The Power of Key Word Signing: Understanding the Brain Science Behind Enhanced Early Childhood Communication

Key Points to Know:

  • Discover how Key Word Signing (KWS) can transform early childhood communication
  • Learn about the latest research on how gestures and speech work together in the brain
  • See how KWS can be used in classrooms and everyday learning
  • Understand how KWS supports children’s thinking and development

Introduction: How Key Word Signing Helps Early Learning

Recent research has changed the way we think about how gestures and speech work together in the brain. This new understanding shows that Key Word Signing (KWS) is a powerful way to boost communication and learning in young children. With extensive knowledge in inclusive communication, we’re excited to share how KWS can make a big difference in early learning.

How the Brain Connects Gesture and Speech

Scientists have found that gestures and speech are not separate systems in the brain; they actually work together closely. This teamwork lights up different areas of the brain at the same time, which helps with learning and development.

Key Brain Areas Involved in Gesture and Speech

1. Inferior Frontal Gyrus (IFG) and Broca’s Area

The traditional view of Broca’s area as just a speech production center is now outdated. Modern neuroscience reveals this region as a sophisticated hub where gesture and speech converge:

  • Speech-Gesture Integration
    • When children use gestures while speaking, the IFG shows a more efficient activation pattern
    • Sign-supported speech reduces the cognitive load on this area by up to 20%
    • Children who struggle with verbal expression often show increased IFG activity, which gestures can help regulate
  • Practical Applications for Communication Development
    • Teaching new words with gestures helps “prime” this area for verbal expression
    • Children who use Key Word Signing often start attempting the words they’ve been signing
    • Regular use of gestures can help strengthen neural pathways for speech production
    • The reduced cognitive load allows children to focus more on communication intent rather than just production

2. Superior Temporal Gyrus (STG) and Auditory Cortex (AC)

These regions don’t just process sound – they’re integral to understanding both spoken and gestural communication:

  • Multimodal Processing Benefits
    • The STG activates for both seen gestures and heard words
    • Children learning new words show stronger neural responses when gestures accompany speech
    • Background noise affects speech processing less when gestures are present
  • Supporting Language Development
  • Using gestures alongside speech creates stronger memory traces in these regions
    • Children with auditory processing challenges often show improved comprehension when gestures support speech
    • The dual input of gesture and speech helps create more robust neural networks for language

3. Middle Temporal Gyrus (MTG)

This region serves as a crucial bridge between visual and linguistic processing:

  • Gesture-Speech Enhancement
    • The MTG activates more strongly when meaningful gestures accompany words
    • This enhanced activation correlates with better vocabulary retention
    • Children who use gesture-supported communication show increased MTG activity during language tasks
  • Learning and Memory Benefits
    • New concepts are better retained when taught with combined gesture and speech
    • The MTG helps integrate visual and verbal information into cohesive understanding
    • Regular use of gesture-supported communication strengthens these neural pathways

4. Planum Temporale (PT)

The PT’s role in coordinating speech and gesture timing is crucial for effective communication:

  • Rhythm and Timing Integration
    • Synchronizes the timing of gestures with speech patterns
    • Helps children develop natural prosody in their communication
    • Supports the development of conversational turn-taking skills
  • Development Support
    • Using rhythmic gestures can help children develop more natural speech patterns
    • The coordination of gesture and speech timing strengthens overall communication skills
    • Children with speech timing difficulties often benefit from gesture-supported rhythm activities

What Does This Mean for Key Word Signing (KWS)?

When we look at how these different brain areas work together, it becomes clear why KWS could be so helpful for young children, particularly those with communication challenges. KWS uses both verbal language (spoken words) and hand signs (gestures) to reinforce understanding, making it a powerful tool for early learning environments.

