Technology and Resources

Technology Components:

1. Bubbl.us concept map: (see larger version in post #3 "Webbing")

2. Google Docs: I created a table in Google Docs to organize the benefits that different programs list about using baby sign language. 

Benefits of Baby Sign Language

I also used the new Google Docs Presentation feature to create a slide show for my final product.

Final Presentation

3. Delicious: I created a "stack" of annotated links in Delicious.com. I used this tool to organize my online resources into one place so I could easily refer to them throughout the inquiry.

Baby Sign Language

4. Digital Camera: I used a digital camera to take short videos of my daughter signing. 

Articles:

Signing with Babies and Children by Claire Vallotton

Research on How Signing Helps Hearing Children Learn to Read 

Pilot Study

Bibliography:

House, H. (Producer), & Briant, M. (Director). (2009). Baby Sign Language Basicsa [Motion Picture].

Garcia, D. J. (2005). Sign with your Baby. Sign2Me.

Linda Acredolo, P. a. (2002). Baby Signs. McGraw-Hill.

Lowenstein, F. (2004). All About Sign Language: Talking with Your Hands. Enslow Publishers, Inc.

Paul, P. (2008). Parenting, Inc. Henry Holt and Company, LLC.

Productions, T. L. (2011). Retrieved February 8, 2012, from Signing Time: http://www.signingtime.com/program1

Vallotton, C. (2011). Signing with Babies and Children: A Summary of Research Findings for Parents and Professionals. Two Little Hands Productions.

Personal Connection

Prior to this inquiry experience I viewed a traditional research project as inquiry. Teacher gives assignment, student locates sources, reads information and regurgitates what has been "learned" in a final paper or poster.  Although I knew that this was not the best way to investigate a topic, explore sources or gain knowledge, it is the accepted, convenient, easy standard fulfilling method of teaching. Personally, it is easy for me to develop inquiry rich learning experiences for younger children, 0-6 year olds.  It drives me crazy that kindergarten and first graders sit at desks, fill out worksheets and take tests on the first day of school! What happened to centers? Circle time? Art? Young children learn through hands-on learning and interactions. However, as students progress through school those "center" learning environments are more difficult to produce. Nevertheless, their  critical and creative thinking value is immeasurable. Unfortunately, the experiential learning opportunities are minimally present in kindergarten, making it nearly impossible to incorporate them into high grade levels. 


This project has taught me to alter my thinking to find new ways to make information inquiry learning experiences possible.  The models offer invaluable ideas and guidelines to help form lessons, units and projects that will expand student's learning environment and intellectual thinking. Kuhlthau (1997) writes that, "When the learner is placed at the center, the goal of information seeking is not longer merely getting the relevant information but getting information that leads to a new understanding in the process of learning." This is the type of learning experience I want for myself and for those I am teaching/helping in the library. And there are already so many materials on the Internet--WebQuests, lesson plans and technology tools-- that can help support the development of inquiry lessons.  Creating inquiry rich learning experiences should not be a long-term goal that may be attained if there is time.  Inquiry should be at the forefront of learning with all other components (tests, worksheets, textbooks) made to fit within its perimeters, not the other way around. 

Curriculum Connection

Sign Language has many uses in day cares and special needs classrooms. However, research is beginning to show that it also has reading and literacy advantages when used with hearing, developmentally on target, children. A summary of research surrounding signing with children was compiled by Dr. Claire Vallotton. She writes, "Research shows that teachers who use two modes of communication--with both their mouths and their hands--in the classroom can help their students learn and retain information better" Vallotton, 2011). It has also been shown that finger-spelling with children, and adults that have difficulty reading, helps them transfer the sound they hear to the page (Vallotton, 2011). Dr. Joseph Garcia (2005) writes, "Signs themselves have certain advantages over words. Signs are often iconic--they represent the shape of objects or mimic an activity or movement. Therefore, they can be easily recognized and remembered. Words, on the other hand (no pun intended), are more arbitrary and lack an obvious connection to what is being expressed." I had never made the connection between the visual representation of signing that children can connect to letters and words. However, several of the signing programs and research had mentioned the visual correlation signing offers that is not available verbally.


