Trainers Guide_revised

Module 1: Touch Touch. Talk. Read. Play.Sleep Time 1-10 Refer participants to workbook page 1-10.Time: 5 minutes 19 Say: Sleep is one of the most important things a baby can do. Ask: Who can tell me why? Look for: Babies need to be well rested so they can focus and learn. Also, while baby is sleeping her brain organizes all the things she is learning and prepares her to learn more. Ask: How many hours a day should a baby sleep? Look for About 20 for a new born and about 16 hours for 2-12 months Say: Sixteen hours of sleep is the average in a twenty-four hour period and it will happen in at least three to four sessions. Your baby may need more or less. Unless you see signs of too much crying, not eating, more or less than sixteen hours is fine, but if your baby doesn’t seem to sleep enough although she seems tired, talk to your pediatrician. There is really no such thing as the average baby. But you want to make certain you are giving him the opportunity to sleep for several periods of the day/night and it totals around sixteen hours. Instruct: 1. Look at the following page. Let’s talk about the who, the what, the where, the when, and the how of baby sleep. We already know the who and the what topics – they are filled in for us. 2. We just verbally reviewed the “When” topic. Can someone tell me what they think the answer is? Look for: 16 hours & multiple times in 24 hours.19 3. Now work in small groups to answer the where and how questions. Debrief: • Where: A near-by separate room or in your room in a separate bed – a quiet room; not in your bed with you. If a baby is in your room make certain she is in a separate bed. Place baby on her back. • How: an infant zero to four months – swaddle him in a blanket, lay in on his back on a firm (mattress) sleep surface. Keep other items out of the crib. Don’t put toys or extra blankets in the crib. For babies older than 4 months: use footed zip-up pajamas versus multiple blankets. The baby will not need a blanket if the room is near seventy degrees. This action will protect against SIDS. Also, the American Academy of Pediatrics now recommends against bumper pads because they can pose a risk for SIDS. Say: • Let’s turn to the next page in order to get some practice.1-22 Trainer’s Guide

Module 1: Touch Touch. Talk. Read. Play.Sleep Time BABY SLEEP5 QUESTIONS WHO? WHAT?WHEN?WHERE? HOW? Trainer’s Guide1-23

Module 1: Touch Touch. Talk. Read. Play.Touch Points 1-11 Refer participants to workbook page 1-11.Time: 5 minutes 19 Say: There is a lot of scientific research that points to how lovingly touching babies can stimulate optimal brain development. According to Johnson and Johnson’s Pediatric Institute, when a baby receives positive touches from a caring adult many good things can happen; food absorption is better, resulting in weight gain, positive touches can lowers levels of stress hormones which can result in an improved immune system. Lets discuss the points on this page. The touch sense Your baby can Gently touch him is vast feel from is head . to his toe.19 Touch is a baby's first Hold your baby This helps baby to language immediately after bond and attach with birth if you and your Carry and hold mom. your baby baby are both healthy. Less stress You can't spoil creates more a baby Babies that are carried more that emotional security. three hous per Gently stroke or day cry less. rub, carry on shoulder on place Holding a baby in lap . lets her know you care Moms and Typically two Moms often gentle. Dads different stlyles. Soft touches - cheek Baby benefits from to cheek. Dads more physical - roll on mat, both. bounce on knees. Ask: What questions do you have about touching your baby?1-24 Trainer’s Guide

Module 1: Touch Touch. Talk. Read. Play.Touch Points The touch Your baby can Gently touch sense is vast feel from is him .Touch is a baby's first head to his toe. This helps baby to language bond and attach with Hold your baby Carry and hold immediately after mom. your baby birth if you and your Less stress You can't baby are both creates morespoil a baby healthy. Moms and emotional Babies that are security. Dads carried more that three hous per day cry less. Holding a Gently stroke or baby lets her rub, carry on know you care shoulder on place in lap . Typically two different stlyles. Moms often gentle. Baby benefits from Soft touches - cheek to cheek. Dads more both. physical - roll on mat, bounce on knees.1-25 Trainer’s Guide

Module 1: Touch Touch. Talk. Read. Play.My Promise 1-13 Refer participants to workbook page 1-13Time: 5 minutes 21-22 Say: Base on what we have talked about today you hopefully have knowledge to do the following. • Describe the responsibilities of the parietal lobe. • Define touch activities that focus on baby’s parietal lobe development. • Understand how breast feeding helps with brain development.21 • Explain safe methods for bathing baby. • Explain best practices for putting baby to sleep. • Know five important concepts for touching your baby • Practice methods to positively touch your baby. • Commit to a plan of action that will positively affect your baby’s brain development. I want you to take a few minutes to think about how you might do something differently in a positive light to help your baby’s brain development in the best way it can. Instruct: Write your thoughts down on the space provided. Your mentor will follow up with you to see how if you implemented your commitments. Ask: Would someone be willing to share a promise that they have written down? Say: This is the end of this module. We look forward to seeing you at the next Touch. Talk. Read. Play. session You will learn more about what to do with your baby as he develops. Say: Let’s end with this scripture and a prayer. 5For this very reason, make every effort to add to your faith goodness; and to goodness, knowledge; 6 and to knowledge, self-control; and to self-control, perseverance; and to perseverance, godliness; 7 and to godliness, mutual affection; and to mutual affection, love. 2 Peter 1:5-722 Trainer Note: Develop prayer that thanks the Lord for our time together and protects the caregivers and babies.1-26 Trainer’s Guide

Module 1: Touch Touch. Talk. Read. Play.My PromiseThis module contained information to teach me to:Describe the responsibilities of the parietal lobe.Define touch activities that focus on baby’s parietal lobe development.Understand how breast feeding helps with brain development.Explain safe methods for bathing baby.Explain best practices for putting baby to sleep.Know five important concepts for touching your babyPractice methods to positively touch your baby.Commit to a plan of action that will positively affect your baby’s brain development. For this very reason, make every effort to add to your faith goodness; and to goodness, knowledge; 6 and to knowledge, self-control; and to self-control, perseverance; and to perseverance, godliness; 7 and to godliness, mutual affection; and to mutual affection, love. 2 Peter 1:5-7I promise and will use the information I learned in this training. I want to focus doingthe following.1. __________________________________________________________ __________________________________________________________ __________________________________________________________2. __________________________________________________________ __________________________________________________________ __________________________________________________________3. __________________________________________________________ __________________________________________________________ __________________________________________________________1-27 Trainer’s Guide

