Key Word Sign – What is it? – Sunshine Sign and Sing

What is Key Word Sign?

Key Word Sign (KWS) is the use of manual signs, facial expressions and natural gestures used alongside spoken words to assist communication for those that are pre-speaking / non-speaking / pre-verbal or have communication difficulties. It is known as an Augmentative and Alternative Communication (AAC) Tool. This means that key word sign can augment speech, and be used alongside speech by the communication partner or by a child or person that has unclear speech or other communication difficulties. It can also be used instead of speech (alternate to speech) if the child is non verbal or non speaking.

In Australia, signs are borrowed from Australian Sign Language (Auslan) with only key words of a sentence being signed while the corresponding words are spoken.

It is one of the most widely used strategies for people that cannot communicate by speech alone.

We already use signs and gestures in our everyday life, with Key Word Sign we are simply expanding on these gestures and giving them more purpose.

Show less

The History of Key Word Sign

Humans have always relied on gestures and signs as a fundamental form of communication. In fact, research suggests that hand gestures and spoken language are deeply intertwined in our evolutionary history, with language likely evolving alongside complex gesture systems.

The formal teaching of sign language began in the 1700s, leading to the development of numerous sign languages worldwide, such as British Sign Language (BSL), American Sign Language (ASL), and Australian Sign Language (Auslan). In the 1970s, Margaret Walker in the UK observed that Deaf patients with intellectual disabilities communicated more effectively when using signs alongside spoken language. This not only improved their ability to express themselves but also boosted their confidence, self-esteem, and reduced frustration and anger.

From these findings, Makaton was born—a system that uses signs alongside speech to aid communication. Makaton was quickly adopted in Australia, but in recent years, it has evolved into Key Word Sign Australia, which incorporates Auslan, reflecting a more culturally appropriate approach for the Australian community. It’s important to note that we are not affiliated with Key Word Sign Australia.

By the 1980s, research began to show that Key Word Sign was not only beneficial for individuals with disabilities but also for pre-speaking babies. It supported early communication and language development, which led to the rise in popularity of Baby Signing, particularly in the UK and US. Click here to learn more about Baby Signing.

Although initially used for children with disabilities and pre-speaking babies, research now demonstrates that Key Word Sign offers tremendous benefits for all children. Beyond supporting language and literacy development, it enhances emotional growth and fine motor skills. It also fosters social connections by allowing children to communicate with peers who may have communication barriers. This, in turn, expands their communication networks—a vital factor for the social and emotional well-being of all children, especially those with communication difficulties.

This vision inspired the creation of Sunshine Sign and Sing, an initiative aimed at bridging the gap between children with communication difficulties, pre-speaking children (including babies), and speaking children who all benefit from Key Word Sign. We do this by offering training for parents and professionals, tailored specifically to their needs, such as early learning services, music therapists, and physiotherapists. Additionally, our fun, vibrant, and engaging resources help make learning Key Word Sign enjoyable for all.

Our mission is to make Key Word Sign mainstream and accessible to everyone as early as possible, ensuring that every child has the opportunity to benefit from this powerful communication tool.

Show less

“Wherever there are children there is Children’s Key Word Sign“
Mission of Sunshine Sign and Sing

What are the Differences Between Auslan and Key Word Sign?

Auslan	Children’s Key Word Sign
Language	Communication Tool
Does not follow spoken language (own grammar / structure)	Follows structure of spoken language
Respectful to have voice off	Essential to speak when signing to encourage spoken language
Deaf Community and Culture	No community or culture associated with KWS
Mainly used by Deaf , Hard of Hearing and children of Deaf adults	For all children that are pre-speaking or have communication difficulties

differences – Auslan and key word sign

Key Word Sign (KWS) borrows signs from Australian Sign Language (Auslan), though it’s important to note that KWS is distinct from Auslan and entails significant differences.

Outlined above are several differences between Auslan and Children’s Key Word Sign (CKWS). For families with Deaf or Hard of Hearing children, it’s advisable to seek guidance and support from organisations such as Deaf Children Australia, DeafNav, or Aussie Deaf Kids.

The primary differences between Auslan and Key Word Sign (KWS) include:

Recognition and Usage:

Auslan is a fully developed natural language used by the Deaf community in Australia. It possesses its own grammar, syntax, and vocabulary, making it a complete and independent system of communication. In contrast, Key Word Sign (KWS) is an Augmentative and Alternative Communication tool designed to assist individuals with various communication difficulties, including those with developmental disabilities, acquired brain injuries, or speech impairments. Unlike Auslan, KWS simplifies communication by focusing on key words rather than providing a comprehensive language system.
Language Structure:

Auslan operates as a visual language, with its own syntax and grammar differing from spoken language. This allows for flexibility in word order and relies heavily on visual cues. Key Word Sign, however, mirrors the structure of spoken language. It involves signing key words from sentences while maintaining the order and structure of the spoken language. This approach facilitates easier integration with spoken language and aids comprehension and encourages speech for those with communication difficulties.
Cultural Context:

Auslan is closely tied to the Deaf Community and Deaf culture, which includes unique linguistic, social, and cultural aspects. This community is vibrant and diverse, with its own traditions, values, and norms. In contrast, KWS does not have an associated community or culture; it is primarily used as a communication aid only.
Etiquette:

When comparing Auslan (Australian Sign Language) and Key Word Sign (KWS), a distinct difference emerges in their approach to spoken language. In Auslan, the cultural norm is to communicate with the voice ‘off’, to preserve the language’s visual essence and avoid confusion. Speaking while signing can water down the importance of sign language, create confusion for those able to lip read, and undermine the visual nature of Auslan.