Below are some academic standards that could be supported or met by using sign language in the classroom, as an inquiry project or as a component to another lesson or activity.  I have created some ideas for incorporating sign language in lessons and the classroom.


Indiana Foundations for Children
Three to Five Years
Early Childhood Foundations


ENGLISH/LANGUAGE ARTS FOUNDATION 1

F.1 - READING: Word Recognition, Fluency, and

Vocabulary Development (cont.)

Phonological Awareness

Phonological awareness is an “ear” skill. It is the ability to hear and manipulate the sounds of words, recognize that speech is composed of sounds, that some words rhyme, and that sounds can be manipulated. This is a foundation for phonemic awareness. Phonemic awareness is the ability to recognize the smallest units of sounds in words (the word pink begins with the sound /p/).

Learning to read requires that children have considerable awareness of the sound structure of spoken language. Few young children acquire phonemic awareness unless teachers and other adults take the opportunity to draw attention to the sounds and phonemes of spoken words.

Young children are learning when they:

F.1.15 Match the sound that begins own name with the sound that begins another word or name.

F.1.16 Identify first letter of own name.

F.1.17 Generate sounds from letters.

F.1.18 Recognize that words that look alike may sound alike.

F.1.19 Imitate simple rhymes.

F.1.20 Sing the alphabet song.

F.1.21 Recite/sing one rhyme or song.

F.1.22 Generate and blend the sounds of letter patterns into recognizable words.

F.1.23 Clap out syllables in word songs.

Kindergarten Activities:

1. Have pictures of the sign language alphabet throughout the room and on each table or desk.
2. Sing and sign the Alphabet song.
3. Teach how to sign common nursery rhymes.
4. Finger-spell sight words.
5. Sign the alphabet while saying the letter sound, not name. Have students write the letter with their fingers in shaving cream, rice or some other tactile substance.

ADVANCED CHILD DEVELOPMENT

The Family and Consumer Science academic standards for Advanced Child Development support the course description, which can be found HERE.  Standard 4 Students will evaluate developmentally appropriate practices to enhance child growth and development.  ___  ACD-4.1 Assess strategies that promote physical, emotional, social, intellectual, cultural, and moral development of children. ___  ACD-4.2 Analyze components of an integrated curriculum that incorporate a child's language, learning styles, home experiences, and cultural values. ___  ACD-4.3 Demonstrate respect for diversity with sensitivity to anti-bias, gender equity, age, culture, and ethnicity related to children, parenting, and child nurturing practices. ___  ACD-4.4 Choose positive guidance and discipline practices that promote child growth and development. ___  ACD-4.5 Devise nonviolent, proactive strategies to prevent and manage conflict between children and between adults and children. ___  ACD-4.6 Access, evaluate, and utilize current and emerging research related to child growth and development to assess early childhood practices and procedures. OR EARLY CHILDHOOD EDUCATION The Family and Consumer Science academic standards for Early Childhood Education support the course description, which can be found HERE  Standard 4 Students will demonstrate integration of curriculum and instruction to meet children's developmental needs and interests. Examine a variety of curriculum and instructional models. Implement learning activities in all curriculum areas that meet the developmental needs of children. Implement an integrated curriculum that incorporates a child's language, learning styles, home experiences, and cultural values. Demonstrate a variety of teaching methods to meet individual needs of children. Create environments, including learning centers, that provide for children's creativity, exploration, discovery, and development. Establish schedules, routines, and transitions for units, lessons, and activities.