2 MODULE TALKWelcome ..................................................................................................... 2Brain Review ............................................................................................... 6Baby’s Ears ................................................................................................ 12Brain Talk .................................................................................................. 18Repeat, Repeat, Repeat ............................................................................ 24Sing to Baby............................................................................................... 26My Promise ............................................................................................... 28 Trainer’s Guide

Module 2: Talk Touch. Talk. Read. Play.Welcome Refer participants to workbook page 2-1. 2-1 1 70 minutes Trainer Note: This class must be started on time. There is a lot of information to cover and the1 timing of each module is very tight.Estimated Classroom Time: 70 minutes 5 minutes 15 minutes • Welcome 20 minutes • Brain Review 20 minutes • Baby’s Ears • Brain Talk 5 minutes • Repeat, Repeat, Repeat 5 minutes • Sing to baby 5 minutes • My Promise 70 minutes2-2 Trainer’s Guide

Module 2: Talk Touch. Talk. Read. Play.WelcomeThis page is intentionally blank.2-3 Trainer’s Guide

Module 2: Talk Touch. Talk. Read. Play.Welcome 2-2 Refer participants to workbook page 2-2.5 minutes 2-4 Greet Participants:2 Welcome to Touch. Talk. Read. Play. training, a part of the NCC’s Operation Smart Child program. I am _________, your trainer for this course. We are going to have lots of fun over the coming weeks as you learn more about how you can contribute to the positive development of your baby’s brain. Trainer Note: There may be new participants to your group this time. Make certain you cover the introductions. If there are not any new participants then you may move forward with all the steps listed below. Ask: Participants to share the following information about themselves: • Name. • When their baby is due (or how old the their baby is). • One thing they learned from previous modules on brain development. Say: This training has been designed specifically for you, caregivers of children from ages zero to three. This content is geared towards participants who have not had their baby yet and up to one year. However this training can benefit anyone. Our focus for this multi-course curriculum is on how we can positively impact our babies’ brains. Our focus is simply touch, talk, read, and play or T.T.R.P. as 3 we like to call it for short. Our module today is the Touch module. Let’s watch a quick video about the importance of “talk”. Say: At the end of today’s session you should be able to: • Describe the responsibilities of the temporal lobe. • Explain key information about myelination • Explain how repetition helps your baby’s brain develop. • Explain how baby’s brain processes language and sound. 4 • Explain the timeline for how your baby’s hearing develops. • Know what can hamper a baby’s hearing. • Recognize signs of an ear infection. • Know ways to talk to baby. • Use talk to maximize early brain development. • Sing ongs to baby • Commit to a plan of action that will positively affect your baby’s brain development. Say: Before we get started lets open with a prayer. Trainer Note: You may improvise here. Just remember to thank the Lord for these mothers and caregivers and ask for his love and mercy as they embark on parenting a new life.2-4 Trainer’s Guide

Module 2: Talk Touch. Talk. Read. Play.Welcome The goal of this module is to give you knowledge of how talk activities affect brain development.At the end of this module you will be able to:  Describe the responsibilities of the temporal lobe.  Explain key information about myelination.  Explain how repetition helps your baby’s brain develop.  Explain baby’s brain processes language and sound.  Explain the timeline for how your baby’s hearing develops.  Know what can hamper a baby’s hearing.  Recognize signs of an ear infection.  Know ways to talk to baby.  Use talk to maximize early brain development.  Sing songs to baby.  Commit to a plan of action that will positively affect your baby’s brain development.2-5 Trainer’s Guide

Module 2: Talk Touch. Talk. Read. Play.Brain Review Refer participants to workbook page 2-3. 2-33 minutes 5 5 Ask: Why is it important to learn about brain development in babies? Look for • Your brain is crucial to life. • Everyone has a brain. • You want your baby to be ready for school. • You want your baby to be smart. • You want your baby to be well developed socially and emotionally. Instruct: We will fill in these blanks together. Let’s discuss the correct answers one by one. 1. The brain is not fully developed at birth. 2. 80% of the brain is developed by age three. 3. Early positive interactions with nurturing adults are vital to healthy brain development. 4. What children see, hear, smell, taste, and touch affect early brain development. Answers are indicated in bold above. Say: It is important to know the following. One of the key parts of brain development is neurons (brain cells) making connections with each other. When they make a connection it is an electrical charge called a synapse. In the first three years of life a person has more synapses than in all of adulthood. Another name for synapses making connections is called “hard-wiring.” The hard-wiring of the brain is partially genetic and partially experiential. Some synapses will happen no matter what; however a large majority of connection (trillions of them) are caused by experiences a person has in the first three years of life. As the brain develops, it will also prune away unnecessary or weak connections. This is done to make it more efficient. We will continue to reinforce through this course that repeated positive experiences are drastically important in the development of the brain from ages zero to three.2-6 Trainer’s Guide

Module 2: Talk Touch. Talk. Read. Play.Brain Review Why is it important to learn about brain development?1. The brain is not __________ __________ at birth.2. __________ of the brain is developed by age three.3. Early __________ __________ interactions with nurturing adults are vital to healthy brain development.4. What children _________, __________, __________, __________, and __________, affect early brain development.2-7 Trainer’s Guide

Module 2: Talk Touch. Talk. Read. Play.Brain Review 2-4 Refer participants to workbook page 2-4.Time: 8 minutes 6 Say: Let’s review the key parts of the brain. Let’s review the key parts of the brain. Think of our previous review sessions while we answer these questions. Remember: think of it as 4-2-4. This is a lot of information just to memorize. Repetition helps us remember. Review: • Write these down in your book as we review the part names and functions.6 • Who can name one of the 4 parts of the brain and their functions? • Who can name the 2 hemispheres and their functions? • Who can name the 4 lobes and their functions? Name of Part Function of Part 1. Brain Stem 1. Basic functions. E.g. breathing 4 Parts of 2. Cerebellum 2. Controls and coordinates the 3. Limbic System movement of the body brain 4. Cerebral Cortex 3. Processes emotions 4. Processes thinking and reasoning 2 Hemis- 1. Left 1. Details pheres 2. Right 2. Big picture 1. Temporal 1. Hearing and language ability 2. Reasoning, planning, judgment 2. Frontal 3. Vision 4. Touch, smell, taste motor 4 Lobes 3. Occipital 4. Parietal coordination Trainer Note: The following exercise is optional. It will add an additional ten minutes to your time. Instruct 1. Divide the group into 3-4 teams 2. Ask them to develop a rap song to explain the information (above) that you all just reviewed. The song should not be longer than 2 minutes. 3. Ask each team to present their song.2-8 Trainer’s Guide

