When you were talking about the content/theme Ms Rachel focuses on, you are right that she doesn't usually focus on a theme as much as building useful vocabulary for specific situations. In the early childhood/SLP world, it's called Core Vocabulary and Fringe Vocabulary. Core vocab words are ones that you use in everyday conversation, regardless of the subject (words such as I/me, want, go/stop, help, more, like, eat/drink, etc). Fringe vocab is theme specific words (it's easier to start with concrete objects the child has access/experience with). This can be things like milk, water, cat, dog, slide, tree, house, etc. Both kinds of vocab are helpful to teach, but they are taught different ways because of the context needed to help the child understand them. Core vocab takes a lot of demonstration and repetition for children to grasp the concept of an abstract word (such as "like"), but fringe vocab often needs objects or pictures to help them obtain the concept. That's why she teaches words like milk first- this is one of the first words/concepts babies learn, because they get it so often.
Indeed, your breakdown of Core and Fringe Vocabulary in the early childhood/SLP context is spot-on. To draw an analogy to Communicative Language Teaching (CLT) - a popular approach in language learning, which we favour - we can see some interesting parallels and applications. In CLT, the focus is predominantly on enabling learners to communicate effectively and fluently in the target language. This means the teaching revolves around practical, everyday language use, not just the accuracy of grammar or vocabulary. The aim is to provide learners with the skills they need to convey their ideas, emotions, and thoughts in real-life situations, which mirrors the idea behind teaching Core Vocabulary in early childhood education. Core Vocabulary, akin to the foundational language structures emphasized in CLT, serves as the essential building blocks of communication. Words like "I/me," "want," "go," "help," and similar are crucial in forming basic yet diverse sentences and questions, just as in CLT, where learners must grasp fundamental grammatical structures and high-frequency vocabulary to engage in meaningful conversations. Similarly, Fringe Vocabulary in early learning can be compared to the more context-specific or situational language taught in later stages of CLT. In CLT, once students have a grasp of the language basics, they move on to more specific language functions and situational dialogues - for example, learning vocabulary and phrases to use at a restaurant, a doctor’s office, or a travel agency. In the same way, young learners are initially introduced to more concrete, relatable words like "milk," "dog," or "tree," which help them connect language to their immediate, tangible world - similar to how CLT introduces specific vocabulary after establishing a foundational competence in the language. The teaching methodologies differ, too. In CLT, role-plays, interactive activities, and real-life conversation practice are predominant, focusing on usage rather than just knowledge of the language. This parallels the need in early childhood education to use objects, pictures, and direct experiences to teach Fringe Vocabulary. Just as children learn these words more effectively through direct interaction with the objects, CLT learners benefit from actively using language in realistic contexts, enhancing their understanding and retention. So, just as Ms. Rachel’s focus on practical, usable vocabulary for specific situations reflects a core principle of early language acquisition, it also resonates with the fundamentals of Communicative Language Teaching: prioritize communication, start with what's essential and frequently used, and then expand to more specific, situational language once the basics are firmly in place. Both in early childhood learning and CLT, the ultimate goal is effective, practical communication, albeit the paths and methodologies to achieve this may vary according to the learners' developmental stages and needs.
My moms a pre-k teacher and she approves Ms Rachel for my kiddo. My kiddo has been talking since 10 months old and now she is almost 14 months old and speaks 3 word phrases.
It's great to hear that your mom, with her experience as a pre-K teacher, approves of Ms Rachel for your child. A teacher's recommendation can be invaluable, given their firsthand experience in child development and their understanding of what works best for young learners. It's also impressive that your child began talking at 10 months and is already constructing three-word phrases by 14 months! Children develop at their own pace, and it's essential to recognize and nurture their individual talents and strengths. Early speech can be indicative of strong verbal and cognitive skills. However, all children are unique, and milestones can vary WIDELY. We would always advise to continue offering a supportive environment that encourages her linguistic abilities. Engaging in conversational turn-taking, reading aloud, singing, and providing a rich vocabulary environment can further enhance her speech and language development. The most important thing is that continued caregiver interaction. Remember, the key is to provide opportunities for learning without putting undue pressure. Children thrive when they are allowed to explore and learn at their own pace. Enjoy these special moments with your kiddo, and keep nurturing her growth!
my little baby cousin, she is 1 year old, is learning how to talk with her, but the funny thing (the interesting thing) is that we live in Peru and anybody in our family, but me, speaks English, everybody speaks Spanish with her, but amazingly my baby cousin is now learning to speak ...being bilingual!!! so crazy, it works!!! so I can confirm, Miss Rachel is so amazing. My cousin loves her, and it also teaches me at the sign language and how to improve my English with songs for her, it is not boring at all, I can watch it with her almost day long 🥰
It's truly fascinating how malleable and receptive the young brain is! Between birth and the age of seven, children are in a "sensitive period" for language acquisition. This means they can pick up multiple languages relatively easily compared to older children or adults. They're especially attuned to the sounds, rhythms, and structures of any language they're exposed to. Introducing sign language is another fantastic way to foster early communication. Babies can often sign before they can speak, which can reduce frustration because they can communicate their needs earlier on. Additionally, the combination of sign language with verbal language can further enhance neural connections in the brain. Your story is a testament to the incredible potential of young learners and the importance of early and diverse language exposure. Continue enjoying your time with your baby cousin and learning together. It's a beautiful bonding experience and a priceless gift for her future! 🥰
Yes, in the United Kingdom, the counterpart to American Sign Language (ASL) is called British Sign Language (BSL). While both are sign languages used by the deaf and hard-of-hearing communities, they are quite distinct from each other and are not mutually intelligible. This difference is similar to how spoken English varies significantly between the United States and the UK.