This approach respects the unique characteristics of Auslan and ensures a clearer communication experience.

The decision to keep the voice “off” while signing also acknowledges the historical suppression of sign languages, particularly the harmful legacy of the Milan Convention, which imposed spoken language dominance over sign language. By maintaining a visual-only approach, Auslan users can preserve the integrity of their language, avoid diluting the message, and show respect for the language and its community.

In contrast, KWS combines key signs with spoken language, supporting communication for individuals with complex needs. The use of spoken language alongside signs in KWS:

• Encourages spoken language development;
• Enhances receptive understanding of both words and signs;
• Supports individuals with communication difficulties to potentially develop speech skills

This integrated approach in KWS fosters a connection between spoken and signs and gestures, promoting comprehensive communication and language development.
User Demographics:

While Auslan is predominantly used by Deaf and Hard of Hearing individuals, as well as children of Deaf adults, KWS is commonly employed by individuals with communication difficulties, including children with developmental delays or language disorders. While KWS was initially designed for children and adults with communication difficulties, here at Sunshine Sign and Sign we see benefits for all children in learning KWS. Research into gesture has demonstrated benefits for all children and as a result, we aim to expand the reach of CKWS to encourage its use by all individuals, not just those with communication difficulties. This inclusive approach ensures that everyone can benefit from the communication tool, promoting greater accessibility and understanding among all users.

Understanding these differences enables families and professionals to make informed decisions about the most suitable communication strategies for children with diverse needs.

Show less

Who is Key Word Sign for?

Makaton, from which Key Word Sign (KWS) evolved, was originally developed for those with disabilities.

However, it’s benefits for others as a communication aid, particularly children, are widely known.

Further a number of other benefits have been discovered from the use of sign, including learning of the alphabet, literacy, learning a second language and learning mathematical concepts.

In the U.K. and U.S. simplified signing is popular among many baby groups and likewise many Early Learning Services have also found the benefits of using this simple and effective tool.

At Sunshine Sign and Sing we believe that more children could benefit from Key Word sSgn (KWS) being used across Australia.

Pre-verbal infants, toddlers, Neurodiverse children, children with English as a second language, children with anxiety and neurotypical children can all benefit from this amazing communication tool.

Further, this inclusive tool ensures that even if you or your family do not have communication difficulties you will be able to communicate with those that may require KWS as their main form of communication.

Sunshine Sign and Sing has made it our mission to normalise the use of signing for all children by providing access to this inclusive communication tool with fun, simple resources and professional development for educators, occupational therapists, music therapists and many other professions that work with children. For more information about our professional development opportunities please contact us.

Why Should Key Word Sign Be Used With Children?

Hopefully by now you are like us and already excited by the prospect of children communicating more effectively but just to make sure here are some more benefits.

With babies & toddlers, learning key word sign (KWS) can help learn spoken language quicker and easier.

It helps to:

slow speech, making it easier for the child to pick out individual words
helps to match the word to the object
increase bonding between carer and child
release oxytocin – the bodies natural ‘happy drug’
reduce frustration and meltdowns
increase self esteem and confidence
encourage imitation and comprehension as the sign can be held
give a broader ability to communicate as it uses vocal and visual tools

For benefits in an Early Learning Setting please click here to visit our Early Learning page which goes through the extensive research of key word sign and baby sign.

With older children it can help:

emotion regulation
organising their thoughts
being able to orate what they want to say
overcoming physical communication barriers
overcoming mental communication barriers
feeling included, understood and listened to
validating their point of view, needs, wants and wishes
assist with mental rotation
assist with learning of the alphabet and spelling
learn mathematical Concepts
learn a Second Language

When Should I Start Using Key Word Sign?

You can start now! Whether you are a new parent, your child has had a recent diagnosis, an Educator or other Professional, or you have only just heard about key word sign we recommend you start as soon as possible.

The research has shown there are no negatives to signing with your child and as well as a fantastic communication tool it is great for bonding too WIN WIN!

We have a number of free online resources, or you could head to our shop to buy some resources for your home.

If you want to discuss what else we can offer you please contact us today.

How Do I Start To Use Signing With Children?

How to sign

In signing you lead with your dominant hand, it is like your pen and your non-dominant hand is your paper. If it is a one handed sign you will use your dominant hand, if it is a two handed sign and one hand is static, your dominant hand will move with your non-dominant remaining static or less active.

The characters on our website and products are right handed, so check which hand is performing what action. If you are still struggling with working out how to do the sign break it down to it’s components often known by the acronym HOLME:

Hand shape
Orientation
Location
Movement
Expression

For more information on HOLME please click here.