Module 2: Talk Touch. Talk. Read. Play.Brain Review The Brain Name of Part Function of Part 1. 1. 2. 2. 3.4 Parts of the 3. Brain 4. 4. 1. 1. 2.2 Hemispheres 2. 1. 1. 2. 2. 3.4 Lobes 3. 4. 4. My Song (optional exercise)Instructions – Create a song with your assigned group to explain the key parts of the brainfrom the chart above.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2-9 Trainer’s Guide

Module 2: Talk Touch. Talk. Read. Play.Brain Review 2-5 Refer participants to workbook page 2-5.Time: 4 minutes 7-8 Review Temporal lobe The temporal lobes are responsible for much of the ability to hear and to use language. Ask: Why do you think the early brain development of the temporal lobe might be important? Look for: Answers that contain information from below. Say: A baby’s well working senses (touch, smell. taste, hear, etc.) are the doorways for maximizing brain development. A baby must be able to hear before she develops the connections in her brain to process and produce spoken language. Hearing is largely controlled in the temporal lobes. Hearing language spoken helps the brain make and strengthen language connections. Learning language is7 a process that begins at birth and continues throughout the life span. If a baby cannot hear, she must have intensive intervention to help her develop spoken language. Language requires many different skills. The ability to understand develops before the ability to speak. An infant too young to speak shows an understanding of language by responding appropriately to verbal questions or directions. Repetition is particularly crucial in the development of language because it builds and strengthens the connections in the language centers of the brain. Review: Myelination is the process of covering axons with a fatty coating called myelin. • Myelination protects the neurons and the connections between them. • Myelination increases the brain’s efficiency in conducting signals.8 • The parts of the brain responsible for survival functions are myelinated first. Other parts of the brain, particularly the frontal lobe, are not fully myelinated until late adolescence and possibly up to 25-30 years of age. • Negative experiences can slow the myelination process down or damage it. Such experiences could include poor nutrition, family stress, and child abuse and neglect. Review: Experience and Repetition (Fill in the blank) Experience is important to the wiring process. Every experience a child has affects her brain development. Positive experiences help develop connections in a child’s brain so the neurons can work together. Cuddling, holding and talking to a baby help her to learn to trust, love, and feel safe and secure. Potential damaging experiences before and after birth may include poor nutrition, family stress and child abuse and neglect. Negative experiences before and after birth can slow synapse formation, myelination and pruning. Pruning is the normal and natural process the brain has to eliminate synapses that are not needed, and it is important to a healthy brain. Repetition helps strengthen connections to the brain. Positive experiences should be repeated regularly. Hearing is the key in the development of language2-10 Trainer’s Guide

Module 2: Talk Touch. Talk. Read. Play.Brain Review Temporal Lobe 3The temporal lobes are responsible for much of the ability to hear, and to use language.• Language development is a higher order process that requires input from the senses.• Infants can understand language before they speak it.• Repetition is the key in the development of language. MyelinationMyelination is the process of covering axons with a fatty coating called myelin. • Myelination protects the neurons. • Myelination increases the brain’s efficiency in conducting signals. • The parts of the brain responsible for survival functions are myelinated first. Other parts of the brain, particularly the frontal lobe, are not fully myelinated until late adolescence and possibly up to 25-30 years of age. • Negative experiences can slow the myelination process down or damage it. Such experiences could include poor nutrition, family stress, and child abuse and neglect. Experience and Repetition__________ is important to the wiring process. Every experience a child has affects her brain development.Positive experiences help develop connection in a child’s brain. Cuddling, holding and talking to a baby helpher to learn to trust, love, and feel safe and secure. Potential damaging experiences after birth may includepoor nutrition, family stress and child abuse and neglect. Negative experiences before and after birth canslow synapse formation, myelination and pruning.__________ helps strengthen connections to the brain. Positive experiences should be repeated regularly.__________ is the key to the development of language.2-11 Trainer’s Guide

Module 2: Talk Touch. Talk. Read. Play.Baby’s Ears 2-6 Refer participants to workbook page 2-6.Time: 5 minutes 9Say:Hearing is essential for babies to develop language and to learn to communicate.Instruct:There are three categories on the opposite page. Match what you think ishappening with the baby’s hearing to the timeframe. Review the answers with thegroup.9 Newborn Dishwasher, mothers voice, family dog , high-pitched sounds 3 months Turns away from sound if overwhelmed, Links speech to communication, Temporal lobe becomes more active 5 months Recognizes name, Connects specific sounds to specific people, turns towards you when name is calledDetails for debrief.BirthAt birth a baby can hear, however their hearing is not mature. It will take about a month beforehearing is fully mature. During this first month your baby will respond to the sounds that are theeasiest for them to hear, namely high-pitched sounds and voices. This is why many newborns willrespond more to their mother's voice as opposed to their father's voice, which will tend to belower. As the baby learns the sounds in her environment she will start to recognize commonsounds like your voice, the sound of the dishwasher or the sound of the family dog.Three MonthsAt three months a baby is actively processing new sounds and categorizing familiar sounds. At thisage their temporal lobe, which is the part of the brain that is responsible for hearing and languageprocessing, becomes much more active. As a result your baby will start to link specific sounds,particular speech, with communication. This is a new skill that is difficult to learn, so babies canbecome overwhelmed when bombarded with lots of voices or new sounds. When they becomeoverwhelmed it is common for babies to turn away from sounds as opposed to turning towards thesounds.Five MonthsAt the age of five months your baby will respond to new sounds by turning towards them. They willalso be able to recognize a lot of the sounds in their world. They will be able to connect specificsounds with specific people or objects. They will also be able to recognize their name and will turntowards you when you call their name.2-12 Trainer’s Guide

Module 2: Talk Touch. Talk. Read. Play.Baby’s Ears InstructionsConsider at what point a baby develops the ability to hear certain types of sounds anddraw a line from the baby’s age range to the appropriate corresponding sound event.Newborn Dishwasher3 months Turn away from sound if5 months overwhelmed Turn towards you when name is called High-pitched voices Family dog Recognizes name Connect specific sounds to specific people High-pitched sounds Mother’s voice Links speech to communication Temporal lobe becomes more active2-13 Trainer’s Guide

Module 2: Talk Touch. Talk. Read. Play.Baby’s Ears 2-7 Refer participants to workbook page 2-7.Time: 5 minutes 10 Say: Hearing is essential for babies to develop language and to learn to communicate. If a child has impaired hearing, language may not develop, or may develop more slowly. Infants should be tested for ability to hear at birth, followed by regular tests throughout early childhood as part of regular checkups. Caregivers should be aware of hearing abilities by noticing whether an infant turns towards a person10 speaking to him, or acts startled at loud or unusual noises. Ear infections should be treated promptly so that they do not cause damage to the ear. Hearing problems should be identified and corrected as early as possible. Review Ask someone to read the information on the following page. Ask What questions do you have about things that can affect hearing?2-14 Trainer’s Guide

