12.9: Promoting Cognitive and Lanugage Development
- Page ID
- 232930
\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)
\( \newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\)
( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\)
\( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)
\( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\)
\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)
\( \newcommand{\Span}{\mathrm{span}}\)
\( \newcommand{\id}{\mathrm{id}}\)
\( \newcommand{\Span}{\mathrm{span}}\)
\( \newcommand{\kernel}{\mathrm{null}\,}\)
\( \newcommand{\range}{\mathrm{range}\,}\)
\( \newcommand{\RealPart}{\mathrm{Re}}\)
\( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)
\( \newcommand{\Argument}{\mathrm{Arg}}\)
\( \newcommand{\norm}[1]{\| #1 \|}\)
\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)
\( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\AA}{\unicode[.8,0]{x212B}}\)
\( \newcommand{\vectorA}[1]{\vec{#1}} % arrow\)
\( \newcommand{\vectorAt}[1]{\vec{\text{#1}}} % arrow\)
\( \newcommand{\vectorB}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vectorC}[1]{\textbf{#1}} \)
\( \newcommand{\vectorD}[1]{\overrightarrow{#1}} \)
\( \newcommand{\vectorDt}[1]{\overrightarrow{\text{#1}}} \)
\( \newcommand{\vectE}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash{\mathbf {#1}}}} \)
\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)
\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- Explain how everyday caregiver-child interactions promote cognitive and language development in infants and toddlers.
- Describe specific strategies that support early learning.
- Discuss the importance of following a child’s interests and engaging in responsive, reciprocal communication.
Caregivers and early childhood professionals play a crucial role in promoting cognitive and language development in infants and toddlers. Simple, everyday interactions provide meaningful learning experiences that help build both cognitive and language skills.
Talk Often and Respond to Sounds
Infants begin learning language long before they speak their first words. Talking to babies throughout the day—describing what you’re doing, naming objects, and responding to their coos and babbles—helps them recognize speech patterns and associate words with meanings. Serve-and-return interactions, where caregivers respond warmly to an infant’s sounds and facial expressions, strengthen brain connections for communication (Shonkoff & Phillips, 2000).
Use Parentese, Gestures, and ASL
Speaking in parentese—a higher-pitched, slow, and exaggerated style of speech—captures infants' attention and helps them process language (Kuhl et al., 1997). Simple gestures, such as waving, clapping, and pointing, help babies communicate before they can speak and support the development of early vocabulary. Using American Sign Language (ASL) for basic words like "more," "all done," "eat," or "milk" can be a valuable tool for early communication and language development. Research suggests that introducing simple signs alongside spoken words helps infants express needs before they can verbalize them, reducing frustration and encouraging early language development (Goodwyn et al., 2000). Parents and caregivers can start by identifying a few key signs and naturally incorporate them into daily interactions, ensuring they always accompany the spoken word with the sign to reinforce verbal development.
Figure \(\PageIndex{1}\). Mother and daughter are waving. Image by Nikita Nikitin is licensed by Pexels.
Reading Daily
Even before infants understand words, they benefit from being read to. Books featuring high-contrast images, simple rhymes, and repetitive phrases effectively engage young learners and foster early literacy skills. As toddlers grow, pointing to pictures, naming objects, and encouraging them to turn pages make reading an interactive experience. Books with real-life images and familiar objects help connect words to their world.
Figure \(\PageIndex{2}\). Reading books with real images and environmental sounds helps infants and toddlers to more easily make connections to the real world. Image by Heather Carter is licensed CC BY-NC-ND 4.0.
Songs and Sounds
Singing songs, reciting nursery rhymes, and playing with different sounds introduce infants to the rhythm and melody of language. Simple games like pat-a-cake and peekaboo encourage back-and-forth interaction, helping babies develop communication and memory skills. Toddlers enjoy action songs, like "Itsy Bitsy Spider," which pair movement with language learning.
Exploration and Sensory Play
Infants and toddlers learn by experiencing the world through their senses. Providing safe opportunities to touch, grasp, shake, and explore different textures helps develop problem-solving and fine motor skills. Simple activities, such as feeling soft fabric, playing with water, or stacking blocks, support cognitive growth. Talking about what they see, hear, and feel helps connect sensory experiences to language.
Figure \(\PageIndex{3}\). Sensory play "making sushi" with bubble wrap, felt pieces, and large fuzzy pipe cleaners in a toddler classroom. Image by Heather Carter is licensed CC BY SA 4.0
Following Interests and Expanding on Their Words
Paying attention to what a child looks at, points to, or vocalizes allows caregivers to build on their curiosity. If a toddler says "dog," responding with "Yes, that’s a big, fluffy dog!" expands their vocabulary naturally. Recasting, or repeating what a child says in a more complex way, helps with grammar and language development without directly correcting them.
Simple Social Play
Face-to-face interactions, such as making silly faces, playing peekaboo, or rolling a ball back and forth, support early social and cognitive skills. Older infants and toddlers begin to enjoy parallel play, where they play alongside others, and simple turn-taking games. Encouraging interactions with siblings, caregivers, and other children provides rich language experiences.
By incorporating these simple strategies into daily routines, parents and caregivers create a strong foundation for infants' and toddlers' cognitive and language development, setting the stage for lifelong learning.
References, Contributors and Attributions
Kuhl, P. K., Andruski, J. E., Chistovich, I. A., Chistovich, L. A., Kozhevnikova, E. V., Ryskina, V. L., ... & Lacerda, F. (1997). Cross-language analysis of phonetic units in language addressed to infants. Science, 277(5326), 684-686.
Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. National Academy Press.