The 2 months old baby Juli's fingers continued to become a little more coordinated. With the developing eye-hand coordination, she was able to explore her hands and objects. Manual play. She was practicing eye-hand coordinaton.
Although Juli was already aware of her hands earlier, she was now inspecting them closely. She turned them around better to look at her fingers from all sides. She opened and shut her fists, watching each finger as it moved up and down.
To help develop her hand-eye coordination, Juli had a dangling toy just out of reach so she had to grab for it.
At first Juli was shy or timid to touch the objects. She explored the movement of the dangling objects by moving the rocker with her body herself. Eventually, she took the attempts to touch them with her hands.
Another activity that I used was the "blanket peekaboo." Juli kept looking at my hand when I played the peekaboo with the blanket. She seemed to realize that my hands were responsible for moving the blanket.
Sometimes I just let Juli look at or read the book herself without me talking, so that both of us can relax. It's a way for her to learn to enjoy reading and to avoid overwhelming stimulating visuals. It's also an opportunity for her to focus on her eye-hand coordination as she touched the book.
Juli still stays fully alert to learn new and old things. We continued to talk with her in sometimes in parentese and sometimes in adult talk. She appeared to enjoy a company, at least when not hungry.
The mother introduced the signed word airplane and then inflected the classifier predicate plane-flying. She playfully transformed it into the ILY handshape. She then articulated I love you and kissed her.
Two weeks later (m4w1), eye-hand coordination had been a relatively big progress that week. The three month old baby Juli enjoyed grasping the black camera strap or other strips. She began to reach, touch and explore a small object such as the tiny stuffed rabbit.
Some objects are taken for granted. We may have forgotten how creative we can be with ordinary objects in a room what we probably haven't thought of before.
For example, the balloon that Juli got on her first day of life had been floating purposeless in the air for months. Sometimes it could be creepy. One moment it wandered mindlessly in the family room, then next moment you'd find it in the bedroom upstairs.
Anyway, suddenly it then had played its purpose. Juli could grasp the string and practiced her eye-hand coordination with the balloon. Quite useful.
Three month old Juli (m4w3) played with the balloon, learning how her hand, eyes, and the balloon coordinated.
Grandparents not only visited Juli on a weekly basis, but also enjoyed watching Juli grow days by days via videophone.
Juli used to watch them talking with me when she sat on my lap or sometimes when she sat in the rocker nearby.
Videophone as well as recently prevalent cell-videophone are very much part of eyeing people's life as much as telephone is part of hearing people's life.
Now that Juli can hold her head with control. I was able to hold her on my lap facing the videophone, watching the other talking with me.
Also see Eye contact in sign language
This documentation project follows a baby's language acquisition, literacy development, and phonological acquisition in sign language, specifically ASL, week by week from gazing at birth to manual babbling, to first words just before the first birthday in a natural native-ASL environment and visual culture.
The second-year and third-year documentation continues to follow the same child's language and phonological acquisition and literacy development in ASL on a weekly basis from the one-word stage to two-word and multiple utterances.
The documentary continues to follow the same child's ASL language and literacy development on a regular basis from age three to four. It surveys ASL phonological acquisition and more complex utterances.
These posts on ASL-English bilingualism, language acquisition, and bilingual education may be of an interest for parents who raise a bilingual-bimodal child in ASL (or another signed language) and English (or another written and/or spoken language of its respective) as well as informative and educational for ASL specialists, educators, and professionals.