Repetition

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What the Science Tells Us

Repetition is found in almost all aspects of our lives, such as the arts, education, sports and daily living. Science has revealed there is a good reason for this. Repetition helps with all kinds of learning, from physical to emotional, to cognitive. It can involve all of our senses and is strongly linked to the formation of memory.

Repetition is critical for language learning for children of all ages and stages. Our baby demonstrates this when they “babble.” They often repeat the same sounds, over and over such as “ba ba” or “da da.” (see Speech Sound Development, Appendix E) In response, we almost automatically say it back to them. As they learn words, they continue to do this as it is simpler to repeat the first syllable twice than it is to change to a new syllable in the middle of the word. For example, our baby may say “baba” for “bottle” or “wa wa” for water and our toddler may say, “baba” for “bottle” and “ba ba” for “balloon.” This repetition of a word part is known as reduplication.

Repeated experiences strengthen the neural connections that help us learn. Each experience leads to connections between neurons in the brain. As neuroscientists like to say, “Neurons that fire together, wire together.” In other words, the more experiences are repeated, the stronger the connections. If we think back to learning to ride a bicycle, we may recall our wobbly beginnings, then how we learned to maintain our balance and use

our brakes. Eventually, we could ride automatically. Throughout this process our brain was in the background helping us by building and strengthening pathways between neurons. With language, the more we hear the same thing over and over, the more likely we will remember it.

It is a general principle that print material only needs to present information once, yet if we are presented with the same information orally, over the radio, in a speech or a lecture, it is most often repeated several times and in different ways. This is because we can reread print information, controlling the number of repetitions, but we can’t always rewind what someone has said.

Every culture has songs, rhymes and stories that incorporate repetition. These appear throughout life. They are used with little ones to soothe, entertain and teach language. They are also used by adults who sing anthems, hymns or sway together at rock concerts. Adults working together at arduous tasks, cheering at sports events or marching in the military also use rhythmic repetitive patterns.

Our child needs these rhythmic patterns to learn and retain language. That is why our child is attracted to all kinds of rhymes, including nonsensical ones. Children all over the world love repetitive stories and respond to rhythmic movements and beats.

Because all children love repetition, and enjoy making games with language, it can be hard for us to recognize if our child is developing typically or perhaps has a developmental challenge. If we are concerned about our child’s very strong need for repetition we can consult with a health professional who will be able to reassure us or direct us to the support our child needs (see When and

How to Seek Help). Our child may frequently repeat back what we have said (echolalia). This may be part of typical language development or a sign that our child would benefit from an assessment by a health professional. Similarly, if our child repeatedly requires us to say the same thing in the same ritualistic way this can be another indication that an assessment would be helpful.

In general, repetition is valuable for our child in many aspects of life, including learning to self-regulate. Creating healthy boundaries is an important part of our parenting role. When our child knows what to expect – when we set clear, unwavering, fair boundaries – they feel secure. Research shows that when their need for security is met our child learns and develops best.

It isn’t enough to set a boundary and tell our child once. They need frequent, gentle reminders and consistent and fair consequences. Being consistent with our child is one of the greatest challenges of being a parent! Our child benefits when we also work to achieve consistency with our partner, even if they no longer live in the same home, and with caregivers and educators in the community.

Conversations that reflect our consistency provide an excellent opportunity for language learning. At every age and stage, our child benefits from knowing the reasons for boundaries and from talking about them as often as needed. As our child gets older we will want to involve them in the setting of boundaries.

Healthy boundaries contribute to our child’s mental health and let them know we care about them. In the same way as an “armsaround-the-child” hug helps our child feel secure, boundaries

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define zones of safety and provide the security of knowing what is expected. A chaotic environment is difficult for children. It gets in the way of their healthy development and learning. Another reason our child needs boundaries is so they can “push them” on their path to independence.

Routines are a form of repetition. Predictability, in books, in play and in life helps our child feel secure. Often, “good” behaviour is simply the result of our child knowing what is expected of them – and being well rested, well fed and well exercised.

When we clearly define the repetitive steps in daily activities, such as “clean teeth before bedtime,” or when we play games with rules, or model taking turns in conversations, our child is learning how they should behave in a certain situation. It can take thousands of repetitions for this kind of learning to become internalised by a child.

Our child wants to hear the same thing over and over again because familiarity and predictability comfort them, give them a sense of control and help them feel safe. Children seem to instinctively know what the research shows, that repetition is necessary for learning – all kinds of learning.

What You Can Do

From the beginning of life you can introduce repetition into your daily routines with your child. This will help with their language learning.

