LEARNING MATERIAL 14

Socio-emotional Development of Infants and

Toddlers
- Brenda B. Corpuz, PhD

When you're drawing up your list of life's miracles, you might place near the
top the first moment your baby smiles at you. Today, she looked right at me. And she The
sleepless smiled Her toothless mouth opened, and she scrunched her face up and it really was
a grin nights, the worries, the crying all of a sudden it was all worth it She is no longer just
something we are nursing and carrying along-somewhere inside, part of her knows what's
going on, and that part of her is telling us that she's with us.

- Bob Greene

LEARNING OUTCOMES

In this Module, challenge yourself to:

 describe the socio-emotional development of infants and toddlers
 identify factors that enhance/impede the socio-emotional development of infants and
toddlers.
 present an abstract of others' or your own research related to the socio-emotional
development of infants and toddlers.
 draw implications of socio-emotional development concepts to child care, education and
parenting.

Simply put, socio-emotional development has something to do with the development of a

person's ability to master one's emotions and the ability to relate to others. It necessarily
includes temperament, attachments and social skills.

ACTIVITY
Read Nolte's poem then answer the following questions:
 1. Do you agree with D. Nolte's poem?
2. Which line of the poem is most meaningful to you? Eplain.

Children Learn What They Live

If a child lives with criticism, he learns to condemn...

If a child lives with hostility, he learns to fight...
If a child lives with fear, he learns to be apprehensive...
If a child lives with pity, he learns to feel sorry for himself...
If a child lives with ridicule, he learns to be shy...
If a child lives with jealousy, he learns to feel guilt...
But…
If a child lives with tolerance, he learns to be patient...
If a child lives with encouragement, he learns to be confident...
If a child lives with praise, he learns to be appreciative...
If a child lives with acceptance, he learns to love...
If a child lives with honesty, he learns what truth is...
If a child lives with fairness, he learns justice...
If a child lives with security, he learns to have faith in himself and those about him...
If a child lives with friendliness, he learns the world is a nice place in which to live.
With what is your child living?

Dorothy L. Nolte, Trained Family Counselor

ANALYSIS
1. Based on Nolte's poem, which plays a very important role in the socio-emotional
development of children?

2. From what kind of home environment do children who are well adjusted most probably come?
What about maladjusted children?

3. State in a sentence what the poem is saying about a child's socio-emotional development.

ABSTRACTION
The Formative Years

Much has been said about the importance of the first three years in human development.
They are so-called the formative years that is why, parents and other caregivers at this stage of
human development play a significant role in the development of infants and toddlers.

As the poem "Children Learn What They Live" expresses, the kind of home and school
environment that parents and teachers produce determines to a very great extent the quality of
the development of children.

Let us discuss those elements that have something to do with the wholesome socio-
emotional development of children.
Attachment
 For healthy socio-emotional development, the infant needs to establish an enduring
emotional bond characterized by a tendency to seek and maintain closeness to a specific
figure, particularly during stressful situation. This is the social phenomenon of attachment.

 According to Dr. John Bowly, the father of attachment theory, the beginnings of attachment
occur within the first 6 months of a baby's life with a variety of built-in signals that baby uses
to keep her caregiver engaged. The baby cries, gazes into her mother's eyes, smiles, etc. In
the next few months, the baby develops in her degree of attachment to her parents. She
smiles more freely at them than at any stranger whom she seldom sees. This is what Bob
Greene must have experienced. (See quote below the title of this Module).

 The key to a good start in the social development of the baby is a lot of responsive
interaction with the baby ([Link] and [Link], 2003). Babies thrive on social interaction
when it is in response to their social bids: Babies seem to let us know when they want to
interact or not. The timing of the caregiver's response to the baby is important.

 Other relevant and interesting research findings cited by [Link] and R. Golinkoff, (2003) in
their book "Einstein Never Used Classcards" are given below:

 What is absolutely central to babies' emotional well-being is not so much feeding but the
consistent involvement of care givers. Being fed by your mother is not what attached you
to her. It is consistent, close nurturing that matters in early relationships.

 Children who have good attachment relationships as infants make better adjustments in
a number of areas in future life. But remember, having a good attachment in infancy
gives you a great start but can't carry you through life. You have to be treated sensitively
and responsibly as you grow up if you are to develop favorably.

 Infants attach to more than one caregiver and they are developing emotional
relationships with multiple caregivers at once.