High school child development class activities:

1. Have students investigate the use of sign language with babies and young children. They can use library resources, personal interviews or experiences, or the sites listed HERE.
2. Discuss language development, second language acquisition and communication.
3. Discuss the use of sign language with special needs children.
4. Discuss how sign language can be used to bridge language, cultural and social barriers. 
5. Using what they  have learned, have students develop a game or activity that incorporates sign language to use with a child 0-2 or 3-5 years of age.
6. Students should present their activity to the class along with a multimedia power point that explains their findings.
7. Host a child day at the school where students can play their games with young children. 
8. Reflect/debrief on the experience interacting with the children using sign language. 

Interestingly there is an entire document dedicated to sign language in the World Language academic standards. Read it HERE


The activities listed above, especially for high school students, can help build content literacy skills. Annette Lamb (2011) writes that, "Content literacy involves the integration of strategies and experiences that build understandings related to a particular topic rather than simply acquiring large amounts of information."  By focusing on one or two of the suggestions teachers can integrate a variety of content areas while using sign language as the guiding topic--culture, foreign language, child development, social sciences, history, and ESL to name a few. Sign language has so much to offer professionally, educationally and personally. Take
the aspects that work for your situation and use signing to enhance your learning experiences.

Wishing

I feel that my inquiry was successful. I appreciate the fact that we were given an extended period of time to complete the assignment. I believe that my knowledge growth, information use and final product would not have been as complete if pursued with less time. I think that this is an important observation to note because as teachers and/or librarians the assignments we give students are often expected to be completed within the same week or maybe two weeks of time.  Granted, this is in part due to the curriculum restrictions and schooling time requirements. However, if we are truly seeking to foster critical thinking skills to create life-long learners, it is imperative to strive for inquiry opportunities that can take 4-6 weeks, and then ensure that students work throughout that entire time frame.  Even if a month long project occurs once a year, or better, once a semester, the chance to develop thinking and learning skills is immeasurable for student's future success. When creating inquiry and higher level thinking projects for today's students there are many options and models to follow. A web quest might take a teacher some time to create, but the students can move through it more quickly while still engaging in information rich learning experiences. Alice H. Yucht's "FLIP IT" inquiry model would be a great choice to use with high school students. It is divided into four sections that may make is more feasible to move through an inquiry assignment with less time. The steps: FOCUS, LINKS, INPUT and PAYOFF contain components that lead students through exercises in order to develop "intelligent thinking" skills. 


See an overview of the FLIP IT model:


FLIP It Info-Skills Categories




When I began this inquiry I created a list of 7 questions. I then narrowed my search to focus on two questions: What are the benefits of teaching sign language to hearing children? and How do you teach a baby to sign? I feel that I have been able to successfully answer these questions for myself personally, as well as, to share and use the information professionally.  Through my inquiry process I was also able to answer a third question: How does knowing sign language help children learn in other areas? My inquiry touched on ways that signing with infants and children can increase, enhance and help improve literacy skills.  This is a question that can definitely be pursued more in depth; however, I feel that my inquiry was able to provide resources and information to begin answering this question. 


A challenge for me during this project was to remember that the inquiry process is cyclical. My natural inclination and personality tend towards a linear process. I am someone that loves to gather materials together, read and then reflect on what I have learned. Questioning, searching, re-questioning, wondering, inferring, re-searching, and moving again into questioning is difficult for  me to complete. I find progress in making a list, moving through the activities, checking items off and arriving at an end point. I really wanted to just go through each "W" systematically and end up with an answer to my question. And though I think I did move through this inquiry more linearly than others, and perhaps more than I should have, I really tried to recognize and apply the cyclical process of inquiry that we have studied. Sandy L. Guild (2003) writes," ...the research process...is often presented in a fashion that leads students to assume that the process is linear. We tend to move students through the stages of research in a sequential fashion, providing lessons on each stage, without explicitly providing for the incorporation of a model for recursion." Since I was taught how to research in this linear method, and have a personality that responds well to this type of "learning," I need to make a concerted effort to learn, embrace and include the inquiry models of recursive information seeking processes in my own studies, as well as, in my instruction to students and other library patrons. 


