ATTENTION AND LISTENING

• Startled by loud noises - Eyes and head may move towards sounds.
• Will begin to recognise/turn towards familiar voices and sounds
• May turn towards household noises e.g. vacuum cleaner, washing machine
• When spoken to will make efforts to respond by listening and responding back with gurgles and coos.

 PLAY AND INTERACTION

• Eye contact is being maintained for longer.
• May attempt to copy facial expressions e.g. sticking out tongue.
• This social smile (between 6-8 weeks) emerges.
• Becomes excited and offers smiles when they see their carers following a period of being out of sight.
• Responds to the rhythm of singing and music 
• May offer giggles when engaged in play and interaction with familiar carers.
• Show cues that they are ‘ready for a break’ in interaction by turning away, whimpering, frowning.

 EXPRESSIVE LANGUAGE

• May cry differently, for different needs.
• May offer cues or gestures for attention e.g eye contact, gurgles, throaty sounds.
• Will look at carer’s face and mouth when talking copying their facial expressions.

 SPEECH SOUNDS

• Baby makes pre-speech mouth movements which seem as if the baby is trying to talk, plus a range of facial expressions.
• May coo in response to parents voice,
• Vowel like vocalisations (oo, ah)

LOOK OUT FOR

• Baby not smiling back if a face is smiling at them by 3 months.
• Baby does not seem to react to noises, particularly mum’s voice (consider hearing assessment).
• Parental concern.

Promoting Interaction:

• Responding to newborn cries and any attempts at communication will reward their communication and build connections in the brain.
• Babies will communicate more when they are face to face with an adult.
• Using a sing-song intonation/interesting voice, called ‘parentese’ will help babies listen to and tune in to an adult’s voice.
• Allowing a short time to pause and wait after talking to baby  gives them time and encouragement to respond e.g.  pause and wait for up to 10 seconds or more to allow them time to communicate back.

 Promoting Language:

• Imitating and copying a baby’s facial expressions or sounds helps them to learn about back and forth interactions.

 Opportunities:

• Look out for the best times to interact when baby is calm, bright eyed and alert.
• Talking to baby as often as possible will help them to feel safe. Talk to baby about what they are showing an interest in, as if they can understand you.
• Sing songs - babies love the regular beat, rhythm and tune of music. They like to hear the same songs and rhymes over and over again. Free songs and rhymes are available on the bookbug app.

 Environment:

• Have a quiet time each day for interaction, avoiding background noise where possible.
• Have a special time for interaction which is free from distractions such as mobile phones.

• The way parents interact with and talk to infants, influences early language development - the richer the opportunities provided, the faster language skills are likely to develop.
• Levels of stimulation in socially disadvantaged families have been found to be lower, and these children are at greater risk of developing speech, language and communication needs.
• Around half of children in socially disadvantaged areas will experience a delay in their language development.
• The development of a child’s communication ability can have longer term impacts on their literacy, school performance and employment prospects as well as on their emotional wellbeing and behaviour.
• Early support to encourage positive parent/child interactions can mitigate these risks.

Which factors are associated with better and poorer SLC outcomes? | Early Speech, Language and Communication Development: Which Factors are Associated with Better or Poorer Outcomes? | Resources | Education Scotland.

Health visitors and family nurses play a key role in promoting early language development and in the prevention and early identification of speech, language and communication needs. Below are some suggested ways of supporting families:

• Promote positive interaction skills by role modelling talking, listening, playing and reading with baby.
• Consider other family members who might be able to help – grandparents, older siblings – and give them key messages around talking, singing, reading and interacting.
• Parents with mental health issues, including postnatal depression and postnatal post-traumatic stress, may need more support and encouragement to talk with their babies and use a tuneful voice – but encouragement to try this even a little can be a great help.
• Parents with communication support needs may require additional support in communicating and interacting with baby. Ensure you are aware of individuals communication preferences.
• Signposting: Attending local Bookbug sessions, infant massage or other community resources can support the attachment and communication process and can be a great source of support for families. Bookbug Sessions in libraries and community venues are a great way for families to spend quality time together and meet other families. They also help to build children’s social skills and support their speech and language development.
• Parents have access to developmental guidelines relating to early communication skills through the Red book, Ready Steady Baby, Ready Steady Toddler and Parent Club.

For professionals

• Parent Club website is the host for the Chatting Together messages for bumps to babies, and toddlers to young children and has accompanying videos to share with families.
• Chatting Together Messages | National Early Language and Communication (NELC) Project
• Bookbug for the Home training: Fully funded training available for midwives and health visitors who are working closely with families and would like to use stories songs and rhymes on a one-to-one basis to support families.
• Dolly Parton’s Imagination Library: If children are Looked After when they are born or are care-experienced at any point between birth and 5 years, they will be eligible for Dolly Parton’s Imagination Library. Professionals can make families/carers aware or ensure that children are signed up through their local social work department.
• The Scottish model of infant participation: Key Messages for Best Practice: 2 - Voice of the Infant: best practice guidelines and infant pledge - gov.scot.

For parents

• Parent Club website is the host for the Chatting Together messages for bumps to babies, and toddlers to young children and has accompanying videos to share with families.
• Chatting Together Messages | National Early Language and Communication (NELC) Project
• CBeebies Parenting  Activities for babies, toddlers and children.
• You can also find books and resources in the baby bookbug bag and many recordings of popular songs and rhymes on the free Bookbug app.
• Solihull free resources for parents (using code TARTAN) inourplace | Solihull Approach – Scotland | inourplace.
• Understanding your baby.
• Understanding your preterm or sick baby in hospital.
• Understanding your preterm or sick baby now you're home.