 Even when children are in child care for more than 30 hours per week, the family
contributes more to child's social and cognitive well-being than does the child care
arrangement. Parents matter and children are to parents even when children are in child
care.

 Parents and caregivers help children regulate their emotions by working with them and
by serving as their models.

Temperament

1. Another factor related to the infant's socio-emotional development is temperament.

Temperament is a word that "captures the ways that people differ, even at birth, in such
things as their emotional reactions, activity level, attention span, persistence and ability to
regulate their emotions" (K Pasek and R. Golinkoff, 2003). Every baby expresses
personality traits we call temperament. How a child responds emotionally to objects, events,
and people is a reflection of his individual temperament.
2. Researchers Thomas, Chess, and Birch described nine different temperament categories
(Honig, 2010, Secure Relationships: Nurturing Infant-Toddler Attachments in Early Care
Settings.)
These include:
 Activity level Mood
 Threshold for distress
 Rhythmicity
 Intensity of response
 Approach-Withdrawal
 Distractibility
 Adaptability
 Persistence

To determine a child's temperament, make the following observations:

Activity level. Some babies are placid or inactive. Other babies thrash about a lot and,
as toddlers, are always on the move. At this stage, they must be watched carefully.

The mood. Some babies are very smiley and cheerful. Although securely attached
emotionally to their teachers, others have a low-key mood and look more solemn or unhappy.

Child's threshold for distress. Some babies are very sensitive. They become upset
very easily when stressed. Other babies can more comfortably wait when they need a feeding
or some attention.

The rhythmicity of children. Some babies get hungry or sleepy on a fairly regular and
predictable basis. Other babies sleep at varying times, urinate or have bowel movements at
unpredictable times, and get hungry at different times. They are hard to put on a "schedule."

The Intensity of response in each baby. When a baby's threshold for distress has
been reached, some babies act restless Others act cranky or fret just a little. Still others cry with
terrific intensity or howl with despair when they are stressed. They shrick with delight and
respond with high energy when reacting to happy or challenging situations.

Approach to new situations. Some infants are very cautious. They are wary and
fearful of new teachers, being placed in a different crib, or being taken to visit a new setting.
Other infants approach new persons, new activities, or new play possibilities with zest and
enjoyment.

Distraction. Some children can concentrate on a toy regardless of surrounding bustle or

noise in a room. Others are easily distracted.

Adaptability of each child. Some children react to strange or difficult situations with
distress, but recover fairly rapidly. Others adjust to new situations with difficulty or after a very
long period.

Child's attention span. Some children have a long attention span. They continue with
an activity for a fairly long time. Others flit from one activity to another.
  Based on these temperament traits, psychiatrists Alexander Thomas and Stella Chess
studied babies' temperament and clustered temperaments into 3 basic types: 1) the easy
child; 2) the difficult child; and 3) the slow-to-warm -up child and those that did not fall
under any of the 3 basic types. The "easy child" easily readily establishes regular
routines, is generally cheerful, and adapts readily to new experiences. The "difficult
child" is irregular in daily routines, is slow to accept new experiences and tends to react
negatively and intensely to new things while the "slow-to warm-up-child" shows mild,
low-key reactions to environmental changes, is negative in mood, and adjusts slowly to
new experiences.

The development of emotions

Here are the milestones of the baby and the toddler's emotional development and social
development:

Early Infancy (birth-six months)

 It is not clear whether infants actually experience emotions, or if adults, using adult facial
expressions as the standard, simply superimpose their own understanding of the meaning of
infant facial expressions.

 Between six and ten weeks, a social smile emerges, usually accompanied by other
pleasure-indicative actions and sounds, including cooing and mouthing. This social smile
occurs in response to adult smiles and interactions.
As infants become more aware of their environment, smiling occurs in response to a wider
variety of contexts. They may smile when they see a toy they have previously enjoyed.
Laughter, which begins at around three or four months, requires a level of cognitive
development because it demonstrates that the child can recognize incongruity. That is,
laughter is usually elicited by actions that deviate from the norm, such as being kissed on
the abdomen or a caregiver playing peek-a-boo. Because it fosters reciprocal interactions
with others, laughter promotes social development.

Later Infancy months (7-12)

 During the last half of the first year, infants begin expressing fear, disgust, and anger
because of the maturation of cognitive abilities. Anger, often expressed by crying, is a
frequent emotion expressed by infants. Although some infants respond to distressing events
with sadness, anger is more common.