This inquiry was a good experience to help me realize what students are encountering when they seek information and help in the library. Oftentimes they are unable to explain the assignment or what information they need. This is frustrating but after completing this assignment it is easier to understand their confusion.  Students are overwhelmed by the task, the information possibilities or so focused on the final product that they can't process what needs to be accomplished in order to arrive at the final destination. I now have more skills to help students question, assimilate and reflect on their knowledge so that they can fulfill their information needs.  The reference interview requires librarians to take an alternative perspective to the posed problem so that they can ask questions that lead to the true information need. Likewise. helping students through research and inquiry projects requires teachers and librarians to pursue a different approach in order to guide them through the process. 

Waving

The information I focused on for my inquiry project could have numerous applications. I narrowed my topic of baby sign language to two main ideas--benefits and teaching techniques.  Carol Kuhlthau (1997) writes that, "Enough relates to seeking meaning in a quantity of information by formulating a perspective on which to build and determining what one needs to know. Within the ISP, the question of enough is addressed by what is enough to make sense of oneself."  Baby sign language has a myriad of information focuses.  By chooses to investigate the benefits and teaching techniques I made the choice of what was "enough" for myself and my project at this time.  My inquiry allowed me to briefly touch on other aspects that I will explore at a later date. 


The benefits of signing with infants and children offer solid reasons to share what I have learned.  There are several ways in which I could use this new knowledge.


Professionally: (Public or school library)

1. story hours
2. parent educational/enrichment program
3. student inquiry projects
4. teacher/student classroom application and interactions
5. foundation for further study into student learning/teaching methods, literacy skills and language acquisition

Personally:

1. signing with my children, perhaps leading to a further study of ASL
2. supporting family and friends that use baby sign language or have special needs children
3. continuing my personal inquiry and knowledge to enhance my learning and teaching abilities
4. using sign language as a literacy tool as I home school my children 
5. developing skills that could lead to other career opportunities--instructor, interpreter 

In order to include my home video as part of my final product I had to use YouTube to convert and publish it to the web. I wasn't planning on sharing it with the world but now it is out there for others to view. I also shared it with family and friends as a post on my Facebook page. The slide presentation I can see potentially using as part of a library program. It could also lead to a conference presentation if I continued my inquiry into the literacy benefits of baby sign language. Right now I will share this inquiry with my classmates and family; however, I will not limit the possibilities it holds for other applications or "waving" opportunities. 

Final Product

I created a video of Emma using sign language as my final product. I took small videos of various signs and used Windows Movie Maker to bring them all together into a video that tries to reflect a typical day of signing with Emma. I incorporated pictures of how to make the ASL signs so that you could see the actual way to form the sign.  Initially children do not have the dexterity to make the signs correctly. As you will see some of Emma's signs are not exact replicas of the actual sign; however, they are close approximations that are easily understood by her accompanying verbal word or the context.  Though this is a fun way to see baby signing in action I decided that it needed something more to make it complete. I created a slide show in Google Docs Presentation.  Most of the information about baby signing I have posted in my blog.  However, to make this an independent slide show, that could be used to share the information through programming or outside the context of the blog, I took the major points of my inquiry to make the presentation.  My inquiry focused on benefits and teaching methods of baby signing.  I listed these and also incorporated videos as examples of the three baby signing programs I studied. If I was actually giving this presentation I would provide more information as I explained each slide. I did not narrate it as the participates and instructor of this class already have this information through the blog. The video of Emma is the final slide and lets you see what she has learned in a short time.


You will see that some of Emma's signs are similar. Her sign for "eat" and "water" look almost identical. However, when she wants water she also says, "wawa" so it is very clear whether she wants a drink or to eat. There is also some footage of her making animal sounds. These are animals that I sign to her but are difficult to make, I included this so that you could see how she has learned to communicate even though she cannot yet make the sign.  You will also see that some of the signs are approximations as she cannot yet form the sign correctly.  Please pardon my amateur cinematography. It is quite difficult to have the camera ready when the active, independent toddler decides to make the signs!


