Passive screen time for under-twos has no educational benefit and may slow language development, according to US-based nonprofit entity, ChildTrends. Read: Tech For Tots – Not All Bad – Or Good One-To-One Interactions “Children learn best by interacting with other people and the world around them”, said Kathy Hirsh-Pasek of Temple University. To this end,
Childrens’ spoken language skills benefit from responsive interactions with childhood educators and parents, according to research from the University of North Carolina’s Frank Porter Graham (FPG) child development institute. These points are valid for infants whose hearing issues are detected near birth, and who receive digital hearing devices as a priority. Read: Early Educators Build Childrens’ Communication
Many parents of deaf children ask how to do “language practice” at home, as advised by language teachers and educators. Reading is one way, and another is to talk with your child, in their favoured communication mode. Recently, the IDK team saw a great example of “language practice” online, written by a hard-of-hearing visiting teacher
Just recently, the Early Learning Initiative at National College of Ireland launched its new Parent Child Home Programme (PCHP). Many of the programme’s “points” are similar to the home-work the parents of severely to profoundly deaf children need to do, to develop their child’s spoken language as early in life as possible. Based on a
Babies and toddlers need to become familiar with books before reaching school age, otherwise they will tend to associate books only with school. Infants at home will be attracted to simple pictures in books, which can prompt their first item-and-word link, the initial step in language-learning. Toddlers exposed to image-rich books and flash cards early
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