 Fear also emerges during this stage as children become able to compare an unfamiliar
event with what they know. Unfamiliar situations or objects often elicit fear responses in
infants. One of the most common is the presence of an adult stranger, a fear that begins to
appear at about seven months. A second fear of this stage is called separation anxiety.
Infants seven to twelve months old may cry in fear if the mother or caregiver leaves them in
an unfamiliar place.

Socialization of emotion begins in infancy. It is thought that this process is significant

in the infant's acquisition of cultural and social codes for emotional display, teaching them
how to express their emotions, and the degree of acceptability associated with different
types of emotional behaviors.
 Another process that emerges during this stage is social referencing. Infants begin
to recognize the emotions of others and use this information when reacting to novel
situations and people. As infants explore their world, they generally rely emotional
expressions of their mothers or caregivers to determine the safety or appropriateness of a
particular endeavor.

Toddlerhood years (1-2)

During the second year, infants express emotions of shame or embarrassment and
pride. These emotions mature in all children and adults contribute to their development.

Emotional understanding

During this stage of development, toddlers acquire language and are learning to verbally
express their feelings. This ability, rudimentary as it is during early toddlerhood, is the first step
in the development of emotional self-regulation skills.
In infancy, children largely rely on adults to help them regulate their emotional states. If
they are uncomfortable they may be able to communicate this state by crying, but have little
hope of alleviating the discomfort on their own.
In toddlerhood, however, children begin to develop skills to regulate their emotions with
the emergence of language providing an important tool to assist in this process. Being able to
articulate an emotional state in itself has a regulatory effect in that it enables children to
communicate their feelings to a person capable of helping them manage their emotional state.
Speech also enables children to self-regulate, using soothing language to talk themselves
through difficult situations.

 Empathy, a complex emotional response to a situation, also appears in toddlerhood,

usually by age two. The development of empathy requires that children read others'
emotional cues, understand that other people are entities distinct from themselves, and
take the perspective of another person (put themselves in the position of another).
(Source: [Link] [Link])

Erikson's Psychosocial theory

The first two stages (of the 8 stages of a person's psychosocial development) apply at
the periods of infancy and toddlerhood, that is why they are discussed below:

Hope: Trust vs. Mistrust (Infants, 0 to 1 year)

 Psychosocial Crisis: Trust vs. Mistrust
 Virtue: Hope

The first stage of Erik Erikson's centers around the infant's basic needs being met by the
parents. The infant depends on the parents, especially the mother, for food, sustenance, and
comfort. The child's relative understanding of world and society come from the parents and their
interaction with the child. If the parents ex pose the child to warmth, regularity, and dependable
affection, the infant's view of the world will be one of trust. Should the parents fail to provide a
secure environment and to meet the child's basic need a sense of mistrust will result. According
to Erik Erikson, the major developmental task in infancy is to learn whether or not other people,
especially primary caregivers, regularly satisfy basic needs. If caregivers are consistent sources
of food, comfort, and affection, an infant learns trust that others are dependable and reliable. If
they are neglectful, or perhaps even abusive, the infant instead learns mistrust that the world is
in an undependable, unpredictable, and possibly a dangerous place.

Will: Autonomy vs. Shame & Doubt (Toddlers, 2 to 3 years)

 Psychosocial Crisis: Autonomy vs. Shame & Doubt

 Main Question: "Can I do things myself or must I always rely on others?"
 Virtue: Will

As the child gains control over eliminative functions and motor abilities, they begin to
explore their surroundings. The parents still provide a strong base of security from which the
child can venture out to assert their will. The parents' patience and encouragement help foster
autonomy in the child. Highly restrictive parents, however, are more likely to instill in the child a
sense of doubt and reluctance to attempt new challenges.

As they gain increased muscular coordination and mobility, toddlers become capable of
satisfying some of their own needs. They begin to feed themselves, wash and dress
themselves, and use the bathroom. If caregivers encourage self-sufficient behavior, toddlers
develop a sense of autonomy- a sense of being able to handle many problems on their own. But
if caregivers demand too much too 500 refuse to let children perform tasks of which they are
capable, or ridicule early attempts at self-sufficiency, children may instead develop shame and
doubt about their ability to handle problems ([Link]'s-stages-of-
psychosocial-development-)

APPLICATION
1. Observe one 1) 0-6 months infant; 2) 7-12 months infant; 3) 13 18 months infant and 4) 19-
24 month old infant. Refer to "What Infants and Toddlers Can Do Socio-emotionally" from
Childhood Care and Development (ECCD). Put a check (✔) on those items that you
observed the infants/toddler demonstrated.

