the quietness
where the child is—seems uneven
within limits—of fragile lightshadows: emptiness!—for
the world Grows
in her—to Listen
to Itself
in its Fullness
22 January 1983
PBS Parents offers a variety of information on child development, developmental milestones, and early childhood learning to help you track your child's growth.
One-year-olds are building a foundation for language. They absorb the language around them and are steadily building their vocabularies. They understand common phrases and simple directions used in routine situations. They have great difficulty with pronunciation, and familiar adults almost always need to "translate" for others. During this year, communication skills typically progress from grunting and pointing to speaking single words and experimenting with simple word combinations.
Receptive Vocabulary (words recognized when heard or seen)
At 12 months, understands 50 words; at 15 months, 120 words; at 16 months, 170 words; at 18 months, 200 or more words.
Between 12 and 15 months, acquires about one word every other day. During a "spurt" between 16 and 23 months, children typically acquire one or two words per day.
At 12-14 months, learns words when adults name objects that are nearby or in hand. By 14 or 15 months, points to objects further away for adults to name.
Vocabulary words include many nouns (names of things), some verbs (e.g., kiss, kick, open, sleep), some descriptive words (e.g., cold, full, all gone, broken), some pronouns (e.g., he, me, mine) and some location words (e.g., down, in).
Language Comprehension
Understands a few common phrases used in routine situations (e.g., "Do you want more?", "Give me a kiss.", "Let's go bye-bye.").
Understands simple directions used in routine situations (e.g., "Stop that.", "Spit it out.", "Please hold still.", "Sit down.", "Stand up.")
Understands only the simplest explanations in routine contexts.
Speech Sound Perception
Perceives individual speech sounds in native language. Is less able now than at 6 months of age to discriminate individual sounds in other languages, and this sensitivity will continue to decrease.
Distinguishes between commenting and questioning intonation (patterns of pitch changes in speech), and between a positive and negative tone of voice.
Expressive/Productive Vocabulary (words used when speaking or writing)
At 12 months, the average child says up to three words and may also communicate by grunting, nodding, pointing, etc. At 15 months, the average child says 14 words. At 16 months, the average child says 40 words. At 18 months, the average child says 68 words. At 23 months, the average child says about 200 words.
Over- and under- extends meanings. For example, a child calls a cow "horsie" or does not use "shoe" to label footwear that is not a common shoe (i.e., boot or sandal).
Pronunciation
From 12 months to 24 months, words are rarely spoken correctly in the adult manner. Has great difficulty with pronunciation. Parents and caregivers almost always need to "translate" for others
Grammatical Development
Up to about 18 months, children express themselves with single words, using different vocal sound changes to show what they mean. Around 18 months, children typically experiment with combining words to form phrases and sentences. Such communications consist of a few words, and are lacking parts of speech (e.g., "Mommy sock?" for "Is this Mommy's sock?", "Daddy go." for "Daddy is going bye-bye.").
This resource provides research-based tips on how to share books with babies and toddlers to maximize the joy and learning of book-reading and to nurture a lifelong love of books.
The first—and best—tip for sharing books with young children is to have fun together! If children are engaged and enjoying themselves, they are learning. When children have positive interactions with books, they are developing good feelings about reading, which will motivate them to continue seeking out books and other literacy materials as they grow.
Here are some other ideas for nurturing early literacy skills in your baby or toddler:
A Few Minutes at a Time is OK. Don’t Worry if You Don’t Finish the Story.
Young children can only sit for a few minutes for a story, but as they grow, they will be able to sit longer. Let your child decide how much (or how little) time you spend reading. And you don’t need to read every page. You may find that your child has a favorite page or even a favorite picture. She may want to linger there for a while, and then switch books or activities. Babies may just want to mouth the book! That’s okay. When you let your child explore books in the ways that interest her, the reading experience will be more meaningful.
Talk or Sing About the Pictures
You do not have to read the words to tell a story. Try “reading” the pictures in a book for your child sometime. When your child is old enough, ask him to read the pictures to you!
Let Children Turn the Pages
Babies cannot yet turn pages on their own, but an 18-month-old will want to give it a try, and a 3-year-old can certainly do it alone. Remember, it’s OK to skip pages!
