Toolkit for Integrating Healthy Physical and Mental
Development in Early Learning Guidelines
Health and Safety Topic #6: Speech/Language Development
Caring for Our Children (CFOC) Standards and Healthy Kids, Healthy Care Links [Tips for Parents]
Selected States’ Early Learning Guidelines
State Assessment

CFOC Standard(s):

Communication in Native Language-2.006

At least one member of the staff shall be able to communicate in the native language of the parents and children, or the facility shall work with parents to arrange for a translator to communicate with parents and children.

Verbal Interaction-2.008

The child care facility shall assure that each child has at least one speaking adult person who engages the child in verbal exchanges linked to daily events and experiences. To encourage the development of language, the caregiver shall demonstrate skillful verbal communication and interaction with the child.
  • For infants, these interactions shall include responses to, and encouragement of, soft infant sounds, as well as naming of objects by the caregiver.
  • For toddlers, the interactions shall include naming of objects and actions and supporting, but not forcing, the child to do the same.
  • For preschool and school-age children, interactions shall include respectful listening and responses to what the child has to say, amplifying and clarifying the child's intent.

Interactions with Infants and Toddlers-2.011

Caregivers shall talk, listen to, and otherwise interact with young infants as they feed, change, and cuddle them.

Fostering Language Development of 3- to 5-Year Olds-2.019

The facility shall be rich in first-hand experiences that offer opportunities for language development. Facilities shall also have an abundance of books of fantasy, fiction, and nonfiction, and provide chances for the children to relate stories. Care-givers shall foster language development by:
  1. Speaking with children rather than at them;
  2. Encouraging children to talk with each other by helping them to listen and respond;
  3. Giving children models of verbal expression;
  4. Reading books about the child's culture and history, which would serve to help the child develop a sense of self;
  5. Listening respectfully when children speak.


HKHC Link(s):

Respecting Differences


Language & Communication 8 to 18 Months
C. EARLY READING
1. Builds and uses vocabulary through direct experiences and involvement with pictures and books.
H.S./CFR 1304.21(a)(1)(i) – (a)(1)(v); (b)(2)(ii)
Older infants use a variety of sounds to communicate. One way they learn words is as parents, caregivers, and teachers talk to them and look at and read books with them. Their emotional security with these adults enables them to become active participants in “reading.” Older infants begin to mimic the words from the books or point to pictures they have seen many times and say a word that sounds like the label the adult has been using. They understand much more language than they can reproduce. Babbling becomes consistent and speech-like, with first words and then phrases beginning to emerge. Older infants build and use vocabulary by:
  • enjoying patterns of rhythm and repetition of familiar voices, sounds, rhymes, and songs in their home language;
  • exploring a variety of books, including paper, cardboard, vinyl, cloth, etc.;
  • showing a memory for parts of familiar stories, rhymes, and songs;
  • pointing to several pictures in books as they are named by parents, caregivers, and teachers;
  • recognizing specific books by their covers;
  • turning pages of books.


Program-Focused Example
Pennsylvania Early Learning Standards for Infants and Toddlers (p.75)

Communication and Emerging Literacy
Indicator for Expressive
Communication: Engage in verbal communication.
Ask for things at the table during mealtime.

Examples
The toddler will:
Ask for milk when wants a drink, a cookie for dessert, etc.
Supportive Practices

The adult will:
Before the toddler is able to speak, ask if wants a specific item. Later, when speech is developed, wait for toddler to ask for item before providing it.

For references to the state early learning guidelines used see State Early Learning Guidelines Used in Examples
Speech/Language Development Content:

Content absent

Content to be strengthened

Content approaches CFOC
Action Plan
     


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