2. Share your observations in class. a) What can the infants and toddlers do?

A Summary of What Toddlers and Infants Can Do Socio-emotionally

Domain: Social and Emotional Development

SUB-DOMAIN: EMOTIONAL (EMOTIONAL EXPRESSION)

Standards 1.1. The child expresses different basic emotions.
Based on your experience, are these indicators generally observed on and/or
performed by a child on the specified age?

0-6 months

 Cries in different ways to express different needs (e.g. hungry, sleepy. wet)
 Shows excitement or pleasure by moving arms, kicking, moving the entire body and the
face lighting up
 Smiles or laughs in response to a pleasant experience (e.g., caregiver singing to
him/her)
  Amuses self by simple repetitive muscle movements without objects (eg, rolling back
and forth)
 Amuses self by simple repetitive muscle movements with objects (e.g. shaking rattle)
 Likes playing with water
 Enjoys going to the park
 Shows fear and hesitation towards unfamiliar persons

7-12 months
 Has a favorite toy

13-18 months
 Smiles/laughs when happy or amused
 Cries when sad, angry or scared
 Shows varying degrees or intensities of various emotions

Standards 1.2 The child demonstrates ability to self-regulate feelings/emotions and

follows schedules as well as rules and regulations

0-6 months
 Stops crying almost immediately when need is met
 Eventually gets used to an imitating experience (e.g. honking hom) and calms down

13 18 months
 Able to stop an undesirable behavior or activity when instructed to do so (e.g. going out
to street)
 Can calm down or stop tantruming with help from adults
 Can follow simple rules

19-24 months
 Can wait his/her turn
 Shows ability to contain his/her expression of anger or frustration when source is
removed
 Shows ability to contain one's expression of anger or frustration in a public place when
asked by parent/caregiver.
 Tries to control his tears when in pain or scared Standards 1.3: The child comprehends
and displays self-appraisal emotions shame, pride, guilt)

7-12 months
 Smiles or claps his hands when he/she displays a learned behavior (e.g. close open)

13-18 months
 Recognizes and is able to label self appraisal emotions such as shame, pride, guilt,
envy, jealousy
 Will do something that gets him/her praised (e.g. doing a task properly, singing, etc.)

19-24 months
 Shows interest in doing things that are his her own creation. Says 'sorry' when he/she
has made a mistake or has hurt someone
SUB-DOMAIN: EMOTIONAL (RECEPTIVITY TO OTHER'S EMOTIONS)

Standards 1: The child is receptive to the different emotions of other people and shows
empathy
Based on your experience, are these indicators generally observed on performed
by a child on the specified age?

7-12 months
 Can mimic people's facial expressions

13-18 months
 Demonstrates appropriate acceptable responses to other people's emotions (e.g. does
not laugh at someone who is crying)

19-24 months
 Identifies feelings in others
 Shows respect for rights and properties of others (e.g. asks permission, does not
deliberately destroy others things)

SUB-DOMAIN SOCIAL (EMERGING SENSE OF SELF)

Standards 1: The child expresses knowledge of self and basic roles of people in his/her
immediate environment
Based on your experience, are these indicators generally observed on and or
performed by a child on the specified age?

0-6 months
 Explores own body (e.g. observes hands and toes), often smiles and vocalizes
 Looks at self in the minor
 Responds to own name by turning to look or reaching to be picked up when called

7-12 months
 Identifies self in the mirror or photograph via parting or pointing to his/her image

13-18 months
 identifies what part of his/her body hurts by pointing to this
 Refers to self by first or nickname
 Calls family members by their name/role (mama, papa, ate, kuya)
 Asks for what he/she needs without hesitation
 Expresses dislike or disagreement (e.g. no, ayaw) but in a manner that remains
respectful and polite

19-24 months
 identifies self by first and last name
 identifies what part of his her body hurts by naming this

SUB-DOMAIN SOCIAL (FORMING ATTACHMENTS)

Standards 1. The child forms healthy attachments to primary caregivers and other
significant adults and children in his/her life
Based on your experience, are these Indicators generally observed on or performed by a
child on the specified age?