Module 2: Talk Touch. Talk. Read. Play.Baby’s Ears Things that can affect hearing include: • Exposure to prolonged, very loud noise like that found near airport runways or at rock concerts. • Family history of hearing problems. • Serious problems during birth that may have resulted in a lack of oxygen to the baby. • Premature birth. • Prenatal exposure to rubella, also called measles. • Some types of birth defects. • Frequent ear infections. which may cause scarring in the Eustachian tubes if your child has frequent ear infections. She may also have temporary hearing loss during an ear infection.Signs of an Ear Infection Tugging at the ear Poor sleep Fever Irritability, restlessness Ear drainage Nasal discharge Diminished appetite Crying at night when lying down (web MD)2-15 Trainer’s Guide

Module 2: Talk Touch. Talk. Read. Play.Baby’s Ears 2-8 Refer participants to workbook page 2-8.Time: 5 minutes 11 Say: You should know by now that hearing for a baby is so important. Ask: Why is it important? What have you learned about why hearing is important?11 Look for: The brain is developing at such a rapid speed and sensory (sight, hearing, smell, touch, etc) development begins to get “hard-wired” as early as 3 months and continuing until about 24 months. Review: On the next page you will find a hearing questionaire that is available on the government’s nidcd.gov website. If you answer “no” to several of these within your baby’s age group you may want to schedule a doctor’s appointment for your baby. Take a few minutes to review each category. Ask: What questions do you have about the hearing questionnaire? Say: It is important to know it like this. • First a baby needs to have the ability to hear. • Next he needs to hear sounds over and over (repetition) so he can be hard- wired for all possible sounds. • When a baby is hard-wired for all possible sounds, it will positively impact his ability to hear and his ability to speak. Please turn to the next page.2-16 Trainer’s Guide

Module 2: Talk Touch. Talk. Read. Play.Baby’s Ears InstructionsIf your child does not hear well or speak clearly, take action. Read the hearing checklist. Find your child’sage. Check ‘yes” or “no” for every item. After you complete the checklist, show it to your child’s doctor. Askthe doctor questions. Talk about the items checked no. If you think your child has trouble hearing, tell thedoctor right away. Birth to 3 months Yes No 3-6 months Yes No Yes NoReacts to loud sounds. Looks upward or turns toward a new sound. Yes NoIs soothed by your voice. Responds to \"no\" and changes in tone of Yes No voice.Turns head to you when you speak. Imitates his/her own voice.Is awakened by loud voices and sounds. Enjoys rattles and other toys that make sounds.Smiles when spoken to. Begins to repeat sounds (such as ooh, aah, and ba-ba).Seems to know your voice and quiets down if Becomes scared by a loud voice.crying. 6-10 months Yes No 10-15 monthsResponds to his/her own name, telephone ringing, Plays with own voice, enjoying the sound andsomeone's voice, even when not loud. feel of it.Knows words for common things (cup, shoe) and Points to or looks at familiar objects or peoplesayings (\"bye-bye\"). when asked to do so.Makes babbling sounds, even when alone. Imitates simple words and sounds; may use a few single words meaningfully.Starts to respond to requests such as \"come here.\" Enjoys games like peek-a-boo and pat-a-cake.Looks at things or pictures when someone talksabout them. 15-18 months Yes No 18-24 monthsFollows simple directions, such as \"give me the Understands simple \"yes-no\" questions (Areball.\" you hungry?).Uses words he/she has learned often. Understands simple phrases (\"in the cup,\" \"on the table\").Uses 2-3 word sentences to talk about and ask for Enjoys being read to.things.Knows 10 to 20 words. Points to pictures when asked. 24-36 months Yes NoUnderstands \"not now\" and \"no more.\"Chooses things by size (big, little).Follows simple directions such as \"get your shoes\"and \"drink your milk.\"Understands many action words (run, jump). Talk to Your DoctorDo others in the family, including brothers or sisters, have a hearing problem?The child's mother had medical problems in pregnancy or delivery (serious illness or injury, drugs or medications).The baby was born early (premature). Weight at birth:_______.The baby had physical problems at birth.The child rubs or pulls on ear(s) often.The child had scarlet fever.The child had meningitis.The child had _____ ear infections in the past year.The child has colds, allergies, and ear infections, once a month_____ more often_____. (nidcd.gov)2-17 Trainer’s Guide

Module 2: Talk Touch. Talk. Read. Play.Brain Talk 2-9 Refer participants to workbook page 2-9.Time: 5 minutes 12-13Say:It is very important to talk to your baby. When you talk, your baby is listening. Use simplewords and phrases. You should speak clearly. You can get your baby's attention bywidening your eyes and mouth. You can also change the pitch and tone of your voice.These are your baby's first lessons in communication.Here are some tips for talking to your baby:12-13 1. Look at your baby's eyes while you are talking to her. 2. Call your baby by her name. 3. Keep your talk simple. Say \"pretty baby.\" Use the words \"mommy\" and \"daddy\" when you talk to her. 4. Watch for your baby's expressions and listen to her sounds. Make these same sounds and facial expressions back to her. 5. Add gestures to your talk. Say \"wave bye-bye to the dog\" as you wave to the dog. 6. Ask your baby questions. \"Would Maria like to have her milk now?\" \"Does Maria want to go outside?\" Ask the questions even though she can't answer. 7. Talk about what you are doing. As you dress, bathe and change your baby, talk about what you're doing. 8. Read to your baby. Babies love nursery rhymes and poems. You can even use a lively voice and read your favorite magazine or book to her. If you can, use books with stories that include a baby, a rattle or other common things. (You can find lots of children's books at your public library.) 9. Sing to your baby. It is important while she begins to learn language skills. 10. Watch for signals from your baby when you are talking to her. If she is smiling and keeping eye contact, she is saying she wants you to keep on talking. These tips were reproduced from the U.S. Department of Education.Ask:What questions do you have about talking to your baby?2-18 Trainer’s Guide