I’m careful with my daughter and this stuff Feels like some CIA project Don’t get me wrong, it works, but at what cost? I like to compare Ms Rachel to the instant gratification/short attention span you get from watching tiktok videos, I don’t think this is developing exceptional humans, rather, I believe it’s causing us to regress At the end of the day, we definitely have a healthy balance of Ms Rachel in the household, but i definitely moreso speculate these possibilities in my own mind, not something I’m losing sleep over
Firstly, I appreciate your cautious approach when it comes to the tools and resources you introduce to your daughter. It's vital for parents and caregivers to critically evaluate the potential impacts of technologies and media on a child's development. Your feelings towards the technology, likening it to a potential "CIA project," are understandable. There's a widespread sentiment among many that the rapid advancement of technology is somewhat overwhelming and might not always align with our best interests. However, it's essential to remember that, as with any tool, the impact it has on our lives depends on how we use it. Comparing "Ms Rachel" to the quick gratification obtained from platforms like TikTok is an interesting analogy. It's well-documented that our brains are wired to seek immediate rewards, which is why platforms like TikTok are so alluring. Over-reliance on such rapid feedback can potentially limit our patience and long-term focus. If find ms rachel doesn't fall as much into these trappings and has the slower Mr Rogers pace. Child development is multifaceted, and while technology can play a role, it's just one factor among many. Social interactions, physical activity, unstructured play, exposure to nature, and hands-on learning are all critical aspects of a child's development. If the use of Ms Rachel or any other technology interferes with these other essential developmental aspects, it's worth reevaluating its place in your daughter's life. It's always beneficial to be reflective and critical about the tools and media we introduce to our children. Regularly checking in with your daughter, observing her behavior, and adjusting based on her needs will always serve her best. Stay informed, trust your instincts as a parent, and continue to prioritize what you believe is best for her development.
When you were talking about the content/theme Ms Rachel focuses on, you are right that she doesn't usually focus on a theme as much as building useful vocabulary for specific situations. In the early childhood/SLP world, it's called Core Vocabulary and Fringe Vocabulary. Core vocab words are ones that you use in everyday conversation, regardless of the subject (words such as I/me, want, go/stop, help, more, like, eat/drink, etc). Fringe vocab is theme specific words (it's easier to start with concrete objects the child has access/experience with). This can be things like milk, water, cat, dog, slide, tree, house, etc. Both kinds of vocab are helpful to teach, but they are taught different ways because of the context needed to help the child understand them. Core vocab takes a lot of demonstration and repetition for children to grasp the concept of an abstract word (such as "like"), but fringe vocab often needs objects or pictures to help them obtain the concept. That's why she teaches words like milk first- this is one of the first words/concepts babies learn, because they get it so often.
Indeed, your breakdown of Core and Fringe Vocabulary in the early childhood/SLP context is spot-on. To draw an analogy to Communicative Language Teaching (CLT) - a popular approach in language learning, which we favour - we can see some interesting parallels and applications.
In CLT, the focus is predominantly on enabling learners to communicate effectively and fluently in the target language. This means the teaching revolves around practical, everyday language use, not just the accuracy of grammar or vocabulary. The aim is to provide learners with the skills they need to convey their ideas, emotions, and thoughts in real-life situations, which mirrors the idea behind teaching Core Vocabulary in early childhood education.
Core Vocabulary, akin to the foundational language structures emphasized in CLT, serves as the essential building blocks of communication. Words like "I/me," "want," "go," "help," and similar are crucial in forming basic yet diverse sentences and questions, just as in CLT, where learners must grasp fundamental grammatical structures and high-frequency vocabulary to engage in meaningful conversations.
Similarly, Fringe Vocabulary in early learning can be compared to the more context-specific or situational language taught in later stages of CLT. In CLT, once students have a grasp of the language basics, they move on to more specific language functions and situational dialogues - for example, learning vocabulary and phrases to use at a restaurant, a doctor’s office, or a travel agency. In the same way, young learners are initially introduced to more concrete, relatable words like "milk," "dog," or "tree," which help them connect language to their immediate, tangible world - similar to how CLT introduces specific vocabulary after establishing a foundational competence in the language.
The teaching methodologies differ, too. In CLT, role-plays, interactive activities, and real-life conversation practice are predominant, focusing on usage rather than just knowledge of the language. This parallels the need in early childhood education to use objects, pictures, and direct experiences to teach Fringe Vocabulary. Just as children learn these words more effectively through direct interaction with the objects, CLT learners benefit from actively using language in realistic contexts, enhancing their understanding and retention.
