How do we raise a baby to become bilingual or know multiple languages

Teaching babies and infants multiple languages depends on the environment and individual teaching them. An environment needs to be designed for learning. Children should have a meaningful connection and understand to the person teaching them especially during the early stages of child development


Raising children at all is difficult work and teaching them can be a whole other story completely which is why Levana’s Human Development is providing family’s these life hacks toward teaching young children aged newborn to 12 months of age how to speak and remember multiple languages.

Languge Development in Early Childhood Steps:

Oral Language: When handling a young child and teaching them a language needs a strong predictor of vocabulary and literary. Allowing children to watch your mouth and physically gain a view of how your creating these words before applying meaning stimulates the early mind into memory. Young children are extreme vulnerable to learning forms of communication at younger stages of there development. The more children hear a language directed at them personally, the more likely they’ll develop the idea of speech at later points of languages development making it easier to understand and process multiple languages.

Literacy and Print concepts

Children’s exposure to print during the early childhood stages is significantly correlated to literacy development. Levana’s Human Development have written extensively about the importance of creating print-rich environments within classrooms across the nation. Children have a great exposure ability to books, online articles and activities all within the same language, where reading is essential in the classroom or at home although having books in the classroom or household which contains various languages can open new doors to language development in early childhood education.

Teachers are advised to have a book area for early childhood although asking if they have books related to multiple languages is a good question to be asking.

Identifying Quality In Early Childhood Environments

In recent study’s by Levana’s Human Development of early learning settings, researchers asked, “what do we mean when we develop based on observations of a variety of different aspects of the early learning?” It means providing children with meaningful skills they can honestly develop into strong members of the community. Leadership positions in early childhood are most certainly important aspects of quality education programming. What makes Early Childhood a important part of learning is the ability to absorb information and display the things they learned.

nnWhen developing your own personalized childcare setting it’s a good idea to pick classic advertising slogans like these underscore a fundamental belief held in our society that quality is worth pursuing and worth investing in. This belief is also paramount in early childhood development and education. Proponents of initiative like “Preschool for all” are banking on the premise Early childhood education can make a significant difference in young children’s lives. That premise comes with a caveat— only certain prekindergarten (preschool) programs are up to the task. Those moments when you discover a program it’s good to research and distinguish between quality programs and non-quality programming which benefit not only the providers but the children as well. Quality affects what children learn, how they grow and develop, how they learn, and what longterm benefits they derive from what they learn. All the positive outcomes attributed to early education come about only when children experience high-quality programming such as “Achieve The Early Dream program” mediocre and poor supporting programs yield far different results. Thus, quality is the single most important factor in determining whether or not children benefit or learn anything from participating in Early Childhood settings.

It would be wonderful if all Early Childhood education programs were automatically high quality. Unfortunately, that is not the case. Today’s early learning settings vary widely on the quality dimensions of what an educators wants to provide to children.

Children At Risk of School Failure

Kindergarten teachers report that one of three children come to school lacking the basic abilities they need to succeed. Most often, these children come from various environments where hindering they’re education can be seen as potential problem. Although generally students experiencing problems come from environmental areas where they are below the poverty line. Poverty is not the only typical environment which troubled learners can come from but it is the most common. Students who come from homes designed in the biggest predictors are low birth weight, poor dental, poor medical health care, stress, food, narcissist behavioral models, child neglect, abuse, physical safety and homelessness are prone to failure due to having to focus on other factors instead of education. None of these conditions contributes to healthy development or school Achievement.

Additional risk factors in early childhood include having parents who have not graduated from high school, living in a single-parent family, and having parents who promote narcissism around children.

• twenty-four million children under the age of six live within the United States

• 43% of them live in abusive or problems environments.

we cannot afford to lose a child to proverty, not only because it isn’t unjust but also because we cannot sustain ourselves in the new global economy without a huge reservoir of “brainpower”. That brain power will come from listening to children’s wants and needs

Early Learning Imperatives

From the time of conception to the first day of kindergarten, development proceeds at a pace quicker than most are typically aware. Although there have been longstanding debates about how much The Early years really matter in the larger scheme of lifelong development, what matters is the ability to figure out the whole concept than just bits and pieces in terms of providing quality meterial.

Children come into the world biologically programmed to learn. Everything they do, every interaction they have with a person or object and everything they see, hear, smell, taste or touch is a source of stimulation or discovery of learning to the early learner. From the very beginning, a healthy child is an active participant in her or his own learning: exploring the environment, responding, communicating, cultural-exposer, physical, mental, emotional activities and in relatively short time, constructing ideas and theories about how the world works. During the first five years of life, tremendous growth occurs in intellectual, linguistic, sensory, social, emotional and physical competence. Levana’s Human Development has added two newly formed competences called “Etiquette” and “Visceral”, both Early Competences that undergird the future of learning.