Module 2: Talk Touch. Talk. Read. Play.Brain Talk 10 Tips for Baby Talk1. Look at your baby's __________ while you are talking to her.2. Call your baby by her __________.3. Keep your talk__________. Say \"pretty baby.\" Use the words \"mommy\" and \"daddy\" when you talk to her.4. __________ for your baby's expressions and __________listen to her sounds. Make these same sounds and facial expressions back to her.5. Add __________to your talk. Say \"wave bye-bye to the dog\" as you wave to the dog.6. __________your baby questions. \"Would Maria like to have her milk now?\" \"Does Maria want to go outside?\" __________ the questions even though she can't answer.7. Talk about what you are doing. As you__________, __________ and __________ your baby, talk about what you're doing.8. __________to your baby. Babies love nursery rhymes and poems. You can even use a lively voice and __________ your favorite magazine or book to her. If you can, use books with stories that include a baby, a rattle or other common things. (You can find lots of children's books at your public library.)9. __________ to your baby. It is important while she begins to learn language skills.10.__________for signals from your baby when you are talking to her. If she is smiling and keeping eye contact, she is saying she wants you to keep on __________.2-19 Trainer’s Guide

Module 2: Talk Touch. Talk. Read. Play.Brain Talk Refer participants to workbook page 2-10. 2-10 14 Time: 5 minutes Say: Talking to your baby gives him an excellent start on language development. You begin talking to him immediately upon birth. At first you should use your calm sweet voice to begin building a relationship between you and your baby. As your baby grows and develops some, he will be ready for your different styles of14 communication with him. Today we are going to talk about 5 strategies you can use with for talking with your baby and the benefits of those strategies. Trainer Note: As you review each topic, demonstrate what you are saying. Review:  Build Trust Start by talking with him every time you carry out any routine caring tasks. As you pick him up from the crib, tell him, \"I am picking you up, ____. We are going to change your diaper to make you feel good and clean. Then mama will nurse you.\" As you keep on talking and explaining to your newborn, you are setting a pattern. Your baby will learn expectations from the rhythm and voice tones. You are building trust. Soon, he will not fuss to nurse immediately, but will learn to wait a bit until he is dry and clean again. Your talking to your baby teaches him the meaning of words and voice tones. This begins the process of intimate attachment and builds a trusting relationship.  Teach Taking Turns Answer all your baby's coos, noises and smiles with the same. You can imitate baby's beginning consonants and turn them into words such as \"mamama\" or \"bababa.\" As baby starts to make these babbling sounds, express your pleasure. \"I love to hear you talk.” Be sure to give spaces in between your talking so that baby can talk back.  Learn New Words Diaper time or bathing is a good time to teach body parts. Identify and talk about the tummy, arms, legs, fingers, toes, hands, feet, etc. Also, as you dress your baby, explain what you are doing. \"First we put in your arm. Your toes and feet go in the shoes and your head goes through the shirt hole,” etc. When you feed your baby (6+ months) tell him the names for each food. \"Mmmm. Yummy carrots!\" As he takes a mouthful of rice cereal, tell him, \"You are eating your cereal.” When your baby can grasp a biscuit or a banana or a slice of peeled apple, be sure to give him the power to hold his own food and chew on it. Admire him with words.. “Yum, yum, yum!\"2-20 Trainer’s Guide

Module 2: Talk Touch. Talk. Read. Play.Brain Talk Build Trust Build Trust Build Build Trust Trust Build Trust Build Trust Teach Taking Trainer’s Guide Turns Learn New Words Use Rhythms Use Games2-21

Module 2: Talk Touch. Talk. Read. Play.Talk to Your Baby 2-11 Refer participants to workbook page 2-11.Time: 10 minutes 14-15 Review Continued from previous page.  Use Rhythms Recite simple nursery rhymes while you hold baby on your lap and bounce him gently to the rhythms of the rhymes. Sing nursery songs over and over until he lights up with recognition at these songs that soon become favorites. Don't worry about your voice.14 Baby will enjoy your songs because you are singing them!  Use Games Play simple games, such as saying \"Ah . . . boom!\" You can play peek-a-boo. Also play pat-a-cake, at first by guiding his hands. Later in the first year he will delightedly join in the game by starting to clap hands together as soon as he hears the first words of this well-loved rhyme. Instruct: “Talk to Your Baby” 1. Break the group into five person teams. 2. Each person will draw a card with an age specific category of talk on it. 3. Each person needs to develop a one minute performance for using talk with that strategy.15 4. Each of the 5 group members will present their “talk to baby” to the group. 5. After everyone has had a turn, the group will select a participant to present to the larger group.2-22 Trainer’s Guide

Module 2: Talk Touch. Talk. Read. Play.Talk to Your Baby Talk to me!2-23 Trainer’s Guide

Module 2: Talk Touch. Talk. Read. Play.Repeat, Repeat, Repeat 2-12 Refer participants to workbook page 2-12.Time: 5 minutes 16 Say : Repeat, repeat, repeat! Ask: What should you repeat?16 Look for: Everything. Good experiences and sounds that will nurture you baby. Ask: Why should you repeat? Look for: It strengthens brain connections. Instruct: • Work with the person next to you to identify what you should repeat to your baby. • Write it somewhere on the following page. • Be prepared to share your ideas.2-24 Trainer’s Guide

Module 2: Talk Touch. Talk. Read. Play.Repeat, Repeat, Repeat Brain Development Repetition Repetition Repetition2-25 Trainer’s Guide

Module 2: Talk Touch. Talk. Read. Play.Sing to Baby 2-13 Refer participants to workbook page 2-13.Time: 55 minutes 17 Say: We are about to do a fun activity that will help us remember how to talk to our baby. But before we do I wanted to focus quickly on the importance of consistency in a baby’s development and the importance of a stress-free environment. Review: • Stress is your body’s physical response to a challenge—any kind of challenge, such as loud noises or pain or losing your car keys. • Stress activates the body’s survival instinct by kicking in chemicals in your body to help you meet the challenge. For example, a chemical called adrenaline helps you run fast to get away from a threat. This happens whether or not you are in real danger. • If the body remains in survival mode for a prolonged period of time, other bodily functions may be suppressed so there is enough energy to help you run away or fight back or whatever you need to do to survive. • Parts of the brain that help manage emotions are the last to fully develop. Babies learn to control their emotions through their caregivers’ meeting their needs and soothing them when they experience stress. When you soothe your baby, it helps her learn to soothe herself. • In constant stressful situations the more primitive or lower parts of the brain will be more highly developed because they have to be working so much of the time. Areas in the frontal cortex and limbic system that develop emotional control, rational decision-making, emotional responsiveness to others, and moderation of stress may not have the repetitive experiences needed to fully develop. • A baby who experiences chronic stress does not learn as well because so much of his brain is busy helping him survive. He also is likely to become a person who does not manage stress well or get along with others easily. Review Knowing what we know about baby talk and then the short discussion on stress in a baby’s life, we have an activity to do. This however is not about talking. Babies love music and song. You can also sing to your baby instead of talking. Instruct:17 1. Break into 2 groups 2. Teach songs o Jesus Loves Me, o He’s Got the Whole World in his Hands 3. Group sing 4. Give away a CD with songs.2-26 Trainer’s Guide