Brown, Bryan and Brown write that "...technology supports powerful literacy instruction and offers multiple opportunities to collaborate with more knowledgeable learners." By creating my presentation in Google Docs I have the chance to work with others on the project later. It also allowed me to use graphics, pictures, text or videos to create an engaging multimedia presentation.  As I embedded videos from YouTube I realized how many video resources there are about babies signing. I have never explored YouTube as a source for this information. So even as I am concluding this information inquiry I am returning to the "wondering," "webbing," and "wiggling" phases (Lamb). I have answered some questions but still have additional resources and questions to explore in the future as this cyclical process continues.


View my presentation below: It will advance to the next slide every 5 seconds. Click the box next to the "Slide1/10" to view a larger version that will allow you to view the included videos. 

                    

Wrapping in the Library

Signing with infants and children is a wonderful literacy tool that could be used in libraries. Studies have shown that when parents actively engage with their children when reading, through gestures and open ended questions, the children's language skills are increased.  "Parents who use signs with their preverbal children report that their children take a great interest in books, and use signs to actively participate in book-reading with their parents" (Vallotton, 2011). Story hours are opportune times to incorporate signing into children's programming.  Usually parents attend these activities with their infants and toddlers so they can learn signs along with the children.  Signing is already a part of most library story hours, it may just not be recognized.  All of the songs and finger plays that are included in this time generally have a hand motion component--that's signing! If librarians wanted to extend the signing language inclusion and education it would be very easy to learn a new sign each week. Baby Signs offers free poster downloads that are delivered directly through email.  Librarians could download and laminate these posters to have as part of the story hour and then displayed throughout the children's department. 


Signing does not have to stop with toddlers.  Research has also shown that preschooler, kindergarten and elementary aged children can benefit from sign language. "Several studies have shown that signing can help kindergartners, and even older children, gain bigger vocabularies, and improve their spelling and reading skills" (Vallotton, 2011). Media specialists can work with teachers to learn ways of incorporating sign language into the classroom. They could also develop inquiry activities that involve signing focuses or components. 


I have focused on the benefits and techniques of signing with infants and toddlers; however, this information can be transferred to older children and other settings. The possibilities are endless, with a little creative thinking and application of the numerous resources available, sign language could become an important literacy tool. 


Click below to see an example of the posters that can be downloaded and used at home or in the library. 


Baby Signs poster "ball"

It's a Wrap!

As I reflect on this inquiry I am amazed at all I have learned and also what I still have to learn. I have encountered many wonderful resources through this process. I was very familiar with the Signing Time program as I watch the DVDs and read the board books with my daughter. However, I never fully looked at the website and resources they have available. I still feel like this program meets our needs the best, and will be returning for further investigation. I don't allow Emma to watch much television (and she really isn't interested) but I have found these DVDs to be beneficial for both of us to learn new signs. We watch them together so that I can talk to her about what we are seeing and immediately make the signs with her myself. Placing a child in front of a DVD is not using it as an instructional tool.  Studies show that "young children learn most through responsive interactions with their family members" (Vallotton, 2011). In order for the DVDs, that these programs offer, to be effective it is important to engage in the activities with the child so that it is understood what they are viewing, and so that you can reinforce the signs.  Furthermore, it is important to remember that the American Academy of Pediatrics does not recommend television for children under two years of age, and very limited amounts for older children.  So even though these DVDs are helpful for parents and children to learn sign language, they are not the complete answer to teaching baby sign language. They are a supportive tool, that should be used in moderation, with adult interaction. Vallotton writes that, "...the negative impact of extensive television exposure is likely due to a lack of interaction with parents, making it important for parents and children to view educational media together, to make it an interactive and responsive activity." Use the baby sign language DVDs as tools to teach and support the signs you use with your child, but don't expect them to babysit or turn your child into a signing wonder. 


