Running head: FROM THE CRIB TO THE CLASSROOM

Lessons from the Crib for the Classroom: How Children Really Learn Vocabulary
Kimberly M. Caron
University of Wisconsin Whitewater

FROM THE CRIB TO THE CLASSROOM

Summary

Talk may be cheap but it is priceless for young developing minds (Neuman & Dwyer,
2009, p.384). Harris, Golinkoff, and Hirsh-Pasek (2011) examined the literature on early
language development and its importance for childrens academic success and acquisition of
literacy. Since 2001, American schools have concentrated almost exclusively on math and
reading outcomes with no time for student-chosen activities and play (Harris et al., p. 49).
These changes were made in an effort to narrow the achievement gap and to raise the emergent
literacy scores of disadvantaged children (Harris et al., p. 49). Teachers follow a scripted lesson
plan in which language development is based on memorization of vocabulary words (Harris et
al.). Because this method of teaching is contradictory to forty years of research, Neuman and
Dwyer proposed principles that focus on evidence-based practices for teaching vocabulary to
young children (as cited in Harris et al). A childs experiences with meaningful interactions
impacts the way the speech-language pathologist (SLP) assesses and makes decisions regarding
appropriate interventions in vocabulary acquisition.
Assessment
The SLP must understand that standardized testing may be a useful tool, but assessment
cannot simply be composed of these test scores. Standardized testing is valuable for doing
exactly what it was designed to do: pointing out the areas in which the child is performing
significantly more poorly than peers (Paul, 2012, p. 292). Getting an accurate measure of
vocabulary knowledge is difficult based solely on standardized testing; therefore a more
comprehensive approach must be taken. By observing the child and obtaining language samples
in different contexts, the SLP can gain an understanding of the language the child is regularly
exposed to. Examining the structure of the childs day and examining the language learning

FROM THE CRIB TO THE CLASSROOM

techniques used by the teacher can provide important information on what and how the child is

learning in school. The number of meaningful interactions the child has with teachers and peers
will aid in identifying how the child is learning language. The SLP may also want to observe
whether the child actively interacts with the parents in the home. In addition, watching and
listening to the childs self-talk while in play can be valuable as an assessment tool. It is crucial
for the SLP to use this information in determining whether the child has a language learning
disorder (LLD) or had little exposure to meaningful interactions at a young age. As stated by
Hoff and Tian (2005), Children and their environments must be assessed in order to diagnose an
impairment of the internal mechanisms responsible for language development (p.276). After a
complete assessment of the child, appropriate intervention plans can be made.
Intervention
Intervention must focus on engaging the child in meaningful interactions in the therapy
setting, in the classroom, and at home. Strategies that introduce young children to new words
and entice them to engage in meaningful contexts through semantically related activities are
much needed (Neuman & Dwyer, 2009, p.384). Harris et al. (2011) explained that teacher
scripted lesson plans, in which children passively memorize definitions will not result in longterm knowledge of the words being studied. Does this only apply to young children in the
developmental stage of vocabulary acquisition? Are there benefits to passively memorizing
words and definitions once the child reaches high school? Vocabulary acquisition occurs most
effectively in preschool classrooms that mimic the way vocabulary learning takes place in the
home through events that spark childrens motivation to learn new words and heighten their
engagement (Harris et al., p. 59). For example, having the child actively participate when
baking will not only interest the child, but also teach the meaning of kitchen related items and

FROM THE CRIB TO THE CLASSROOM

activities. Children must be taught new vocabulary words through meaningful interactions. The
meaningful interactions may include following the childs lead during play, responding to
communication attempts, expanding utterances, and capitalizing on interests and inclinations. It
is important to never let an opportunity go by to give a meaningful answer when a child asks a
question. Efforts should be made by the parents and teachers to increase the childs
opportunities for learning novel words. It is up to the SLP to aid in the process.
Role of the SLP
SLPs, as part of the educational team that delivers comprehensive services to students

with disabilities, provide a wide array of supports to their clients in schools (Paul, 2012, p. 394).
When a parent or teacher reaches out for help with a struggling child, it is the role of the SLP to
become the advocate for the child. The SLP should not only work with the child, but also
collaborate with the parents and teachers in building on the childs maximum potential. The SLP
must develop strategies for teaching vocabulary in meaningful ways and pass them on to the
parents and teachers. Being culturally competent is also a crucial responsibility of the SLP. As
previously stated, the SLP must be aware of the difference in children with a LLD from children
who did not have meaningful exposure of the lexicon at a young age. Over-diagnosing LLDs
not only labels the child, but also puts a financial strain on available services. It is up to the SLP
to know the laws, regulations, and policies, and to use the best practice to advocate for all clients.
Conclusion
The way the SLP assesses and makes decisions regarding appropriate interventions in
language acquisition is impacted by a childs experiences with meaningful interactions. It is
apparent from the research that all children, not just children with LLD, need meaningful
interactions to effectively acquire vocabulary and achieve academic success. There is rapid

FROM THE CRIB TO THE CLASSROOM

development of vocabulary skills in young children, not from focusing on memorization, but

from active socialization (Harris et al., 2011). We must be mindful that how one learns is as
important as what one learns (Harris et al., p. 59). Instead of changing the course of education,
enhancing education with meaningful interactions in the home and school settings is the key to
success in vocabulary acquisition.

FROM THE CRIB TO THE CLASSROOM

References
Harris, J., Michnich Golinkoff, R., Hirsh-Pasek, K., (2011). Lessons from the crib to the
classroom: How children really learn vocabulary. In S. B. Neuman and D. K. Dickinson
(Eds). Handbook of Early Literacy Research, (vol. 3, pp. 49-65). New York: Guilford.
Hoff, E., & Tian, C. (2005). Socioeconomic status and cultural influences on language. Journal
of Communication Disorders 2005, 38, 271-278.
Neuman, S. B., & Dwyer, J. (2009). Missing in action: Vocabulary instruction in pre-K.
Reading Teacher, 62,384-392.
Paul, R. (2012). Language disorders from infancy to adolescence: Assessment and Intervention.
4th Ed. St. Louis, MO: Mosby Year Book.