0-6 months
 Looks for caregiver during times of distress or discomfort
 Shows distress (e.g. inability to eat or sleep, crying) if primary caregiver is absent

13-18 months
 is affectionate towards primary caregivers and other family members
 Goes to primary caregivers for help
 is comfortable in the company of strangers if primary caregiver is present .May play
alone but likes to be near familiar adults or siblings
 Hugs or cuddles toys
 Enjoys playing regularly with significant adults and children

19-24 months
 Eventually moves away from primary caregiver when playing with unfamiliar children or
adults, but may look occasionally in his/her direction

SUB-DOMAIN SOCIAL (INTERACTIONS WITH OTHER CHILDREN)

Standards 1 The child plays and has positive interactions with other children
Based on your experience, are these indicators generally observed on and/or
performed by a child on the specified age?

0-6 months
 Plays with toys by himself (eg. mouths, examines, swipes toys) Smiles in response to
the facial expressions of other children
 Looks at other children with interest watches them play Displays amusement interacting
with other children (eg. cooing, failing arms and

7-12 months
 Engages in play alongside but not necessarily with other children (Le.. parallel play) .
Plays with other children (i.e., Interactive play)

13-18 months
 Plays cooperatively with other children.
 May hug/kiss or hold hands with other children
 Shows or shares food, books, and toys with other children
 Asks to play with other children or invites them to play with him/her

19-24 months
 Talks to other children, asks them questions
 Shows preference for some children and interacts more with them

SUB-DOMAIN: SOCIAL (INTERACTIONS WITH ADULTS)

Standards 1: The child has positive relations and interactions with adults
Based on your experience, are these indicators generally observed on and/or
performed by a child on the specified age?
0-6 months
 Will look at adult's faces and make eye-to-eye contact
 Listens to verbalizations by adult
 Coos or smiles when talked to by a familiar adult
 Plays peek-a-boo interactively with others 7-12 months
 Hugs pats, kisses "familiar persons

13-18 months
 Friendly with strangers but initially may show slight anxiety or shyness
 Asks adults (other than primary caregiver or adult family members) for help or to indicate
what he /she wants or needs
 Willingly does what familiar adults ask him/her to do
 Appropriately uses cultural gestures of greeting without prompting (e.g. mano/bless,
kiss)

SUB-DOMAIN: SOCIAL (PAKIKIRAMDAM-SENSITIVITY)

Standards 1: The child takes social cues from the environment and adjusts his behavior
accordingly.
Based on your experience, are these indicators generally observed on and/or
performed by a child on the specified age?

0-6 months
 Is shy or more quiet with strangers
 Refers to caregiver for cues about novel situations, people or objects

13-18 months
 Usually quiets down or stops when caregiver shushes him/her
 Takes notice when there is a sudden change in mood of caregiver or people around
him/her

19-24 months
 If he/she needs something, can wait quietly, as told, until caregiver is able to attend to
him

SUB-DOMAIN: SOCIAL (APPRECIATING DIVERSITY)

Standards 1: The child recognizes and respects similarities and differences in people,
language, and culture.
Based on your experience, are these indicators generally observed en and/or
performed by a child on the specified age?

19-24 months
 Able to differentiate between boys and girls Sub-domain: Social (Pakiramdam-
Sensitivity)

Standards 1: The child takes social cues from the environment and adjusts his behavior
accordingly.
Based on your experience, are these indicators generally observed on and/or
performed by a child on the specified age?

0-6 months
  Is shy or more quiet with strangers
 Refers to caregiver for cues about novel situations, people or objects Usually quiets
down or stops when caregiver shushes him/her

13-18 months
 Takes notice when there is a sudden change in mood of caregiver or people around
him/her

19-24 months
 If he/she needs something, can wait quietly, as told, untii caregiver is able to him to
attend

SUB-DOMAIN: SOCIAL (APPRECIATING DIVERSITY)

Standards 1: The child recognizes and respects similarities and differences in people,
language, and culture.
Based on your experience, are these Indicators generally observed on and/or
performed by a child on the specified age?

19 24 months
 Treats house help or those less fortunate with respect (e.g.. talking to them in a polite
manner)

The socio-emotional development of infants and toddlers is from intra- and

interpersonal relations. Intrapersonal relation is the development of self, emotion and gender
identity while interpersonal relation has something to do with the development of attachments,
friendship and peer-relations. Study the details of intra and interpersonal relations in the Table
below:

Age Milestones
From the start, babies eagerly explore their world-and that includes
The first year
themselves and other people.
Babies spend a lot of time getting to know their own bodies.