Show Children the Cover Page
Explain what the story is about. If you have an older toddler, ask them to guess what the story might be about.
Show Children the Words
Run your finger along the words as you read them, from left to right.
Make the Story Come Alive
Create voices for the story characters and use your body to tell the story.
Make It Personal
Talk about your own family, pets, or community when you are reading about others in a story.
Ask Questions About the Story, and Let Children Ask Questions Too!
Use the story to have a back-and-forth conversation with your child. Talk about familiar activities and objects you see in the illustrations or read about in the story.
Let Children Tell The Story
Children as young as 3 years old can memorize a story, and many children love to be creative through storytelling.
Create Books Together
Make photo books of family members. Cut pictures out of magazines or catalogs to make word books. Make a color book by having fun with crayons, markers, and paints. As your child gets older, have him or her dictate a story to you and then draw pictures to go with the words.
Make Books a Part of Your Daily Routine
The more that books are woven into children’s everyday lives, the more likely they will be to see reading as a pleasure and a gift.
At Meal Times
Sing or read a story during a moment of quiet nursing or to gather the kids around the noisy breakfast table.
In the Car or on the Bus
Keep a few books in the car or in your diaper bag to keep your little ones quiet and busy.
At Child Care Drop Off
Calm a crying child at good-bye time with a favorite story or lullaby. Leave a photo book with pictures of loved family members at child care so your child can flip through it when she is missing you.
At the Doctor’s Office
Read or tell a soothing story to your little one in the waiting room and sing or talk through the scary parts of the visit. Before the visit, read books about going to the doctor so your child knows what to expect.
At the Grocery Store
Put a few board books in the shopping cart or tie a cloth book to the shopping cart so you’re not cleaning up books from the floor as you go!
At Nap Time
Familiar routines always help babies calm down. Use books and stories to quietly ease your baby to sleep.
At Day’s End
You are exhausted, the baby is fussy. Lie down on the floor surrounded by books. Play a book on tape for your baby. Sing a song together while you all try to relax a bit.
At Bath Time
Plastic bath time books are great fun and may help a fussy baby enjoy the tub a little more.
At Bed Time
Soothing books and stories can work magic with babies who fight sleep!
The older she gets, the more elephants she’ll know, which will strengthen her family’s collective social knowledge and help ensure their survival through the season after season of change.
How to be an elephant: growing up in the African wild. Katherine Roy.
Singing Games for Children
A treasury of singing games, songs, poems and rhymes from around the world complete with chords, music and lyrics
Songs from other lands are accompanied by singable English translations.
HOW TO BE A POET
(to remind myself)
Make a place to sit down.
Sit down. Be quiet.
You must depend upon
affection, reading, knowledge,
skill — more of each
than you have — inspiration,
work, growing older, patience,
for patience joins time
to eternity. Any readers
who like your poems,
doubt their judgment.
Breathe with unconditional breath
the unconditioned air.
Shun electric wire.
Communicate slowly. Live
a three-dimensioned life;
stay away from screens.
Stay away from anything
that obscures the place it is in.
There are no unsacred places;
there are only sacred places
and desecrated places.
Accept what comes from silence.
Make the best you can of it.
Of the little words that come
out of the silence, like prayers
prayed back to the one who prays,
make a poem that does not disturb
the silence from which it came.
The Landlord's Game is a board game patented in 1904 by Elizabeth Magie as U.S. Patent 748,626. It is a realty and taxation game intended to educate users about Georgism. It is the inspiration for the board game Monopoly.
In 1902 to 1903, Magie designed the game and play tested it in Arden, Delaware.[2][3] The game was created to be a "practical demonstration of the present system of land grabbing with all its usual outcomes and consequences". She based the game on the economic principles of Georgism, a system proposed by Henry George, with the object of demonstrating how rents enrich property owners and impoverish tenants. She knew that some people could find it hard to understand why this happened and what might be done about it, and she thought that if Georgist ideas were put into the concrete form of a game, they might be easier to demonstrate. Magie also hoped that when played by children the game would provoke their natural suspicion of unfairness, and that they might carry this awareness into adulthood.
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