The parent
is the child’s partner in learning all about their world. An infant or toddler would never be able to
sort out all of information they receive on a daily basis, on their own. Each new object an infant touches, knocks
over, explores, or a new person they are held by, or a new voice they hear, are
all pieces of information being delivered to an infant. When
a toddler reaches too far for an object and becomes startled as they lose their
balance and fall on their belly, information is being delivered. This information is given as they explore
their world and interactions and consequences are experienced.
Now imagine
an infant sorting out all of that information without a guide. The information may be received by the child
through sight, touch, sound, smells, or even taste, but then all those
experiences would be lost, misread, or “mis-categorized” within their minds.
An infant
uses their guide’s facial expression or gestures, such as reaching out or
pointing to something or someone, to encode information. This information is stored and then used when
the infant or toddler finds themselves in the same or similar situation. This information could not be gained without
the help of an infant’s guide or “partner in learning.” In most cases, their partner, is their
parent.
Yoon (2008)
studied infants’ abilities to gain information about objects in their
environment. The research suggests that
we are all born with an innate ability to learn new things simply by paying
attention to the people in their environment.
We are born with a natural ability to pay attention to those in our
environment who are giving us information.
An infant’s ability to acquire information and to be guided by a parent
to sort through the details of new data and to be able to focus on that one
important detail is of the highest level of thinking and learning that they
will achieve even in their later academic years. This is all accomplished simply by observing
their learning partner, their parent.
This theory
and research can be applied to children with autism. If we are all born with a natural ability to
obtain information from our guides in the environment, then we should pay
attention to the information we are delivering to a child. Facial expression and non-verbal
communications such as pointing or gesturing are powerful teaching
strategies. They are all that is
necessary to help a child to experience and encode new information given to
them by their learning partners.
Yoon, J.,
Johnson, M. & Csibra, G. (2008). Communication-induced memory biases in
preverbal infants. Proceedings of the
National Academy of Sceinces of the United States of America. 105
(36)
Stephanie M. Hicks, M. S., BCaBA