acquisition of spoken language in infants with a hearing issue. The review offers the impact of applying sign language tailored with therapies in oral communication for creating spoken language in children who have hearing issues detected early.
The review is a vital information tool for parents and caregivers, as well as scholars who require new evidence found as a result of newborn screening and early interventions results. It contributes to a better understanding of treatment effects and the introduction of most efficient programs that are tailored to parents’ desired results for their children. Besides, it is important for parents and caregivers to involve various therapeutic interventions and program to promote a positive outcome on spoken language acquisitions. Therefore, in the case of early hearing problem detection among children, it is key to involve a therapist in the area of sound to assist the child master vital communication aspects.
Donoghue, E. C. (2014). Sign Language and Early Childhood Development (Doctoral dissertation).
Ellen C. Donoghue is among the professors at the University of Arkansas in the department of psychology. The focus of this study is to identify the extent at which early childhood professional from different occupations understands early childhood language development to be influenced by sign language. According to Ellen, specialists of early childhood such as teachers and a speech-language pathologist were requested to take part in the study. Among the people requested to participate, about 79 feedbacks were sampled. An electronic questionnaire which includes demographic information and question on the contribution of sign language to language development was structured from the source. A survey monkey was used to share the questionnaire electronically.
According to Ellen, apart from the typical development trends of children with the normal hearing system, children with hearing issues normally do not speak during their developmental phases. The children who have hearing issues do not have a way of understanding what an auditory language sounds as well as how to imitate. However, it is important for the parents and caregivers to start teaching their child sign language to aid in developing their communication. The study determined that sign language can also be helpful for children hearing issue especially to be applied as expressive communication before their first word. The study is important because it offers insight on how parents can promote a child’s development.
Parenting source (2016, Feb 25). How to Support Your Child’s Communication Skills. Retrieved from; www.zerotothree.org/resources/302-how-to-support-y…
The parenting source in the article offers a different progressive framework to aid parents assist in the enhancement of communications skills in infants. The ability to communicate involves the capability to link with others through the exchange of feelings and information using verbal and non-verbal communication. From this article, most of the children learn to pass information to meet certain needs or to create and keep interactions with the people who are close. Babies usually communicate through sounds and gestures immediately from birth. For instance, moving their legs in distress or happiness. They also tend to cry a lot when in pain or wants some needs met. Thus, it is important to note that children’s communication skills improve through leaps and bounds during the first years of development.
The readers especially the parents learn a lot from the article. First, the parents and care-givers learn that it is important to respond to the baby’s gestures, sounds as well as appearance. For instance, when the baby puts his or her arms up, pick him or her up to communicate to the baby that his or her communication skills are effective and important. Second, as a parent and care-givers, it is important to understand and recognize the feelings of a baby. It is apparent that they are more likely to share their feelings and ideas in cases where they understand that they will not be judged or teased. Therefore, as a parent and care-givers, it is significant to learn how to communicate and respond to a baby’s communication signs and signals.
Mueller, V., Sepulveda, A., & Rodriguez, S. (2014). The effects of baby sign training on child development. Early Child Development and Care, 184(8), 1178-1191.
Vannesa Mueller is a Ph.D. holder in speech and hearing science and assistant professor at the University of Texas at El Paso. Amanda Sepulveda is a Ph.D. holder in educational psychology and is currently an associate professor of English while Sarai Rodriguez is an assistant professor of psychology. They both performed a study to determine the impacts of baby sign training on child development. According to the authors, though the baby sign is becoming more popular, there is a gap of study which supports usability. The study that has been conducted in this field is contradictory. However, in the current research, about nine families with children from age six months to 2 years and five months took part in a baby sign workshop.
According to the authors, a test framework was used to evaluate the impact baby sign training have on the communication, adaptive behaviors and cognitive. It was determined that baby sign training has a positive effect on the development of children. Thus, the use of the baby sign to promote a child’s development was supported. The primary purpose of the article is to educate and enlighten readers on the value of baby sign training during developmental stages. It is important for a parent or caregivers to subject their children to early baby sign training for positive cognitive development.