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Using American Sign Language for Early Learning

This brief focuses on American Sign Language (ASL) and the social, emotional, linguistic, and cognitive benefits that it provides for infants, toddlers, and young children. Learn strategies for supporting families who use ASL or want to introduce ASL to their child and find tips for building connections with deaf family members. Explore fun activities to support children’s language and ASL development.

Adult using ASL with a child.Also check out the companion resource, Connecting at Home. It includes simple tips for families to support their children’s ASL learning.

Research Notes

ASL is a complete visual language with its own grammar and syntax, separate from English. ASL is the language of the Deaf community. Many deaf people and those who use ASL consider themselves a cultural and linguistic minority, rather than equating deafness with disability. Many people use ASL, including deaf, hard of hearing, hearing people, and people with limited verbal language. 

ASL is the only language that is 100% accessible all the time to deaf and hard of hearing children. Early hearing screenings and access to early intervention are critical for deaf and hard-of-hearing children and their families. However, all children can benefit from the use of ASL with no risk to other language skills. In fact, learning and using ASL benefits children across Early Learning Outcomes Framework (ELOF) domains such as;

  • Language and Communication
  • Cognition
  • Social and Emotional Development

The Take Home

  • Children who use ASL are considered dual language learners (DLLs).
  • All children can benefit from the use of ASL.
  • Learning ASL in the early years supports language and literacy skills.

What does research say?

Children who use ASL at home are considered dual language learners.

ASL is the language used by the Deaf community. ASL is a complete language with its own grammar and syntax. Children who use ASL at home or are learning ASL from native speakers are considered DLLs in Head Start programs. A child might have a parent or family member who is deaf and communicates through ASL. 

It is important to learn about Deaf cultural norms to ensure that children who use ASL receive equitable and culturally relevant learning experiences. Explore resources or connect with your local Deaf services center to learn more.

Providing access to ASL is critical for deaf and hard of hearing children.

ASL is the only complete language that deaf and hard of hearing children have total access to all the time. Connecting with early intervention services and providing early exposure to accessible language can help prevent language deprivation in deaf and hard of hearing children. Learning ASL also supports learning a second language, like English. Families of deaf and hard of hearing children will make their own choices about their child’s communication, and it is important to respect their decisions. This may include using cochlear implants, hearing aids, speech therapy, learning ASL, speech reading, etc. 

Families are a key resource and critical partners as you learn how to effectively support learning and development for deaf and hard of hearing children in your program. In addition, reach out to your program’s disability services coordinator for resources about how to support deaf and hard of hearing children and their families.

Learning ASL benefits all children.

ASL provides the earliest possible mode for expressive communication, making it ideal for infants and toddlers to learn and use. Because ASL involves motor movements of the arms and hands, it provides another way for the brain to remember language and makes it easier to recall language. ASL also supports speech development. Using ASL supports all children who are DLLs who are still learning English by providing them a way to communicate their needs without speaking. ASL can also reduce frustration due to difficulties with spoken communication.

Using ASL supports language and literacy skills.

Research shows that exposure and use of ASL and the ASL manual alphabet increases English vocabulary growth. It also supports pre-literacy skills, like letter recognition.

Try this!

The parent is the child’s most important teacher, and you are their “guide on the side.” Use these tips with families to help them support their child learning ASL.