Throughout the day, as you go about your activities and talk about your routines, your child will hear familiar language. The repetition of routines and

language lets your child know what to expect. When children know what to expect and what to do, they feel safe enough to relax and learn.

With young infants routine is a part of life that lends itself well to language learning. Each time you pick your baby up, feed or change your baby, dress or bathe them, take them for walks or put them down for their nap, you can:

# Use songs and games.  This will help them learn to communicate with you using gestures, words, or sentences, depending on their stage of communication. • From the earliest days, follow your baby’s lead.  When they say, “ah ah” or “ba ba,” respond to them by “babbling” back with the same sounds  • Make up songs you can sing over and over.  You may want to use familiar tunes and include your child’s name.  These songs can tell your child what they are doing or going to do  • Invent little games you can play over and over.  This can be useful when dressing your child.  For example, “First we’re putting the sock on your left foot, your left foot, your left foot.  Then we’ll put one on your right foot, your right foot, your right foot.” Even rolling a ball toward a young baby becomes a game when you do it over and over, say what you are doing and clap each time or say, “Yay!”  • Play tickling games.  Infants, toddlers and young children generally love these.  Hold up your hands in front your face and gesture for the tickle right before you do it.  Depending on their age and stage they will respond differently, but they soon learn “the routine” and let you know it.  Even young babies will come to predict what is coming next, and will respond with excitement when you gesture for the tickle. Pause before continuing.  If they are not yet using words or gestures, they might squeal, laugh, or kick their legs as their turn in the game. Older children may try to

“protect” themselves (but they may really want you to “win”) or they may even tickle you back. Be aware that some children do not like these games and it is important to respect their wishes.  # Use songs and games with your child at every stage.  Make it a little easier for your child to know how and when to take a turn  • Repeat the game until you see that your child knows what to do • Pause during your songs and games and wait to see if your child “fills in the blank.” This will look different depending on their stage of communication # Model lots of gestures during your games so your child can see examples of how to use them.

• If you are playing a game where an action takes place such as “Ring Around the Rosy,” use a pointing down gesture in addition to your words when you say, “we all fall down!” After your child is familiar with the routine, pause right before you say/gesture “down” to see whether your child will point or say the word  • With songs and games, pause right before the most exciting part of the game.  That is when your child will be the most motivated to communicate to help keep the fun going # With children of all stages, highlight and repeat key words in your sentences to teach new vocabulary, or to help your child understand you better.  As your child advances through the different stages of development they will respond accordingly, first with gestures, and eventually, with words  • When your child is starting to use phrases you can give them a choice using a phrase such as, “Should we fall down? Or jump up?”  # For all stages, as soon as your child communicates their message, follow through and continue the game right away.

“Use songs and games with your child at every stage.

This is especially important as you are introducing new concepts to your child.

# Each time you put your child in their car seat you can:  • Repeat the words you say as you click them in • Gently remind them, with words or a song, that this is how you keep them safe # When you are preparing to put your child to bed you can:  • Start with words about bed time • Create a routine that may involve • A bath • Changing into pyjamas • Brushing (gums or) teeth • A song • A story • Turning out the light • Leaving the room RACCOON

For many parents, unfortunately, using car seats and settling your child at bed time do not always go smoothly. The same is true for any routine you create for your child. If you are struggling with this, seek help (from a parenting group, a public health nurse, your local library or other trustworthy sources).

It is important for your child to be safe in their car seat and to get the right amount of sleep. You may find that once your child is sleeping well they miraculously start following all sorts of routines better (see ZZZs Sleep).

In all situations it is important to clearly explain the routine:

# Tell your child what you are going to do and what they are going to do

Then, you need to be consistent. This consistency lets your child know what the boundaries and consequences are, and helps them feel safe. Boundaries and consequences need to be fair, clearly explained and suitable for your child’s age and stage.

You will need to gently and frequently remind your child of boundaries and consequences. Your child needs repetition in every aspect of their life.

The more your important routines are predictable, fair and consistent when your child is little, the more likely it is your child will follow routines when they are older, especially if they are involved in creating the new routines.

At every stage, conversations about routines are an opportunity for language development.

One routine, that can cause even the most patient of parents to inwardly groan, often happens at bedtime. Your child, like many other children, may only want the same book read night after night. There is a reason for this. In addition to somehow knowing they need this repetition for language learning, your child is comforted by familiarity. Knowing exactly what is going to happen in the book also gives them a sense of control. Adults are not that different. In times of stress “grown-ups” also find comfort in re-reading books or re-watching videos or movies they know.

Repetition is everywhere so when your child asks to play the same game over and over and over, remind yourself that this is a good sign. Your child wants to learn, and when you play along you are helping to strengthen the connections in their brain.