It is during this period that the basic groundwork is laid for adolescent and adult dispositions and skills in every development domain.

Developmental Domains/ Examples of significant Competencies Grounded In Early Childhood

• Cognitive

– Number concepts

– Problem-solving strategies

– Concepts of time, space, order, patterns and categories

• Linguistics

– Language

– Communications skills

– Associating meaning and print

– Emergent Literacy

• Social

– social awareness

– work habits and attitudes

– prosocial understanding

– *LHD newly added* negative-social understanding

– development of conscience

– understanding expectations and rules

• Emotional

– emotional awareness of self and others

– empathy

– coping strategies

• Physical

– body awareness

– Attitude toward food

– nutrition habits

– body images

– physical mastery (fine and gross motor skills)

• *LHD newly added*  Visceral

– Problem-solving understanding

– Process and explain

– understanding concepts and relationships

– characteristics proceeding by instinct rather than intelligence

• *LHD newly added* Etiquette

– Ethical Behavior/Morals

– Professional Practice/Professional  Development for Early Childhood

– Logical Process

Increasing Family Demand

Many families today see benefit in their children having some kind of school experience prior to starting the compulsory grades. Although infants and toddlers are mostly cared for at home by a mother, father, grandparent or some other in home care provider, by five years of age. Larger numbers of young children are involved in home care and education programs such as Achieve The Early Dream program. Headlines like these underscore a growing trend in the United States: the number of young children attending early childhood programs (preschool, in home education, child care, special needs centers, kindergarten) is increasing dramatically. Whereas preprinary enrollments in the United States were only about 0.3 million in the 1970s.

Today approximately half of all the three-four year olds in the country are enerolled in some type of child care facilities or formally organized early childhood setting. The number of five year old population. By age six, nearly every child in the United States is involved in some type of formal early learning program ranging from preschool through first grade.

Early Childhood enrollments is happening for several reasons:

• large numbers of families need or want in home care and education for their preschool-aged children or younger

• Research provided by Levana’s Human Development has suggested that early childhood experiences strongly influences Basics steps to follow children’s Development milestones for stronger brain development in early learners.

• Evidence is mounting that quality early childhood education or development improves the chances for success of children who would otherwise be at risk for academic failure.

• There is growing proof that early childhood education provides a good return on investors and taxpayers

Working with Professionals

As a parent, you have the right to be involved in your child’s education. Once a year, you will meet with your child’s IFSP or IEP team to discuss your child’s progress and to set new goals for the next school year. If you do not agree with the plans that the team has made, as the parent you have the ability to make changes to your child’s benefits. Undergoing meditation or “due process” in which you have an advocate or lawyer to help you settle disagreements with the team. Throughout the year, it is important to communicate with the professionals working with your child, such as your child’s pediatrician and therapist. It is helpful to keep copies of academic records, IESPs, IEPs, medical records and therapeutic notes made by a professional or private company.


Inclusion allows all children (with or without special needs to learn in the same environment with the services and support they need to Be successful. Children may receive special services in these settings. Some characteristics of an inclusive environment are:

– Age-appropriate expectations: Adults are more likely to place age appropriate demands on a child with special needs in an intergrated setting, which may help intellectual, physical and social growth.

– understanding differences: children understand and accept each other and their individual differences.

– specialized instruction: even though each child has differences in educational and professional Development goals, child care providers and teachers make sure that their teaching methods meet the needs of each child

– Focusing on strengths and abilities: The focus is on a child’s strengths and abilities, providing support when necessary.

– Open communication: child care providers and teachers communicate openly and regularly with parents open to discuss there child’s developmental disabilities and academic achievements. Making you a meaningful participant in your child’s lesson plans and learning. All professionals require your written, information and consent before sharing any confidential information concerning your children.

– Peer “Professional Development leadership models”: children without special needs may serve as  “role models” for children with special needs.

– Relationships: friendships and social relationships are encouraged between children with or without disabilities

Who is a Child with Special needs?

All children grow and develop at different stages and levels. Some develop higher than others while others struggle with some of the basic learning structures. A child with special needs experience some delays in mental development in some way, shape, or form. Children with special needs are also referred to as children with disabilities. According to the American with Disabilities Act [ADA], children with special needs have physical or mental disabilities that may limit them from “major life activities”, such as breathing, learning, hearing, seeing, speaking or walking.

Here are some of the different categories or types of special needs students. Your child may also have a combination of disabilities that may make learning or other activities more difficult. Some areas of developmental delays or disabilities are…

• Communication (stuttering, or voice disorders)

• Emotional and social (autism, emotional disturbance)

• Intellectual (dyslexia, moderate retardation)

• physical (allergies, being without a limb, blindness, physical  accident)