Here’s what might be happening in children’s brains when they use KWS:

  1. Activating More Areas of the Brain:
    • KWS engages both the speech and gesture parts of the brain. This multimodal (multi-sense) approach might strengthen connections between these areas, helping children better understand and produce language. When a child sees a sign that matches a word they’re hearing, both their visual and auditory processing centers are activated, which may enhance learning.
  2. Reducing Cognitive Load:
    • Using gestures can reduce the brain’s workload. When children are still learning to talk, adding signs to spoken words might make it easier for them to process information. For example, when a child sees a sign for “more” along with hearing the word, it may make it easier for them to understand the concept, without needing to rely solely on speech.
  3. Building Vocabulary:
    • Studies have shown that children who use gestures, such as those in KWS, tend to learn new words faster. This could be because the combination of seeing a gesture and hearing a word at the same time makes it easier for the brain to map those words to their meanings. For children with language delays, this can be especially helpful.
  4. Motor-Language Integration:
    • KWS involves movement (the signs) along with language. Research suggests that the mirror neuron system—neurons that help us map what we see onto our own actions—might be involved when children observe signs. This connection between motor skills and language processing could help children better understand the meaning of words and phrases.

Different Theories, Same Idea: Gesture and Speech Are Linked

It’s important to note that researchers are still figuring out exactly how gesture and speech are linked in the brain. Some theories suggest that gestures and speech evolved together, with early humans using simple gestures alongside vocalizations before complex spoken language developed. Others believe that gestures and speech are separate systems that have learned to work together over time.

What we do know is that gestures and speech complement each other in communication, whether through evolution or development. Just like young children use gestures long before they start talking, gestures can continue to play a vital role in how kids learn to speak and understand language.

What Does This Look Like in Practice for Early Learning Services?

Given how closely linked gestures and speech are in the brain, KWS can be an excellent tool in early childhood education, particularly for children who are still developing language or those with communication challenges.

  1. Engages More Brain Areas

    KWS uses both speech and gestures, activating multiple areas of the brain. This can strengthen how children’s brains process language.
  2. Improves Memory

    Gestures in KWS reduce the brain’s workload by giving kids extra visual cues, helping them better remember and understand what they’re learning.
  3. Links Movement to Language

    Because KWS involves physical movements, it taps into the brain’s mirror neuron system, which helps connect actions to language, aiding communication development.

    Practical Benefits in Early Learning
  4. Better Communication

    For children with speech delays, KWS offers another way to express themselves, reducing frustration and encouraging more interaction with peers and teachers.
  5. Boosts Vocabulary

    Combining gestures with words helps children learn new vocabulary faster, whether they have typical development or language delays.
  6. Creates Inclusive Classrooms

    KWS can be used with all children, making classrooms more inclusive for those with communication challenges. Using KWS in early learning centres helps create a more inclusive environment, where all children—whether they have language delays, hearing difficulties, or are typically developing—can communicate together. The signs act as a bridge, ensuring that every child can be part of the conversation.

Conclusion: Why KWS Might Be the Key to Unlocking Better Learning

The brain is a complex, interconnected system, and we’re still learning how gestures and speech work together to support communication. But what we do know is that using gestures—like those in Key Word Signing—seems to activate a broader network of brain areas that support language learning.

For early learning services, this means that KWS could be a powerful tool for helping children develop their communication skills, particularly those who may struggle with speech. By engaging both verbal and visual parts of the brain, KWS gives children more ways to understand and use language, reduces frustration, and fosters a more inclusive learning environment. While the exact science is still evolving, there’s a strong case for using KWS to support language development in young children.

References for Further Learning

  1. Goldin-Meadow, Susan. “The role of gesture in communication and thinking.” Trends in cognitive sciences 3.11 (1999): 419-429.
  2. Rönnberg, Jerker, Mary Rudner, and Martin Ingvar. “Neural correlates of working memory for sign language.” Cognitive Brain Research 20.2 (2004): 165-182.
  3. Willems, Roel M., and Peter Hagoort. “Neural evidence for the interplay between language, gesture, and action: A review.” Brain and language 101.3 (2007): 278-289.
  4. Green, Antonia, et al. “Neural integration of iconic and unrelated coverbal gestures: A functional MRI study.” Human brain mapping 30.10 (2009): 3309-3324.
  5. Dukauskaite, Zygimante. Neural Correlates of Speech and Gesture Integration: A Literature Review. MS thesis. NTNU, 2024.

About Our Organisation

We are a charity dedicated to helping children communicate through Key Word Signing. Our approach is based on the latest research, and we’ve supported thousands of kids in developing stronger communication skills.

Get Involved with Us!

Keywords: Key Word Signing, KWS, early childhood education, gesture-speech integration, brain development, inclusive communication, speech therapy, language development, educational neuroscience, early learning, communication development, special education, inclusive education, child development, educational psychology

—

error: Content is protected !!