The Signing Time videos are broken into subject area clips so that you can choose to just watch one or two and return for more later. This is nice because Emma's attention span is limited. We are able to complete a section but wait to watch more so that she does not lose interest. This inquiry has allowed me to investigate other signing programs. I will have to try the Baby Signs, and other programs, DVDs. I was previously unaware of most of the resources available. I now receive emails from three programs I have focused on during this inquiry.  They include signing activities, free sign language posters, articles and promotions.
I have learned the leading advocates of baby signing, and gathered research that I can use to help others teach baby signing and support my choice to sign with Emma.  


Baby sign language was important to me to investigate because I have really seen the advantages with my daughter and wanted to be more prepared to share the experience with others. I now have research, program options, and numerous resources to share, instead of just having my own personal thoughts. Barbara Stripling (2010) writes that "...inquiry is recursive and cyclical, with learners going back and forth between the phases of inquiry to resolve new questions and complexities as they arise." The information inquiry process has opened doors to new information and material. I did not have time to thoroughly investigate all the sources I encountered.  So now, as time allows, I can return to the inquiry process of questioning, exploring, assimilating, inferring, and reflecting to further my knowledge acquisition and information usage (Callison, 2006). 

Program Commonalities

The second question I want to address through this inquiry is: How do you teach babies to sign?


I read Joseph Garcia's book Sign with Your Baby which gives parents an overview of signing with babies, offers suggestions and provides illustrations of common signs.  I then explored the Sign2Me, Baby Signs and Signing Time websites to investigate the teaching methods and products they each provide. I also viewed the video Baby Sign Language Basics by Monta Briant, parent and founder of the company. I have also used and reviewed  Signing Time DVDs and the Baby Sign board books available at my local library.


Technology has provided the visual tools needed to teach sign language easily and in one's own home. Each program includes DVDs as the main instructional tool.  The Sign2Me program includes an instructional video for parents and children that teaches signs and gives information about signing. There is also a CD of songs, and flash cards available to support the signs parents are teaching children.  The Baby Signs and Signing Time programs center around DVDs that are designed for children.  These DVDs incorporate actual babies signing, animation, print words, audio and music.  Baby Signs relies heavily on animated characters that move at a slow pace, making it easy for babies to follow.  Signing Time videos are a mixture of fun animations that support the signs taught by company founder, Rachel Coleman. Baby Signs and Signing Time also have board books, flash cards and Cds. Each company has an email program that allows parents to receive free posters, weekly signs and other resources.


Monta Briant, in her video Baby Sign Language Basics, offers eight recommendations for teaching children sign language.


1. Be on the child's level so you can make eye contact.
2. Make sure that you are in the baby's field of vision so they easily see the hand motions.
3. Say the word as you make the sign.
4. Sign in context--sign about what you are seeing or doing.
5. Use appropriate facial expressions to match the sign. Don't smile when you are teaching the sign for sad.
6. Make signing a part of your daily routine.
7. Teach motivating signs. Signs that express your child's interests. For example, "train" was one of the 1st signs I used with Emma because she loves to watch the train go by our house.
8. Have fun!


The program tools (animations, people, songs, written and spoken words) and suggestions for teaching babies signs reflect the inquiry process and life-long learning skills.  Callison (2006) writes that "Media merge to create multimedia, where written, spoken, and visualized images bring both improved clarity and new complexities to the communication process." The DVDs created to teach baby sign language combine various elements to address different learning styles and stimulate children's senses.  When I was nine years old I wanted to learn sign language. We had a book, The Joy of Signing, that had illustrations of hundreds of signs.  I would spend time choosing signs, mimicking the pictures and trying to teach them to my younger siblings.  I was able to learn some and my interest was piqued. However, it was not engaging enough to make a very lasting impression. Wiggins and McTighe (2005) state that "...enduring understandings answer the question, "What do we want our students to understand and be able to do several years from now, after they have forgotten the details" (qtd. in Donham, 2010). Advancements in technology make teaching and learning sign language easier, fun and engaging. The use of visual, audio and tactile (making the hand positions) senses allows children to engage in the learning process. And though many children stop signing when their verbal skills are fully developed, I believe they will have gained skills and knowledge that will carry over into later learning and life experiences.


