One of the first mathematical concepts that infants begin exploring is the concept of “more.”  That was the first sign language Noah learned.  He learned how to say “more,” ask for “more,” and respond to “more.”  This simple sign became his first way of communicating with us, confidently expressing his needs.  This concept of “more”is one of the basic foundations of quantity.

Simply bring your thumbs up to the other four fingers and tap both hands together while saying or asking, “more.”  You will be amazed how quickly an infant will learn to mimic the movements (if not exactly, fairly close) and then use the language appropriately.

The next and most obvious way to begin introducing the notion of putting words together is to use the sign for “more” and then add a noun such as apple or banana.

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As you sign these two words together, be sure to also say, “Do you want more apple?” or “Do you want more banana?” so that the children continue to hear a complete sentence (you would not only say the two words “more banana”).

You could also say, “Are you hungry?”

Another way to string two signs together is to add the signs “please” or “thank you”.  Modeling these appropriate responses at the appropriate times encourages children to think about feeling grateful.  However, I don’t necessarily expect very young children to use these words on their own.  Toddlers don’t necessarily feel grateful.  They expect that people meet their needs.  However that said, I do think they eventually internalize these norms of behavior and will add these gracious additions to their vocabularies.

When putting signs together, do not worry about the little words (i.e., articles) as the goal is to communicate.  Try to mimic with signs the way toddlers speak when they are beginning to put words together; “Me, up.” “More apple.” “Done banana.” 2 signs is enough when  supporting them with all of the words to complete the thought; “You want me to pick you up?” “You want more apple.” “You are done with the banana.”

Now imagine the same child on the same swing and rather than getting distraught, she tells you what she wants.  She signs “faster” or she signs “slower” but either way she communicates her needs to you before frustration sets in.

Two more words that you can introduce via sign language are “same” and “different”.  Imagine all of the  scenarios where you can help describe things or situations with these two little words.  For example, toddler wants to play with a small truck that another child already has in his possession.  You walk over to the child with another truck and tell him it is the “same” because it is like the other truck.  The child looks at you and points out that he thinks it is “different” by signing the word for “different.” He notices that the color is different, or the wheels, or the size.  You support him by giving language to his signs.  “You see that the trucks are different. They are not exactly the same.  But they are both trucks.”

Now you can explain to the child that he can have the truck “later”

and he responds with, “sooner.”

The conversation begins.