ENJOYING SOUNDS, MUSIC, HEARING AND LANGUAGES
GROW YOUR MAGNIFICENT CHILD
ENJOYING SOUNDS, MUSIC AND LANGUAGES. Baby’s sense of hearing and hearing development.
Toddler’s OMSDEP: Her sense of hearing and hearing development intentions:
To understand all human language and all music.
Knowing 2000 words and simple sentences:
Living in an environment enriched with natural sounds, words and language has raised toddler’s level of language and sound understanding from very little at birth to the stage where she should now have a very large base of basic language and sound understanding, as well as the accompanying natural brain growth. The greater the range of brief and repeated language and sound experiences she has had in a happy and enjoyable environment, the higher her level of language competence is now likely to be. The broad base of basic language and sound understanding that toddler should now have should ensure that her understanding of language will now accelerate as she builds upon that base. Toddler has moved from little or no understanding of language and sound at birth to demonstrated understanding of two or more words at Level 3. Then at Level 4 she demonstrated understanding of 25 words and two word couplets, and soon, during Level 5, her level of understanding should rise to about 2000 words and simple sentences. Examples of simple sentences she should understand are “Where is the dog.” and “We are going to the beach”.
One-step instructions or requests:
Nine times each day request that toddler give you something, or go somewhere,
or do something. For example you might say, “Pass me the cup please, John,” and you then wait expectantly for John to pass the cup to you. If he does pass the cup to you then you joyously thank him for his help. If he does not pass the cup to you then you might respond by saying, as you point to the cup. “This cup here, I would like you to pass it to me, but I can take it now”. Then, after a brief pause to give John another opportunity to pass the cup, you pick up the cup. You might then say “I will pass the cup to you, John.” Then pass the cup to John. Then you might say, “Pass me the cup please, John,” and you then wait expectantly for John to pass the cup to you. Depending on what John does you can continue or discontinue the cup passing game.
It is very important to play this (and all other) games enjoyably and as a way of having fun with toddler. It is very, very important not to be pushy, demanding, a lecturer or authoritarian. Speak in naturally loving voice tones. Then toddler learns from you in a state of joy and happiness and clearly understands that learning is fun, joyful and brings happiness. If she learns under these conditions now then she can easily develop a lifelong love of learning and will benefit accordingly. Additionally, as her love for learning grows, she will be independently motivated to learn when she is older and the discipline problems many parents have with schoolchildren should not occur.
If you repeat the same game three times each day for five days then John will usually learn to pass the cup to you when requested. Remember not to adopt a patronising attitude, keep the conversation happy and enjoyable and discontinue the game before John loses interest, not when he loses interest. When toddler has obviously learnt the meaning of “Pass the cup please John,” begin using another simple sentence such as “Let’s go for a walk, John”. Another approach is to play a game such as having toddler sit down and get up when you request. You can use at least four different requests each day, on three different occasions (say morning, midday and evening); to total twelve requests each day. Make other requests as often as your toddler will enjoy them throughout the day.
Two and three-step instructions or requests:
When toddler understands one-step instructions and requests, begin giving her two-step instructions or requests. An example of a two-step instruction or request is “Pick up the red truck and hand it to me please Jane.” When toddler understands two-step instructions or requests begin giving her three-step instructions or requests. An example of a three-step instruction or request is “Pick up your spoon, put it in the sink and wash your hands please, Jane.”
Keep in mind that it could take from three to six months for toddler to respond to one-step instructions or requests. It could then take a further three to six months before she responds to two-step instructions or requests. And, it could then take a further three to six months before she responds to three-step instructions or requests.
As toddler learns to speak she will begin to ask questions. Answer these questions completely without avoiding difficult subjects. When toddler asks a question she will be very naturally focussed on the answer you give her and you can be sure that it will become a part of her knowledge, her intelligence. If you give her accurate and precise answers then you are increasing her intelligence, if you give her inaccurate or incomplete answers then you have lost an excellent opportunity to naturally increase her intelligence, you might, in fact, decrease her intelligence by giving incorrect answers. If you don’t know the answer to a question be honest and tell her that you don’t know:Toddler will then learn to trust you and you will not risk later embarrassment if she learns the truth; also you will not risk reducing her intelligence by giving her incorrect information.
