Infant Toddler Development Training
Module 4, Lesson 4
Introduction
 Lesson 3 took you through potential daily routines in which parents might embed motor play with their infants/toddlers, keeping in mind important cultural considerations. As you work through this lesson, consider those routines along with outdoor play as contexts for language development. Language and communication development is complex and requires practice in the content (meaning), use (purpose), and form (syntactic and morphological structures) and is dependent on the sense of hearing and visual clues.
As before, keep in mind that as you are providing curricula for communication and language, you are using many of the activities and strategies to promote development across domains.
Learning Objectives
Upon completion of this lesson, you will be able to:
- Identify play and daily living schemata to support developmental activities that address communication and language outcomes.
- Demonstrate an understanding of early literacy and language development and community resources to support such.
- Discuss the importance of language turn taking, strategies and adaptations.
- Explain ways that augmentative communication devices, sign language, and other assistive technology can help promote development and lead to functional outcomes across domains.
Resources
The following resources are necessary for the completion of this lesson. Learners may wish to access and print a hard copy of the resources prior to beginning the lesson for future reference. Some resource documents can be found in the Resource Bank. Others are available online. If you have difficulty locating any of the online documents listed below, please refer to the content for further instructions.
Key Words
Definitions of key words are found in the glossary.
- Language
- Babbles
- Augment
- Communication
- Literacy, early
- Cues
- Exaggerated (speech)
- PECs (picture cuing)
- Sensory (disabilities)
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