  • Show and teach ASL signs like “more.” Model for families how they could use that during mealtime or playtime. Note: a child needs to see the sign many times before they will sign back. When an infant or toddler is first learning a sign, it may look a little different than the real sign, so be very observant to catch features of the sign!
  • Discuss which ASL words or phrases families would like to learn and use with their child. What words do they use the most with their child? What daily routines could they integrate ASL signs into? Encourage families to find ASL learning resources at the library or local Deaf services center. 
  • Children who are learning ASL babble just like hearing children, but instead of verbally, will babble with their hands. Young children’s signing will often not be the exact way to sign a word but will be approximate. It’s important to pay attention to the context of their sign usage and use a little detective work to figure out what they are signing.
  • Model and use exaggerated facial expressions and body language while reading books or singing with their child. These are important features of nonverbal communication that support ASL learning and retention.
  • Use ASL signs along with singing. It is a great way to support learning sign language. Singing with young children is already a great way to engage with them, but adding ASL signs can boost their engagement and interest.
  • For families who are unfamiliar with ASL but are interested in using it with their child, share the wonderful learning benefits of using ASL in the early years with them. Knowing why ASL is beneficial and how it can support their child’s communication can be helpful in encouraging families to use sign, regardless of their child’s hearing status.
  • For deaf families:
    • Ask about their preferred communications before services begin. Will they use an in-person interpreter, a pen and pencil to write, a video interpreter, etc.? Each family will have their own preferences for communicating during visits.
    • If using an interpreter with deaf parents, look at the parents while you are talking and not at the interpreter.
    • Learning a few ASL signs that are related to the conversation or learning to spell your name with the ASL manual alphabet is a good start to build rapport and cultural trust with deaf families. 
  • When serving Deaf families, connect with them before starting visits to ask about their communication preferences. Will they use an in-person interpreter, use pen and pencil to write, use a video interpreter, etc.? Each family will have their own preferences for communicating during visits.
  • If using an interpreter with deaf parents, it’s important to look at the parents while you are talking and not at the interpreter. Learning a few ASL signs that are related to the conversation or learning to spell your name with the ASL manual alphabet is a good start to build rapport and cultural trust with Deaf families.
  • For families who are unfamiliar with ASL but are interested in using it with their child, share the wonderful learning benefits of using ASL in the early years with them. Knowing why ASL is beneficial and how it can support their child’s communication can be helpful in encouraging families to use sign, regardless of their child’s hearing status.
  • Show, teach, or share a video of an ASL sign, like “more.” Then model for families how they could use that during mealtime or playtime. Let families know that a child needs to see the sign many times before they will sign back. When an infant or toddler is first learning a sign, it may look a little different than the real sign, so be very observant to catch features of the sign!
  • Discuss which ASL words or phrases families would like to learn and use with their child. What words do they use the most with their child? What daily routines could they integrate ASL signs into? 
  • Model and encourage families to use exaggerated facial expressions and body language while reading books or singing with their child. These are important features of nonverbal communication that support ASL learning and retention.
  • Using ASL signs along with singing is a great way to support learning sign language. Singing with young children is already a great way to engage with them but adding ASL signs can boost their engagement and interest.

Learn More

Connecting at Home

Learning and using ASL with your young child can improve their communication, reduce communication frustration, and support vocabulary growth. Learn ASL signs with this online ASL dictionary.

Sign with Me

Learning basic words that are important to your child, like “more,” “milk,” or “all-done” can be a great place to start learning. Modeling the word within context for your child is an ideal practice. When it's feeding time, you can narrate what is happening while using the sign. “Do you want milk? I know you’re hungry. Milk is coming soon. You love milk!”

See what I’m saying?

Communicating with ASL requires eye contact from both people. If you are playing together with a truck, you can say, “Oh this is a big truck!” while signing truck. Wait for them to look at you then say and sign truck again. It might take practice for you and your child to wait for eye contact to sign with each other, but keep signing!

Music to My Eyes

Young children are naturally drawn to musical singing and fingerplay songs, like “The Itsy Bitsy Spider.” Learn one or two signs for their favorite songs, and while you sing the song, add in the signs! Remember, a child will need to see the sign around 100 times to sign it back.

Follow My Face

Facial expressions and body language are important parts of ASL communication. With your child out of view, hide an object in the room. When they come into the room, raise your eyebrows and smile when they are getting close to the object and frown and furrow your eyebrows when they move farther from the object. This directs them to the object only using facial expressions. Have the child hide the object and practice using their facial expressions to guide you too!

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