Hi my reputation is Dr. Cate Crowley fromTeachers College, Columbia University here in New York City. This is a seriesof four webinars on developmental milestones birth to three”the wide main range of normal”. These webinars are based on the CDCdevelopmental milestones that are available online in both English andSpanish. We stimulated these because those are separate records, and I wanted to givea webinar that parties could follow and then learn from and then apply theirknowledge. This one is on language and communication. I did this withmy co-authors Gabby Stern and Tiffany Neira and grad deputies Gabriella Amayaand Stefania Marchitelli. So we talked about the wide range of normal, that image is there because there’s a wide range of what typical is. Harmonizing to the New York State Department of Health clinical practice guidelines for communication, If you look there’s a three month range from birth throughtwelve months, so 0 to 3, 3 to 6, 6 to 9, 9 to 12. And then there’s six month rangesfrom 12 to 18, 18 to 24, and finally a 12 month range from 24 to 36 months. Why? Because there is a range of development, and there’s no particular month you’llsee that in the CDC guidelines a particular month that something happensit happens on a particular month for a particular child, but in fact whatis typical is expansive. For instance some boys saunter at 8 months, 9 months, 10 months, 12 months, 15 months. At 18 months that’s considered retarded, so there’s a verywide range, an extremely wide range. So let’s look at language and communication.So when the baby’s about two years old they start to offset coos and gurglingsound, then they turn the pate toward the sound, they start to babble , now at 4months they’re not really doing that canonical babbling, repetition consonantvowel consonant vowel babbling, they’re more doing* imitates gurgling *. They babble then withexpression at 4 months, they cry in different ways to show hunger, agony, being tired. Around six months they start to respondto clangs by making use of rackets. They’re listening very carefully. At six months now, this is when they start to string vowels together. The usual googoo gah-gah. You often will hear babes doing that in their crib or when they’re in their stroller and they remember no one’s listening.At six months they’ll start to respond to their own name, “Caitlyn! ” They makesounds to show joy and disapproval. They begin to say some of these consonantsounds like that googoo gaga, early assembling chimes, they understand no. Nowat about nine months, I’ve seen six-month-old that when you say no theyget it they might pause, nine months they do understand no, often they are only ignoreit.I’m thinking about pushing nutrient over. The stand that they be engaged in whenthey go to eat at the table and they propel menu over and they discover no andthey crack up. By nine months now that’s a lot ofcanonical talk particularly very rich CVCVCV compoundings. They start to reallycopy chimes and gestures of others. “Its probably” one with the animalsand they’re going cock-a-doodle-doo and Moo and that kind of stuff starts. They start to use their paws to target at things, they respond to simple spokenrequests, “give me the book” “thank you” They usage simple gestures likewaving bye-bye, shaking their foreman no, whatever is the gesture, and that’s aboutone year old.Simple gestures that have symbolizing They make sounds with changes in tone, then around one-year-old they start to say sounds like uh-oh, those kind of things.Big boy! Oh! Up! They try to say words you say at one year. I recollect Caitlyn’s firstword it was exactly on her first birthday, and she said bah, which became clod, newborn, everything. Practically everything that began with theB. At 18 months old-time they say various single commands, that’swhat we’re looking for, so as I said it can happen earlier, can happen a littlelater. They say or shake their president no. So remember we saw thatabout nine months they are aware of , now they’re using “no” themselves. Shakingyour head no, some newborns start that a little earlier. “no no can you give himthe truck no no then can you give him the truck” At 18 months they point to show someone what what the babe wants, thetoddler now misses. They moment at things or paintings whenthey are identified( this is very culture) Show me the rabbit, show me the ear, is demonstrated by the nose, unusually cultural mainstream American middle class oriented.”Show me the rabbit, again where’s the rabbit good occupation good job” They are aware of the words familiar body parts. Okaywe know this is on your Gorman and Gilman or whatever, it’son every evaluation birth through three. Names familiar body parts. Then it’s also onevery evaluation three through five. You’ve got to remember they’ve got to come from aplace and a family where that’s a focus. “what’s this know very good what is this…very good” Convicts with two to four names, that’s what we’re looking attwo years old. “I shot it the band you got it in the hoop” They follow simple educations, “Go get it! ” If you’re lucky they recite wordsoverheard in conference, “oh yeah” Point to things in a book.Yeah of course, again, accepting the child is exposed to bibles and has somebody who’s showingthem how to point out things in a book. They follow instructions with two orthree steps now at three years old. They’re gonna be related, maybe with or without some inspiring. “Put your goldfish on the plate and thendrink some juice” They can reputation most familiar things, the government has names for a lot of things. “What is this? ” “A phone.” “What is this? ” “A block.” “What is this? ” “A crayon.” “What is this? ” “A book.” “What is this? ” “A shoe.” And they understandwords like in, on, and under.”Ready apply it on your president! ” “Good job leant it positioned it in thebucket articulated it in the bucket.” “Can you employed it for the purposes of the lettuce doll? ” “Very good” Might start to say their firstname, their age, and their fornication. Of direction. this is another extremely particularly culturallybased entry. I do a lot of work in Ghana, and if you ask a littlethree-year-old in Ghana how age-old are you, they’re not gonna know, but if you saywhat day of the week were you born on, they will know. For example I’m a quiaaccording to Asanti naming I’m a quia because I was a female carry on a Wednesday. What’s your call, again it’s very culture. I go over to Ghana, I say thekids get certainly quiet cuz nobody else invites them that.Are you a girl or a son, again you don’t really have that happening much here, but so you want tobe super careful with some of these as they get older they get more and morecultural. Names a friend, who are your friends? “What’s the name of a friend youhave? Levi, Levi is your friend yeah, yeah.” “Who else is your friend? “Oh Trevin” Start to say these nouns, like me, we, you, and maybe some plurals, depending on the dialectal exposure the child has had. The child talks well enough for strangers to understand most of time. That’s what you’re looking forat around three. Of route that’s very subjective what that means, but certainlyyou expect most the time they’re going to be understood, but you certainly willexpect articulation faults and some issues with morphology still, and thingslike that of course. Carry on a conversation using two or threesentences. That’s what you’re going to be looking for at three years old. “That’s a ladybug home right yeah he wont fly away.” “we got them don’t open it’s locked” And that’s the end ofour developmental milestones communication and language.You can dothe online test now and get your certificate. Thank you ..