Module 2: Talk Touch. Talk. Read. Play.Sing to Baby Jesus Loves Me Jesus loves me! This I Jesus loves me! He who Jesus loves me! loves Jesus loves me! He will know, died, me still, stay, For the Bible tells me Heaven's gate to open When I'm very weak Close beside me all the so; wide; and ill; way; Little ones to Him He will wash away my From His shining throne He's prepared a home belong, sin, on high, for me,They are weak but He is Let His little child come Comes to watch me And some day His face strong. in. where I lie. I'll see. Yes, Jesus loves me! Yes, Jesus loves me! Yes, Jesus loves me! Yes, Jesus loves me! Yes, Jesus loves me! Yes, Jesus loves me! Yes, Jesus loves me! Yes, Jesus loves me! Yes, Jesus loves me! Yes, Jesus loves me! Yes, Jesus loves me! Yes, Jesus loves me! The Bible tells me so. The Bible tells me so. The Bible tells me so. The Bible tells me so. He’s Got the Whole World in His HandsHe's got the whole He's got my brothers He's got the sun and He's got the rivers and He's got everybodyworld in His hands, and my sisters in His the rain in His hands, the mountains in His here in His hands,He's got the whole He's got the moon and He's got everybodyworld in His hands, hands, the stars in His hands, hands, there in His hands,He's got the whole He's got my brothers He's got the wind and He's got the oceans He's got everybodyworld in His hands, and my sisters in His and the seas in His everywhere in HisHe's got the whole the clouds in Hisworld in His hands. hands, hands, hands, hands, He's got my brothers He's got you and he's He's got the whole and my sisters in His He's got the whole got me in His hands, world in His hands. world in His hands hands, He's got the whole He's got the whole world in His hands. world in His hands.2-27 Trainer’s Guide

Module 2: Talk Touch. Talk. Read. Play.My Promise Refer participants to workbook page 2-14. 2-14 18-19 Say: Base on what we have talked about today you have knowledge to do the following.  Describe the responsibilities of the temporal lobe.  Explain key information about myelination  Explain how repetition helps your baby’s brain develop.18  Explain how baby’s brain processes language and sound.  Explain the timeline for how your baby’s hearing develops.  Know what can hamper a baby’s hearing.  Recognize signs of an ear infection.  Know ways to talk to baby.  Use talk to maximize early brain development.  Sing songs to baby.  Commit to a plan of action that will positively affect your baby’s brain development. I want you to take a few minutes to think about how you might do something differently in a positive light to help your baby’s brain development in the best way it can. Ask: What questions do you have? Instruct: Write your thoughts down on the space provided. Your mentor will follow up with you to see how well you are implementing your commitments. Ask: Would someone be willing to share a promise that they have written down? Say: This is the end of this module we look forward to seeing you at the Touch, Talk, Read, Play, I Play II training. You will learn more of the specifics of what to do with your baby as he develops. Say:19 Let’s end with this scripture and a prayer. Be completely humble and gentle; be patient, bearing with one another in love. Ephesians 4:2 Trainer Note: Develop prayer that thanks the Lord for our time together and protects the caregivers and babies.2-28 Trainer’s Guide

Module 2: Talk Touch. Talk. Read. Play.My PromiseThis module contained information to teach me to: Describe the responsibilities of the temporal lobe. Explain key information about myelination Explain how repetition helps your baby’s brain develop. How baby’s brain processes language and sound. Explain the timeline for how your baby’s hearing develops. Know what can hamper a baby’s hearing. Recognize signs of an ear infection. Know ways to talk to baby. Use talk to maximize early brain development. Sing songs to baby. Commit to a plan of action that will positively affect your baby’s brain development. Be completely humble and gentle; be patient, bearing with one another in love. Ephesians 4:2 I promise I will use the information I learned in this training. I want to focus doing the following. 1. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 2. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 3. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________2-29 Trainer’s Guide

Module 2: Talk Touch. Talk. Read. Play.2-30 Trainer’s Guide

3 MODULE READWelcome ..................................................................................................... 2Brain Review ............................................................................................... 6Brain Read ................................................................................................. 12How to Read to Baby ................................................................................ 16Baby Likes to Read .................................................................................... 18Read to Your Baby..................................................................................... 21My Promise ............................................................................................... 23 Trainer’s Guide

Module 3: Read Touch. Talk. Read. Play.Welcome Refer participants to workbook page 3-1. 3-1 1 70 minutes Trainer Note: This class must be started on time. There is a lot of information to cover and the1 timing of each module is very tight.Estimated Classroom Time: 70 minutes 5 minutes 15 minutes • Welcome 10 minutes • Brain Review 10 minutes • Brain Read 15 minutes • How to Read to Baby 10 minutes • Baby Likes to Read • Read to baby 5 minutes • My Promise 70 minutes3-2 Trainer’s Guide

Module 3: Read Touch. Talk. Read. Play.Welcome(This page is intentionally left blank)3-3 Trainer’s Guide

Module 3: Read Touch. Talk. Read. Play.Welcome 3-2 Refer participants to workbook page 3-2.5 minutes 2-4 Greet Participants: Welcome to Operation Smart Child training. I am _________, your trainer for this course.2 We are going to continue to have lots of fun as you learn more about how you can contribute to the positive development of your baby’s brain. Trainer Note: There may be new participants to your group this time. Make certain you cover the introductions. If there are not any new participants then you may ask for less information than listed below. Ask: Participants to share the following information about themselves: • Name. • When their baby is due (or how old the baby is). • One thing they learned from the Orientation module on brain development. Say Say: This training has been designed specifically for you, caregivers of children from ages zero to three. This content is geared towards participants who have not had their baby yet and up to one year. However this training can benefit anyone. Our focus for this multi-course curriculum is on how we3 can positively impact our babies’ brains. Our focus is simply touch, talk, read, and play or T.T.R.P. as we like to call it for short. Our module today is the Read module. Let’s watch a quick video about the importance of reading. 4 Say: At the end of today’s session you should be able to:3-4 • Describe the responsibilities of the occipital lobe. • Explain how reading to baby affects his brain development. • Describe ways to read to baby. • Select age-appropriate books to read to baby. • Demonstrate good reading voices for baby. • Read age-appropriate books to baby. • Commit to a plan of action that will positively affect your baby’s brain development. Say: Before we get started let’s open with a prayer. Trainer Note: You may improvise here. Just remember to thank the Lord for these mothers and caregivers and ask for his love and mercy as they embark on parenting a new life. Trainer’s Guide