Here are  preview clips from the Baby Signing Time, Baby Signs and Sign2Me programs.

Baby Signing Time 
"Here We Go"

Baby Signs--Eat

Clips from Sign2Me instructional video by Joseph Garcia

When teaching children sign language it is important to remember that, "Each sign is made up of four parts. They are handshape, hand movement, location, and position of palm. The looks you make with your face while signing are also very important" (Lowenstein, 2004). As you can see, these videos make it easy to learn and imitate signs by clearly demonstrating hand shape, movement and location, the palm position and appropriate facial expressions. When signing with your own children keep these 5 guides in mind.

Lowenstein, F. (2004). All About Sign Language: Talking with Your Hands. Enslow Publishers, Inc.

  

Testimonials

Though I am moving towards the end of my inquiry (due to the impending due date), I have returned to exploration "...the initial action taken to seek answers to a question" (Callison, 2006) to gain some more personal insights into signing with babies.  


To help further my inquiry I posted a poll on my Facebook page. I have many friends with children and was curious to see if any of them use/used sign language. I have only received one response so far but wanted to share the information. This is what I posted:

I am doing an inquiry project for my class this semester.

I am studying signing with babies. I personally use signs with 

Emma and have discovered some great resources. However, 

I would really love to hear your thoughts and personal experiences. 

If you would be willing to share with me

 please respond to this post or send me a message. Thanks!

 Some questions I am interested in answering:

1. Why did you begin signing with your child?
2. At what age did you begin signing with your child?
3. How have you taught the signs?
4. What signs do you use? Why?
5. What are some benefits you have experienced by signing with your child?
6. Anything else you would like to share! Personal observations are welcomed.

This is what a friend of mine shared:

"I used sign with my first. I wish I had taken the time to teach it to my second as well.

The two are so close in age that some things had to go in caring for two babies, and sign,

 unfortunately, was one of those.I loved signing with Alivia. I used the sign and the word

 simultaneously, beginning with the sign for "milk" when nursing. She was several months 

old when I began signing with her, well before she was able to make the signs herself. 

She had quite an extensive expressive and receptive sign vocabulary by the time she did 

start talking, everything from "milk" to "motorcycle." When she did start talking, she 

progressed very quickly from single words to complex sentences. Elliott on the other

 hand is developing speech much slower than Alivia, though I am reluctant to say that it 

was because of the lack of the use of sign language that he is progressing more slowly 

than his sister. I loved the fact that though Alivia couldn't talk, she could express her thoughts

 and desires at a young age. I think that is probably the neatest thing about baby sign language.

 I would encourage all parents to invest in a book of simple signs--

I used a book called "The Joy of Signing"--and choose the signs they think will be most-

used by their little one. I would suggest starting at 3-4 months old if not sooner.

 And I would suggest using both the verbal word and the sign at the same time. "

~Annie

We also have a family friend with a child that uses sign language due to a disability that makes him currently unable to easily form words. This child is also growing up in a bilingual home. He attends a special school that uses sign language and Spanish to communicate with the children. This child's younger brother is learning signs from him and is able to use them to communicate as a toddler. Signing has allowed Peter to communicate with his parents, sibling and peers. He will hopefully develop verbal speech one day, but is now able to function as a three year old via signing. His brother has been exposed to signs since birth and though he can talk he is able to use signs since he is still a pre-verbal toddler.  Although the parents do not know ASL they are learning signs along with the children and signing is also acting as a bridge between English and Spanish speakers.