How to Introduce the Signs

Start with a few simple signs, ones that are exciting to the child, like milk for a baby or a family pet. This provides children an incentive for wanting to learn key word sign to communication. Further incorporating it into your daily routine and play, is one of the best ways children can learn.

Experts have recommended that you start with between 10-12 signs, therefore we created a free resource to get you started, this free poster contains 12 key word signs that are useful to implement into your routine. To get yor copy click here.

Use signing alongside music, nursery rhymes are simple and repetitive, this creates a perfect setting for learning signs and can add extra fun and understanding to a song. Please see our free resources or nursery rhyme book for recommended songs.

Initially, you may start with just one or two signed word per sentence, for example:

“Let’s go see the cow in the field,”

you may only initially sign “see” and “cow”

However, as the child’s comprehension of signs increases you may sign “go”, “see”, “cow” and “field”.

Use key word sign (KWS) books and flashcards to incorporate it into your every day. The best way for you to get the most out of this amazing communication tool is to make it part of your life, get into a good routine of using it and you will find it not only easy but life changing.

When your Child Signs

When your child starts to sign back don’t worry about the accuracy of the signs. The limited dexterity and fine motor skills of a young child will mean their first signs are unlikely to be accurate, the main thing is that you and your child’s communication partners know what the signs mean.

Accuracy can be worked upon in the future if Key Word Sign becomes a long term communication tool.

If you have started signing with your baby, their hand dominance doesn’t start to show until they are around 2 so before then they will mix it up and use whichever feels more comfortable at the time. So please don’t worry about what hand they are using, the main goal is for your child to communicate and be understood.

We are passionate about child communication and communication in general. Please contact us for any further information or questions.

Click here for: Why should your Early Learning Service use Key Word Sign?

References

https://www.deafblindinformation.org.au/living-with-deafblindness/deafblind-communication/key-word-sign/ [accessed 2 July 2021]

History – The Makaton Charity [accessed 08 July 2021]

Key Word Sign and autism | Raising Children Network [accessed 08 July 2021]

https://www.speechpathologyaustralia.org.au/SPAweb/Members/Clinical_Guidelines/spaweb/Members/Clinical_Guidelines/Clinical_Guidelines.aspx?hkey=f66634e4-825a-4f1a-910d-644553f59140 – clinic guidelines – Augumentative and Alternative Communication – page 10

Millar DC, Light JC, Schlosser RW. The impact of augmentative and alternative communication intervention on the speech production of individuals with developmental disabilities: a research review. J Speech Lang Hear Res. 2006 Apr;49(2):248-64. doi: 10.1044/1092-4388(2006/021). PMID: 16671842. [accessed 5 July 2021]. Previously seen in Dr Leigha Dark presentation “Key Word Sign Australia Presenter Traning 2016 Issues in Research”

Dimitrova N, Özçalışkan Ş, Adamson LB. Parents’ Translations of Child Gesture Facilitate Word Learning in Children with Autism, Down Syndrome and Typical Development. J Autism Dev Disord. 2016 Jan;46(1):221-231. doi: 10.1007/s10803-015-2566-7. Erratum in: J Autism Dev Disord. 2018 Feb;48(2):637. PMID: 26362150; PMCID: PMC4762014. [accessed 5 July 2021]

Sign language – Auslan – Better Health Channel [accessed 8 July 2021]

Broadley, Macdonald and Buckley 1995, Remington & Clarke 1996, Schweigert & Rowland 1998, Miller et al

https://kwsa.com.au/what-is-kws/ [accessed 5 July 2021]

https://www.scopeaust.org.au/wp-content/uploads/2015/02/The-Story-of-Key-Word-Sign-in-Australia.pdf [accessed 5 July 2021]

https://kwsa.com.au/what-is-kws/ [accessed 5 July 2021]

Broadley, Macdonald and Buckley 1995, Remington & Clarke 1996, Schweigert & Rowland 1998, Miller et al

Babysignstoo.com (2019). Language Development. [Online] Available at: https://babysignstoo.com/information/benefits (Accessed: 30 August 2019).

Corballis, M.C. (2002). From hand to mouth: The origins of language. Princeton, NJ: Princeton University Press.

Daneils, M. (2009). The effect of sign language on hearing children’s language development. Communication Education, 43:4. p.291-298.

Doherty-Sneddon, G. (2008) The great Baby Signing Debate. [Online] Available at: http://thepsychologist.bps.org.uk/volume-21/edition-4/great-baby-signing-debate (Accessed 30 August 2019).

Moore, B., Acredolo, L.P. & Goodwyn, S.W. (2001). Symbolic gesturing and joint attention. Paper presented at the Biennial Meetings of the Society for Research In Child Development, Minneapolis, MN.

Philips, M., L. (2002). Sign Language and the Brain. Available at: https://faculty.washington.edu/chudler/sign.html (Accessed 30 August 2019).

Vygotsky, L.S. (1978). Mind in society. Cambridge, MA: Harvard University Press.