What if your child could begin communicating before they even say their first words? In this inspiring Q&A, Lora Heller, Founding Director of Baby Fingers, shares how music and American Sign Language (ASL) help children build early communication skills, develop confidence, and strengthen their bond with parents and caregivers. Discover how families can bring these simple, meaningful practices into everyday life!

Q: What makes Baby Fingers different from a traditional music or “mommy & me” class?

A: Everyone is learning and growing together – parents and children alike – without even realizing. Baby Fingers is not a “baby sign” program or a typical music class – it’s more than Mommy & Me. Developed and led by a music therapist/teacher of the Deaf/mom, we teach and use American Sign Language — a complete language with its own grammar, history, culture, and community — while incorporating music as a powerful tool for repetition, memory, engagement, movement, and connection. Our work is grounded in respect for Deaf culture, language access, inclusive practice, and the belief that communication should be accessible in multiple ways. Through this all, we support parents and foster the parent-child bond.

Q: How can music and American Sign Language (ASL) support a child’s language development?

A: Music offers a tool for connection and engagement, as well as memory and active learning through familiar melodies and repetitive rhythmic structures. We also incorporate music in ways that support turn taking needed for conversations (and more), language modeling, and expressive use of language. Children are naturally inclined to move to music and to gesture, so coupling ASL with songs offers a concrete way to develop an understanding and early use of language and concepts that are part of the music itself – vocabulary, loud & soft, fast & slow, start & stop, etc.

Q: How can families use music and ASL at home to build connection, communication, and confidence?

A: Parents and caregivers often sing or play recorded music at home, during transitions or throughout the day. Choosing songs that are relevant to the routine, task, or child’s interest can be key in offering a sense of calm, motivation, or related language. SO here’s a simple suggestion: if you find yourself singing ‘The More We Get Together,’ add the signs for More and Together; change the word Get to Eat or Read.

Final thoughts from Lora:

Working with young Deaf children as a music therapist was incredibly impactful for me. I learned what ways and how much they enjoyed music and the ease of expanding their language when signs were included in songs. My own (hearing) children began signing just after 6 months of age from repeated exposure in our natural interactions, and with incredible speed when coupled with music. Concepts such as fast & slow and start & stop, not to mention vocabulary and the ‘serve & return’ aspect of early conversation.