They:
 suck their own fingers
 observe their own hands
 look at the place on the body that is being touched
 begin to realize she is a separate person from others and learn how
body parts, like arms and legs, are attached
Birth to 3
months
Infants are interested in other people and learn to recognize primary
caregivers. Most infants:
 can be comforted by a familiar adult
 respond positively to touch
 interact best when in an alert state or in an inactive and attentive
state
 benefit from short, frequent interactions more than long, infrequent
ones
 smile and show pleasure in response to social stimulation
3 months to Babies are more likely to initiate social interaction. They begin to:
  play peek-a-boo
 pay attention to own name
6 months
 smile spontaneously
 laugh aloud
Babies show a wider emotional range and stronger preferences for familiar
people. Most can:
6 months to  express several clearly differentiated emotions
9 months  distinguish friends from strangers
 respond actively to language and gestures
 show displeasure at the loss of a toy
As they near age one, imitation and self-regulation gain importance. Most
babies can:
 feed themselves finger foods
9 months to
 hold a cup with two hands and drink with assistance
12 months
 hold out arms and legs while being dressed
 mimic simple actions
 show anxiety when separated from primary caregiver
Children become more aware of themselves and their ability to make things
happen. They express a wider range of emotions and are more likely
to initiate interaction with other people. At this stage, most children:
 recognize themselves in pictures or the mirror and smile or make
faces at themselves
 show intense feelings for parents and show affection for other familiar
1 year to people
2 years
 play by themselves and initiate their own play
 express negative feelings
 show pride and pleasure at new accomplishments imitate adult
behaviors in play
 show a strong sense of self through assertiveness, directing others
 begin to be helpful, such as by helping to put things away
Children begin to experience themselves as more powerful, creative "doers."
They explore everything, show a stronger sense of self and expand
their range of self-help skills. Self-regulation is a big challenge. Two-
year-olds are likely to:
 show awareness of gender identity
 indicate toileting needs
 help to dress and undress themselves
2 years to
 be assertive about their preferences and say no to adult requests
3 years
 begin self-evaluation and develop notions of themselves as good,
bad, attractive, etc.
 show awareness of their own feelings and those of others, and talk
about feelings
 experience rapid mood shifts and show increased fearfulness (for
example, fear of the dark, or certain objects)\
 display aggressive feelings and behaviors
Source: [Link] [Link]
 ASSESSMENT 1
1. What does the social phenomenon of attachment mean in an infant's and toddler's socio-
emotional development? - Understanding
The infant/toddler.
A. wants to interact with people and the world
B. understands that mother continues to exist even if she is not seen
C. needs to establish an enduring emotional bond manifested in a tendency to
maintain closeness to a specific figure
D. thrives on social interaction

2. Which is/are TRUE of the infant and toddler socio emotionally? - Analysis
I. Can self-regulate feelings/emotions
II. Capable of empathy
III. Develops healthy attachments to significant adults
A. I and II
B. II and III
C. I and III
D. I, II and III

3. Which does an infant learn when caregivers are neglectful or even abusive? Understanding
I. Learns mistrust
II. Learns trust
III. Learns that the world is hostile
A. I and III
B. II and III
C. I and II
D. I, II and III

4. Guide Questions for Ideal Parenting and Caregiving

You must have experienced babysitting or serving as one at present Determine if your child
care was/ is ideal. How ideal are you as a parent or caregiver? Try to answer these guide
questions to find out. Rate yourself from 1 to 4, 1 as the lowest and 4 as the highest
1 2 3 4
1 Are you generally in good spirits and encouraging when interacting with
the child?
2 Do you smile often at the child?
3 Do you hug the child, pat the child on the back or hold the child's hand?
4 Do you comfort the child?
5 Do you repeat the child's words, comment on what the child says or
tries to say and answer the child's Questions?
6 Do you encourage the child to talk or communicate by asking questions
that the child can answer easily, such as "yes" or "no" questions, or
 asking about a family member or toy?
7 Do you talk in other ways, such as praising or encouraging, teaching by
having the child repeat phrases or naming shapes, singing songs, and
telling stories?

Note: To be submitted together with the final project before the final exam.