Sign Language for Non-Verbal Children in Childcare

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Table of Contents

Use of Sign Language with Children Who Do Not Speak
Facilitates Communication
Increases Bonding
Improves Cognitive Development
Reduces Tantrums
Promotes Inclusivity
Creating a Sign Language Program
Conclusion
References

Use of Sign Language with Children Who Do Not Speak

As a childminding place, it is important to create a safe and nurturing environment that supports the overall development of children. One way to achieve this is by using sign language with pre-verbal children. Pre-verbal children are those who have not yet developed the ability to speak, and using sign language can help them communicate their needs, wants, and emotions (Yule, 2022). Thus, it is essential to consider why using sign language with non-verbal children is a beneficial idea for a childcare center and the advantages it can bring to kids, caregivers, and the environment in general.

Facilitates Communication

The primary reason why using sign language with pre-verbal children is a good idea is that it facilitates communication between the child and the caregiver. Pre-verbal children often become frustrated when they cannot communicate their needs, wants, and emotions to their caregivers, which can lead to tantrums, stress, and anxiety (Dündar‐Coecke, Tolmie, and Schlottmann, 2020). Using sign language can help pre-verbal children overcome this communication barrier and express themselves more effectively.

When a caregiver understands a child’s needs, they can provide the appropriate care, and the child feels understood and valued. Using sign language can help pre-verbal children communicate more complex thoughts and ideas than they would be able to express through verbal language alone. For example, a pre-verbal child may not have the vocabulary to express their emotions, but they can use sign language to indicate that they are sad, happy, or angry (Dündar‐Coecke, Tolmie, and Schlottmann, 2020). This can help caregivers understand the child’s emotional state and respond appropriately. Furthermore, using sign language can help pre-verbal children develop a sense of agency and independence. By learning to communicate their needs and wants, pre-verbal children can develop the confidence to make their own choices and express themselves more freely (Dündar‐Coecke, Tolmie, and Schlottmann, 2020). This can help build self-esteem and empower pre-verbal children to become active participants in their care and development.

Increases Bonding

Practicing sign language with pre-verbal children can also increase bonding between the caregiver and the child. When caregivers sign with the child, it creates a special bond that can help build trust and intimacy (Dündar‐Coecke, Tolmie, and Schlottmann, 2020). It allows the child to feel heard and understood, which can improve their overall emotional well-being. The use of sign language creates a shared experience between the caregiver and the child, which can help foster a stronger relationship between them. Moreover, using sign language can also help caregivers feel more connected to the child (Dündar‐Coecke, Tolmie, and Schlottmann, 2020). It can be frustrating and challenging for caregivers to interpret a child’s nonverbal cues, but using sign language provides a clear and direct method of communication. It can help caregivers better understand the child’s needs and wants, which can make them feel more competent and confident in their caregiving skills.

Improves Cognitive Development

Moreover, practicing sign language with non-verbal children can also improve their cognitive development. Research has shown that pre-verbal children who are exposed to sign language have higher cognitive scores than those who are not exposed to sign language. Additionally, pre-verbal children who are exposed to sign language have higher language comprehension scores than those who are not exposed to sign language. Sign language can also help pre-verbal children learn the meaning of words more easily (Yule, 2022). When a child who does not speak observes a sign for an object or action, it enables them to establish a connection between the word and the object or action. As a result, it can help them develop their vocabulary and improve their overall language skills (Yule, 2022). Moreover, sign language can also help pre-verbal children develop spatial reasoning skills, as they learn to associate signs with specific locations and movements.

Reduces Tantrums

It should be mentioned that the use of sign language with non-verbal children can also reduce the number of tantrums. That is because tantrums are often the result of non-verbal children being incapable of communicating their needs effectively, and the use of sign language can provide them with an alternative way of communicating (Paranduk and Karisi, 2020). When pre-verbal children can communicate their needs and wants through sign language, they are less likely to become frustrated and have tantrums. This can lead to a more peaceful and harmonious environment for both the child and the caregiver.

Promotes Inclusivity

Additionally, practicing sign language with pre-verbal children can also promote inclusivity. Children who are deaf or hard of hearing may rely on sign language as their primary means of communication, and using sign language with pre-verbal children can create an inclusive environment that accommodates their needs. Additionally, children from different cultural backgrounds may have their unique sign languages, and using sign language can help create a more diverse and culturally aware environment (Paranduk and Karisi, 2020). Moreover, using sign language can also promote inclusivity for children who may have speech or language delays. It provides an alternative method of communication that can help bridge the gap between the child’s communication abilities and the expectations of the caregiver. As a result, it can assist such children in feeling more included and valued in the childcare setting (Paranduk and Karisi, 2020). As a result, educators will be empowered to work more effectively with them.

Creating a Sign Language Program

To implement a sign language program in a childcare center, educators have to learn the basics of sign language in the beginning. They can attend workshops or take courses to learn the signs for common words and phrases (Dündar‐Coecke, Tolmie and Schlottmann, 2020). Alternatively, they can use online resources or books to supplement their learning. Once the caregivers are comfortable with sign language, they can begin to integrate it into their daily routines and interactions with the children. When implementing a sign language program, caregivers should use consistent signs for each word or phrase to avoid confusion (Dündar‐Coecke, Tolmie and Schlottmann, 2020). They can also use visual aids, such as posters or flashcards, to help the children learn and remember the signs. Additionally, caregivers can encourage the children to use sign language by modeling the signs themselves and praising the children when they use sign language correctly.

Conclusion

In summary, using sign language with pre-verbal children in a childminding place can have a positive impact on communication, bonding, cognitive development, emotional regulation, inclusivity, and diversity. At the same time, by incorporating sign language into daily routines and interactions, caregivers can help pre-verbal children communicate effectively, build strong bonds, and develop the skills necessary for healthy social and emotional development. It is important for childminding places to provide an environment that supports the overall development of children, and using sign language with pre-verbal children can help achieve this goal.

References

Dündar‐Coecke, S., Tolmie, A. and Schlottmann, A. (2020) ‘Children’s reasoning about continuous causal processes: the role of verbal and non‐verbal ability’, British Journal of Educational Psychology, 90(2), 364-381. Web.

Paranduk, R. and Karisi, Y. (2020) ‘The effectiveness of non-verbal communication in teaching and learning english: a systematic review’, Journal of English Culture, Language, Literature and Education, 8(2), 140-154. Web.

Yule, G. (2022) The study of language. Cambridge: Cambridge University Press.

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