Research from the University of Cambridge was recently written up on NeuroscienceNews.com, an “independent science news website focusing mainly on neuroscience and other cognitive sciences.” Here is a PDF version of the article, “Babies Learn Language Best through Sing-Song Speech, Not Phonetics,” which describes a longitudinal study of infants at ages four, seven, and 11 months . . . looking at their “electrophysiological response to nursery rhymes.” The research suggests that the rhythm of speech, rather than specific speech sounds, “plays a crucial role in language acquisition” right from the start. Speech sounds themselves appear to become reliably processed at around seven months, but babies recognize words much earlier based on rhythmic information, a characteristic prominent in nursery rhymes and other forms of sing-song speech. So, sing on, parents of young infants! You can read the original research article here, published in the journal Nature.
The ICC-Recommended Early Start Personnel Manual (ESPM) describes core knowledge and role-specific competencies needed for early intervention service provision, incorporating current research and evidence in the field of early intervention. To access the ESPM, click here.
This resource is related to the following ESPM knowledge-level competencies:
- Core Knowledge (CK):
- CK4: The range of typical infant/toddler physiological factors such as early neurological/brain development.
- Individualized Family Service Plan Development and Review (IFSP-i):
- IFSP-i3 (EIS): Knows generic and specific evidence-based early intervention strategies to support all areas of development.
- IFSP-i4 (EIS): Understands early experiences that contribute to emergent literacy.
- IFSP-i11 (EIS): Knows strategies that support parents in adapting the natural environment to meet infant/toddler developmental needs.