Early use of manners is one benefit of signing that I have found personally significant.  "Please" and "thank you" are signs I have used from the very beginning of signing with Emma.  I taught "more, please" instead of just "more." As she started to sign "more" and "eat" I always asked her to say "please" as well. As her physical ability to form signs increased she quickly began signing "please." Recently she has been able to sign "thank you." Now I often do not have to ask her to "say" please or thank you, she automatically combines the manner sign with the request. She has also figured out when the use of these signs in appropriate in other situations. For instance, she was trying to get her Dad to play the other day, he was kind of distracted so she started signing "please." (try to say no to that!)  And when I handed her a toy she signed "thank you" without being prompted. Politeness is an attribute I highly value in children. I see many kids just ripping open presents or grabbing something without even a glance let alone a thank you.  Signing has given me the chance to instill the abstract concept of manners in Emma at a very young age. Though we haven't had to use it yet, "sorry" is another valuable sign that helps young children interact appropriately with peers. 

Assimilation

By reviewing books, websites and videos I extrapolated information about the benefits of signing with babies. In my previous post I discussed the three main benefits agreed upon by leading experts in the field of baby signing.  However, each signing program listed additional positive aspects of signing with infants. There are so many that I will not be able to investigate or discuss them all for this inquiry. I created a basic table in Google Docs to display what benefits each program advocates. I also added a column with the benefits I have personally observed through my own experiences of signing with babies. You can use this table as a starting point to expand your own search if you would like. 


See the table of benefits HERE


I enter a weaving and assimilation phase of inquiry as I merge my prior knowledge of baby signs with new information. Callison (2006) writes that assimilation "...involves the actions to absorb and fit information to that which is already known, believed, or assumed by the learner. Assimilation involves accumulation of knowledge, alteration of accepted knowledge, and constant consideration of alternatives." I had some unconfirmed previous knowledge of the benefits of signing with babies.  Through my discovery process I have encountered research that supports my own assumptions. I have also found new information that furthers my understanding of infant sign language. One benefit that is discussed by numerous baby sign experts is that signing can enhance the parent/child bond.  I had never considered this as a benefit. 


Let's see what the experts have to say:

• Joseph Garcia (2005) writes, "Using manual communication with your infants can help build a solid foundation for mutual understanding, dramatically contributing to the bonding process."
• Monta Briant, in her video Baby Sign Language Basics, argues that the greatest benefit of signing with babies is that it builds the parent/child bond by allowing children to express their ideas and learn that their thoughts and needs are important.
•  Rachel Coleman, founder of Signing Time, says, "Sign language is a wonderful tool that allows even very small children to express themselves. Most parents that sign with their babies talk about an unexplainable [sic] bond that is felt when their child communicates so early!" 
• Drs. Linda Acredolo and Susan Goodwyn, founders of Baby Signs, state, "Because babies using baby sign language are able to communicate effectively with their caregivers, the number of positive interactions goes up and the number of negative interactions goes down. In other words, when a baby and parent can truly understand each other and share what's on their minds, they feel more connected to one another." 

I had never thought that signing with babies could strengthen the parent/child bond, but I encountered it again and again during my search process. Now that I  added this information to my previous knowledge I began watching" and "wondering" about it in my own life. Emma and I have a very strong bond due to many factors aside from signing. However, as I considered how we use signs to interact throughout the day I can definitely see that it could enhance the bonding experience. Signing allows us to communicate at a much higher level than most parents with a 14 month old. Signing with each other is a natural part of our daily routines. I am able to reinforce my instructions by signing along with verbal words so that I ensure she understands what I mean to convey.  Likewise, Emma "tells" me what she sees and needs through words and signs. Today I did not understand the word she was trying to say so after I asked her what she meant she said the word and made the sign. I was then able to figure out that she had seen a ladybug on the floor. 

Signing with Emma was something I started because I knew that when a child can sign "more" and "eat" life is much easier. I did not realize how easily and quickly it would become a supportive part of our lives. I am currently trying to learn more signs because my signing vocabulary is about empty and Emma wants to know more signs for animals and words. This inquiry is allowing me opportunities to learn even more ways to include signing in my life, and hopefully share the experience with others. I never considered signing as a way to bond with your child, now I look forward to learning more signs so that we can explore the world together.