Video and language:
During this level toddler can benefit by viewing some television or video programs. Television and video gives her an ideal opportunity to listen to and interpret language. Because television is not multi-sensual (it is only seen and heard and not felt, smelt or tasted, and it does not require any physical activity) and is a passive activity (that is the child does not take an active part in it) its developmental value is limited. Fifteen to thirty minutes each day is sufficient for children at this level and the shows must be of a high language standard. Suitable television shows are usually hosted by one or two happy, talented and child loving adults, include singing, music, art and craft, animal and nature segments and very little (if any) animation. There are ideally no advertisements. Most advertisements directed at children at the time of writing promote poor quality food products and/or are presented in ways that promote psychologically unhealthy ideas such as competitiveness, ‘put downs’ and poor behaviour. These problems are described in more detail in the book Magnificent Behaviour. It is essential to stay with toddler and watch and listen to the show she is viewing so you can explain about inaccurate information, traumatic events or other matters if they arise (hopefully they won’t). If you avoid allowing toddler to watch television or video programs to the point of boredom then she is likely to benefit in the future by being able to sit through long shows and enjoy them (while her peers are likely to lose concentration). A three-year-old can, for example, watch over two hours of ballet with sustained interest if she is well prepared for it by using the magnificentchildren.love methods.
Correcting inaccurate information includes explaining to toddler that; the person in a Supergirl suit cannot really fly, girls can be just as strong as boys, people in bear suits are people in bear suits, and when one clown calls another silly she is trying to make people laugh and does not understand that “silly” is unfriendly language and a ‘put down’. Traumatic events can include a story about a witch wanting to cook children in her oven and eat them (Hansel and Gretel), a film segment showing a baby lamb, pig or other animal getting pushed off the breast by a sibling, or one person calling another person ‘silly’ or ‘stupid’. Television can be very helpful for toddler’s development and education at this Level, but it requires your constant attention and is not suitable as a baby sitter. Other suitable television or video shows can include wild animal and nature shows, travel documentaries and science shows about inventions, physics, surgery or chemistry.
Activities for parents and toddlers:
Continue to do the Level 4 activities.
Play one, two and three-step games, nine times each day.
Begin by giving one-step instructions, nine times each day.
Then when toddler understands one-step instructions give two-step instructions, nine times each day.
Then, when toddler understands two-step instructions, give three-step instructions, nine times each day.
Play games such as; having toddler pass objects to you when you request or; toddler sits down and gets up when you request. Keep in mind that it could take three to six months for toddler to respond to one-step instructions. It could then take a further three to six months before she responds to two-step instructions. And, it could then take a further three to six or months before she responds to three-step instructions
Make requests as often as toddler will enjoy them throughout the day. For example, “Can you pat the dog please, John.”
Always answer toddler’s questions completely, never try to put her off by giving an incorrect or distracting answer. Ensure that you give a full answer but avoid saying more than answering the question she asks, that is, don’t give a lecture that is beyond her needs.
What toddler should be doing at this Level of development:
Demonstrating understanding of 25 words and two word phrases.
What your child should be doing as she enters the next Level of development:
Understanding 2000 words and understanding two and three-step instructions.
Arranging for a ‘demonstrated understanding’ of 2000 words is obviously difficult as toddler cannot be expected to speak 2000 words one after another. Also, the task of counting the number of words she understands is likely to be tedious and difficult for parents. For those reasons parents from time to time estimate the number of words toddler understands until, in time, they reach an estimate of about 2000. It is useful to occasionally compile a list of words toddler speaks and then estimate if you think she understands about two thousand words. Include words such as; in, a, and, this, but, me, I, go, frog, lunch, John and tree in your estimate.
Understanding two and three-step instructions or requests means toddler will demonstrate understanding by doing as requested in the following examples. “Pick up the red truck and hand it to me please Jane,” is a two-step instruction. “Pick up your spoon, put it in the sink and wash your hands please, Jane,” is a three-step instruction.
When toddler demonstrates understanding of two-step instructions that you give her, and you estimate that she understands about 2000 words, go on to Level 6. If she does not yet demonstrate understanding of three-step instructions then still go on to Level 6 but, three times each day, give her a three-step instruction. When she demonstrates understanding of three-step instructions then discontinue the activity.
When baby can do as above she graduates to Level 6 of Enjoying Sounds. Click on the diploma below to move on to Level 6.
An average child is likely to move on to Level 6 at approximately age 36 months.
A magnificentchildren.love child could potentially move on to Level 6 at approximately age 18 months.