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.

+

OR

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.

“In” and “out” are almost as simple and can be used every day when you go outside or when it is time to come back inside.

Even though the sign for “outside” is different from “out” keeping your signs simple will help encourage even the very youngest children to use them.

Directionality is an early math concept that will later incorporate all other geometric concepts.  Remember that these ideas are found within the context of a “relationship” – Up is in relation to Down and In is in relation to Out.  This means that  these understandings are logico-mathematical.  It may seem simple, but children build the foundations of understandings from the simple to the profound.

There is nothing like offering the fruit bowl to a  preverbal infant and then asking what he wants for a snack and watching him sign “Apple”.  Amazing.

The most obvious place to use sign language with infants and older babies is at feeding time.  Even the breastfed baby can begin to learn signs that indicate “more,” “all done,” and “hungry.”

When an infant begins to look or act like she is ready for a feeding, you can ask her if she is “hungry.”  You do this by cupping one hand so it forms a “C” shape and then moving that shape from the bottom of your neck down toward your chest.

When she shows signs that she is finished eating, you can ask her if she is “all done?”

“All done” and “finished” are the same sign and mean the same thing.  However, “all gone” is different and has a different meaning.  For the child, “all done” is that way she feels – she doesn’t want anymore.  But “all gone” means the food is finished even though she might not be “all done.”

How are these simple ideas mathematical?  For our purposes, we can think about hunger as “emptiness” just as full (or all done) as “fullness.”  These are simple notions of quantity as is “more.”  Because the hunger signal is so strong and a means of self-preservation for the child, we can capitalize on it and use it as a springboard for other signs.   Signing is a way to give language to children so they can express themselves before they speak.  It eases frustration both on the part of the child as well as on the part of the caregiver.