Module 3: Read Touch. Talk. Read. Play.Welcome The goal of this module is to give you knowledge of how reading activities affect brain development.At the end of this module you will be able to: Describe the responsibilities of the occipital lobe. Explain how reading to baby affects his brain development. Describe ways to read to baby. Select age-appropriate books to read to baby. Demonstrate good reading voices for baby. Read age-appropriate books to baby. Commit to a plan of action that will positively affect your baby’s brain development.3-5 Trainer’s Guide

Module 3: Read Touch. Talk. Read. Play.Brain Review Refer participants to workbook page 3-3. 5 3-35 minutes Ask: Why is it important to learn about brain development in babies? Look for • Your brain is crucial to life. • Everyone has a brain.5 • You want your baby to be ready for school. • You want your baby to be smart. • You want your baby to be well developed socially and emotionally. Instruct: We will fill in these blanks together. Let’s discuss the correct answers one by one. 1. The brain is not fully developed at birth. 2. 80% of the brain is developed by age three. 3. Early positive interactions with nurturing adults are vital to healthy brain development. 4. What children see, hear, smell, taste, and touch affect early brain development. Answers are indicated in bold above. Say: It is important to know the following. One of the key parts of brain development is neurons (brain cells) making connections with each other. When they make a connection it is an electrical charge called a synapse. In the first three years of life a person has more synapses than in all of adulthood. Another name for synapses making connections is called “hard-wiring.” The hard-wiring of the brain is partially genetic and partially experiential. Some synapses will happen no matter what; however a large majority of connection (trillions of them) are caused by experiences a person has in the first three years of life. As the brain develops, it will also prune away unnecessary or weak connections. This is done to make it more efficient. We will continue to reinforce through this course that repeated positive experiences are drastically important in the development of the brain from ages zero to three.3-6 Trainer’s Guide

Module 3: Read Touch. Talk. Read. Play.Brain Review Why is it important to learn about brain development?1. The brain is not __________ __________ at birth.2. __________ of the brain is developed by age three.3. Early __________ __________ interactions with nurturing adults are vital to healthy brain development.4. What children _________, __________, __________, __________, and __________, affect early brain development.3-7 Trainer’s Guide

Module 3: Read Touch. Talk. Read. Play.Brain Review 3-4 Refer participants to workbook page 3-4.Time: 10 minutes 6 Say: Let’s review the key parts of the brain. Let’s review the key parts of the brain. Think of our previous review sessions while we answer these questions. Remember: think of it as 4-2-4. This is a lot of information just to memorize. Repetition helps us remember. Review: • Write these down in your book as we review the part names and6 functions? • Who can name one of the 4 parts of the brain and its function? • Who can name the 2 hemispheres and their functions? • Who can name the 4 lobes and their functions? Name of Part Function of Part 1. Brain Stem 1. Basic functions. E.g. breathing 4 Parts of 2. Cerebellum 2. Controls and coordinates the 3. Limbic System movement of the body brain 4. Cerebral Cortex 3. Processes emotions 4. Processes thinking and reasoning 2 Hemis- 1. Left 1. Details pheres 2. Right 2. Big picture 1. Temporal 1. Hearing and language ability 2. Reasoning, planning, judgment 2. Frontal 3. Vision 4. Touch, smell, taste, motor 4 Lobes 3. Occipital 4. Parietal coordination Trainer Note: The following exercise is optional. It will add an additional 10 minutes to your time. Instruct 1. Divide the group into 3-4 teams. 2. Ask them to develop a story to explain the information (above) that you all just reviewed. The story should not be longer than 2 minutes. 3. Ask each team to present their story.3-8 Trainer’s Guide

Module 3: Read Touch. Talk. Read. Play.Brain Review The Brain Name of Part Function of Part 1. 1. 2. 2. 3.4 Parts of the 3. Brain 4. 4. 1. 1. 2.2 Hemispheres 2. 1. 1. 2. 2. 3.4 Lobes 3. 4. 4. My Story (optional exercise)Instructions – Create a story with your assigned group to explain the key parts of the brainfrom the chart above.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________3-9 Trainer’s Guide

Module 3: Read Touch. Talk. Read. Play.Brain Review 3-5 Refer participants to workbook page 3-5.Time: 5 minutes 7-8 Review Occipital lobe The occipital lobes are responsible for seeing. It is the brain’s vision center and processes all visual information.7 Ask: Why do you think the early development of the occipital lobe might be important? Look for any answers that contain information from below. Review: The occipital lobes are responsible for vision. They are the brain’s vision center and processes all visual information. • Much of the development of the visual system occurs during the first 8-10 months of life. • The neurons in the visual cortex experience a growth spurt when an infant is 2-4 months old. • The pruning process begins early in the occipital lobes, which control vision. • A newborn sees best at a distance between eight and twelve inches. • An infant’s ability to see objects clearly, track objects when they move, and tell how far away things are improve with development Read: The content form the Making Connections and Pruning. Review: Experience and Repetition (Fill in the blank) Experience is important to the wiring process. Every experience a child has affects her brain development. Positive experiences help develop connections in a child’s brain. Cuddling, holding8 and talking to a baby help her to learn to trust, love, and feel safe and secure. Potential damaging experiences before and after birth may include poor nutrition, family stress and child abuse and neglect. Negative experiences before and after birth can slow synapse formation, myelination and pruning. Remember that myelination is the formation of a fatty coating that helps the signals travel quickly and efficiently between neurons, and pruning is the brain’s natural and normal process for getting rid of excess, unneeded synapses. Repetition helps strengthen connections in the brain. Positive experiences should be repeated regularly.3-10 Trainer’s Guide