So, just as Ms. Rachel’s focus on practical, usable vocabulary for specific situations reflects a core principle of early language acquisition, it also resonates with the fundamentals of Communicative Language Teaching: prioritize communication, start with what's essential and frequently used, and then expand to more specific, situational language once the basics are firmly in place. Both in early childhood learning and CLT, the ultimate goal is effective, practical communication, albeit the paths and methodologies to achieve this may vary according to the learners' developmental stages and needs.
My moms a pre-k teacher and she approves Ms Rachel for my kiddo. My kiddo has been talking since 10 months old and now she is almost 14 months old and speaks 3 word phrases.
It's great to hear that your mom, with her experience as a pre-K teacher, approves of Ms Rachel for your child. A teacher's recommendation can be invaluable, given their firsthand experience in child development and their understanding of what works best for young learners.
It's also impressive that your child began talking at 10 months and is already constructing three-word phrases by 14 months! Children develop at their own pace, and it's essential to recognize and nurture their individual talents and strengths. Early speech can be indicative of strong verbal and cognitive skills. However, all children are unique, and milestones can vary WIDELY.
We would always advise to continue offering a supportive environment that encourages her linguistic abilities. Engaging in conversational turn-taking, reading aloud, singing, and providing a rich vocabulary environment can further enhance her speech and language development. The most important thing is that continued caregiver interaction.
Remember, the key is to provide opportunities for learning without putting undue pressure. Children thrive when they are allowed to explore and learn at their own pace. Enjoy these special moments with your kiddo, and keep nurturing her growth!
my little baby cousin, she is 1 year old, is learning how to talk with her, but the funny thing (the interesting thing) is that we live in Peru and anybody in our family, but me, speaks English, everybody speaks Spanish with her, but amazingly my baby cousin is now learning to speak ...being bilingual!!! so crazy, it works!!! so I can confirm, Miss Rachel is so amazing. My cousin loves her, and it also teaches me at the sign language and how to improve my English with songs for her, it is not boring at all, I can watch it with her almost day long 🥰
It's truly fascinating how malleable and receptive the young brain is!
Between birth and the age of seven, children are in a "sensitive period" for language acquisition. This means they can pick up multiple languages relatively easily compared to older children or adults. They're especially attuned to the sounds, rhythms, and structures of any language they're exposed to.
Introducing sign language is another fantastic way to foster early communication. Babies can often sign before they can speak, which can reduce frustration because they can communicate their needs earlier on. Additionally, the combination of sign language with verbal language can further enhance neural connections in the brain.
Your story is a testament to the incredible potential of young learners and the importance of early and diverse language exposure. Continue enjoying your time with your baby cousin and learning together. It's a beautiful bonding experience and a priceless gift for her future! 🥰
does ASL (American Sign Language) have a counterpart in the UK?
Yes, in the United Kingdom, the counterpart to American Sign Language (ASL) is called British Sign Language (BSL). While both are sign languages used by the deaf and hard-of-hearing communities, they are quite distinct from each other and are not mutually intelligible. This difference is similar to how spoken English varies significantly between the United States and the UK.
I’m careful with my daughter and this stuff
Feels like some CIA project
Don’t get me wrong, it works, but at what cost?
I like to compare Ms Rachel to the instant gratification/short attention span you get from watching tiktok videos, I don’t think this is developing exceptional humans, rather, I believe it’s causing us to regress
At the end of the day, we definitely have a healthy balance of Ms Rachel in the household, but i definitely moreso speculate these possibilities in my own mind, not something I’m losing sleep over
Firstly, I appreciate your cautious approach when it comes to the tools and resources you introduce to your daughter. It's vital for parents and caregivers to critically evaluate the potential impacts of technologies and media on a child's development.
Your feelings towards the technology, likening it to a potential "CIA project," are understandable. There's a widespread sentiment among many that the rapid advancement of technology is somewhat overwhelming and might not always align with our best interests. However, it's essential to remember that, as with any tool, the impact it has on our lives depends on how we use it.
Comparing "Ms Rachel" to the quick gratification obtained from platforms like TikTok is an interesting analogy. It's well-documented that our brains are wired to seek immediate rewards, which is why platforms like TikTok are so alluring. Over-reliance on such rapid feedback can potentially limit our patience and long-term focus. If find ms rachel doesn't fall as much into these trappings and has the slower Mr Rogers pace.
Child development is multifaceted, and while technology can play a role, it's just one factor among many. Social interactions, physical activity, unstructured play, exposure to nature, and hands-on learning are all critical aspects of a child's development. If the use of Ms Rachel or any other technology interferes with these other essential developmental aspects, it's worth reevaluating its place in your daughter's life.
It's always beneficial to be reflective and critical about the tools and media we introduce to our children. Regularly checking in with your daughter, observing her behavior, and adjusting based on her needs will always serve her best. Stay informed, trust your instincts as a parent, and continue to prioritize what you believe is best for her development.