Module 3: Read Touch. Talk. Read. Play.Brain Review Occipital Lobe 4The occipital lobes are responsible for vision. They are the brain’s vision center and process all visualinformation. • Much of the development of the visual system occurs during the first 8-10 months of life. • The neurons in the visual cortex experience a growth spurt when an infant is 2-4months old. • The pruning process begins early in the occipital lobes, which control vision. • A newborn sees best at a distance between eight and twelve inches. • An infant’s ability to see objects clearly, track objects when they move, and tell how far away things are improve with development. Making Connections and PruningThe neurons make connections very rapidly. By the time a baby is twelve months old, the number ofsynapses has increased to 1,000 trillion, or about 20 times the number he had at birth. The process offorming connections is biologically controlled, but experiences also promote synapse formation. The kinds ofconnections that are made and strengthened depend on a baby’s specific experiences. Connections that areused regularly become stronger. The connections that are not used are eventually eliminated throughpruning. • Each visual neuron can connect to as many as 15,000 other neurons. • Visual experiences activate and strengthen connections for sight. • The brain prunes visual connections if a child does not have visual experiences. • Early vision problems can hinder visual development. Experience and Repetition__________ is important to the wiring process. Every experience a child has affects her brain development.Positive experiences help develop connections in a child’s brain. Cuddling, holding and talking to a baby helpher to learn to trust, love, and feel safe and secure. Potential damaging experiences afterbirth may includepoor nutrition, family stress and child abuse and neglect. Negative experiences before and after birth canslow or damage synapse formation, myelination and pruning.__________ helps strengthen connections to the brain. Positive experiences should be repeated regularly.3-11 Trainer’s Guide

Module 3: Read Touch. Talk. Read. Play.Brain Read 3-6 Refer participants to workbook page 3-6.Time: 5 minutes 9Say:It is very important to read to your baby.Ask:Why is reading to your baby important? • Teaches a baby about communication. • Introduces concepts such as stories, numbers, letters, colors, and shapes in a fun way. • Builds listening, memory, and vocabulary skills. • Gives babies information about the world around them. • Creates a bond with you and with other key caregivers.Say:Let’s find out just how much you know? I found a quiz on the BabyCenter website. It can be foundat www.babycenter.com Instruct 1. Take the quiz on the following page, 5-5. 2. You have two minutes to complete it. 3. Review the following answers with them. 4. Encourage participants to write the reason to the answers on their quiz page9 1. Most parents know how important it is to read to their children. (F) Though a 1983 report from the Commission on Reading (a national group funded by the U.S. Department of Education) found that \"the single most important activity for building the knowledge required for eventual success in reading is reading aloud to children,\" only 39 percent of parents read daily to their infants and toddlers, according to a 1996 survey by the Commonwealth Fund. And 16 percent of parents don't read to their children at all, despite research that shows how important it is to expose children to stimulating language, pictures, and music from infancy. 2. You should start reading aloud to your child daily after she turns 1. (F) Though it's never too soon to start reading to your child (some argue that even babies in the womb enjoy a good story), the American Academy of Pediatrics recommends reading aloud to your child everyday starting at 6 months — when she'll really begin to enjoy looking at books with you. Jim Trelease, long-time read-aloud expert and author of the Read Aloud Handbook, says newborns will enjoy a good book, too, so it certainly can't hurt to start sooner. Experts say that the more you speak directly to your child, the better it is for her growth and development. No matter what your child's age, reading provides an opportunity for cuddling and socializing that both baby and parent can appreciate. 3. It's important to read to children daily, at the same time each day. (T) You should read to your child every day, preferably at a regular time (or several regular times). Of course, that doesn't mean you should skip reading if you won't be home for your usual bedtime story. It’s also OK to read at times other than your regular time—it will be a special treat for you and your baby.3-12 Trainer’s Guide

Module 3: Read Touch. Talk. Read. Play.Brain Read Reading to Your Child Quiz (from www.babycenter.com)1. Most parents know how important it is to read to their children. True False2. You should start reading aloud to your child daily after she turns 1. True False3. It's important to read to children daily, at the same time each day. True False4. Listening to a book on tape or CD will do as much for your child as being read to. True False5. For the first few months of your baby's life, it doesn't really matter what you read to him. True False6. Toddlers prefer books with busy illustrations and lots to look at. True False7. It's better to read lots of different books to your toddler than to repeat the same one overand over. True False8. It's important for parents to let their children get involved in the reading process, even at ayoung age. True False9. Trying to teach your child specific letters and numbers from the start will increase herenjoyment of reading. True False10. You can stop reading to your child once he's learned to read on his own. True False11. You have to be a good reader to help your baby enjoy reading. True False3-13 Trainer’s Guide

Module 3: Read Touch. Talk. Read. Play.Brain Read 3-6 Refer participants to workbook page 3-6.Time: 5 minutes 9 (Continued from the previous page.) 4. Listening to a book on tape or CD will do as much for your child as being read to. (F) Young children enjoy being read to because of the interaction with you, not because of the story itself. That's why books on tape, TV, radio, and other one-sided forms of entertainment aren't recommended for babies.9 5. For the first few months of your baby's life, it doesn't really matter what you read to him. (T) Newborns can't understand what you're reading, so for the first few months, anything goes — you can read children's books, a magazine, or the Wall Street Journal; at this point, it's the fact that you're reading rather than what you read that's important. Keep in mind, though, that young babies will be especially fascinated by pictures with bright colors and sharp contrast, which you can often find in board and picture books. Your baby may also enjoy the singsong rhythm and rhyming words of nursery rhymes. Toddlers prefer books with busy illustrations and lots to look at. Children younger than 18 months often find it difficult to understand complicated illustrations. 6. Toddlers prefer books with busy illustrations and lots to look at. (F) Toddlers like bright simple pictures. 7. It's better to read lots of different books to your toddler than to repeat the same one over and over. (F) Toddlers have so much they're trying to learn that they may need to hear a story many times before they really understand it and are familiar with it. And familiarity leads to self-confidence. 8. It's important for parents to let their children get involved in the reading process, even at a young age. (T) Don't get hung up on making it all the way through a book without stopping, or on reading every word on every page. Let your child's interest and questions guide your reading pace. 9. Trying to teach your child specific letters and numbers from the start will increase her enjoyment of reading. (F) An early emphasis on teaching letters, sounds, and syllables can sap a child's enjoyment of story time.. Focus on the pleasure and communication of reading, not learning. Your child will gradually make the connection between the sound of a word and the way it appears on the page just from looking at the books and listening to you read them. 10. You can stop reading to your child once he's learned to read on his own. (F) Children are never too old to be read to. He can understand much more complicated words and concepts when they're spoken out loud than he can when he reads them himself. When he listens to you read, your child will add new words to his vocabulary. And at any age, he'll enjoy the chance to spend some one-on-one time with you.. 11. You have to be a good reader to read to your baby. (F) if you do not read well, you can still help your baby enjoy reading. Open and turn through a colorful book while you make up a story to go with it. You both will enjoy it, and baby will see that you think reading is important. Ask: What questions do you have about reading to your baby? Ask: Do you know about Books from Birth?3-14 Trainer’s Guide