Early Steps: Spectrum of Child Development Introduction Learning Objectives Principles of Child Development Brain Research Activity Based Early Intervention Modifications and Adaptations Learning Styles Early Literacy Post Assessment Resources Early Literacy includes more than reading books. Infants and toddlers communicate and take in information long before speaking, reading and writing begin. Between the ages of 8 months and 3 years, a child’s language becomes more sophisticated. 8 month olds understand a few single words and will look at an object when directed verbally. 2 year olds have a vocabulary of approximately 300 words but by the time he is 3, the vocabulary increases to about 900 words. Early Literacy The development of language and communication skills which occur simultaneously are the foundation for the development of literacy skills.

Early Steps: Spectrum of Child Development Introduction Learning Objectives Principles of Child Development Brain Research Activity Based Early Intervention Modifications and Adaptations Learning Styles Early Literacy Post Assessment Resources When and How do we introduce literacy to young children? One of the best ways to interest children in books and reading and writing is to read to them, show them picture books, tell them stories, write down their stories and read back to them aloud. Ask them to tell you about their art work and write it as a caption or story. Children should be introduced to books storytelling, songs, stories from the very beginning of life. Some parents spend time singing, playing music and reading to their infant developing in the womb.

Early Steps: Spectrum of Child Development Introduction Learning Objectives Principles of Child Development Brain Research Activity Based Early Intervention Modifications and Adaptations Learning Styles Early Literacy Post Assessment Resources Early literacy activities, like the play activities discussed earlier in the module, must be developmentally appropriate and individually appropriate. Environmental print such as symbols, labels, signs, brand names and logos on favorite cereals or fast food restaurants help foster early literacy skills in young children. These are often recognized by even the youngest of children because they have meaning and relevancy to them and their lives. Who doesn’t want a happy meal? Infants enjoy holding, looking at, and chewing on plastic, cloth or stiff cardboard picture books with simple pictures of faces, trucks, toys etc. Reading time should last only as long as the child remains interested.

Early Steps: Spectrum of Child Development Introduction Learning Objectives Principles of Child Development Brain Research Activity Based Early Intervention Modifications and Adaptations Learning Styles Early Literacy Post Assessment Resources Older infants pay more attention to the pictures and will listen when being read to for short periods of time, especially if sitting on a favorite adult’s lap. They enjoy books with texture added to the pages, books that feature people and pets. Alphabet or number books, fruits and vegetables have little meaning for them at this stage of development.

Early Steps: Spectrum of Child Development Introduction Learning Objectives Principles of Child Development Brain Research Activity Based Early Intervention Modifications and Adaptations Learning Styles Early Literacy Post Assessment Resources Young toddlers start to indicate individual interests and preferences, enjoying short stories with interesting pictures, Older toddlers enjoy books with early poetry and songs, words that rhyme and have interesting and funny words, simple stories about familiar things such as families, cars, trucks and animals. Tips for choosing books for infants and toddlers

Early Steps: Spectrum of Child Development Introduction Learning Objectives Principles of Child Development Brain Research Activity Based Early Intervention Modifications and Adaptations Learning Styles Early Literacy Post Assessment Resources Why do we introduce literacy before the child is able to read? Reading aloud to children increases vocabulary, reading comprehension and helps to establish a lifelong love of reading and literature. Reading favorite books repeatedly fosters the growth of the healthy brain by strengthening the synapses that form the circuits between neurons. Infants and early literacy

Early Steps: Spectrum of Child Development Introduction Learning Objectives Principles of Child Development Brain Research Activity Based Early Intervention Modifications and Adaptations Learning Styles Early Literacy Post Assessment Resources Shared storybook time with young infants and toddlers may be brief and that’s OK! Reading with young children often means just looking at simple picture books, letting the baby try to turn the pages, and touch the pictures; following simple commands such as “Pat the Bunny”, providing a verbal label for the pictures the baby is seeing – “brown bear”, “red bird” etc. Reading with young children is should happen daily but only while the baby is clearly enjoying the interaction and the shared “reading” time.

Early Steps: Spectrum of Child Development Introduction Learning Objectives Principles of Child Development Brain Research Activity Based Early Intervention Modifications and Adaptations Learning Styles Early Literacy Post Assessment Resources What are meaningful literacy activities for young children? When reading to children, involve them in the book by asking open ended questions which encourage problem solving, prediction, and critical thinking. What do you think will happen next? Why did he think that? Where will she go? How did you know that? Have you ever done that? Who else can do that? Answering children’s questions encourages curiosity and engagement with the story. Tips for sharing books with infants and toddlers.

Early Steps: Spectrum of Child Development Introduction Learning Objectives Principles of Child Development Brain Research Activity Based Early Intervention Modifications and Adaptations Learning Styles Early Literacy Post Assessment Resources Children need access to books. They should be able to make their own choice of which book to read, hold them, turn the pages, and touch the words in order to learn respect for books and how to care for them properly. Non fiction books can be used to look up facts about things the child is interested in. A book about horses would be appropriate for the child interested in horses because she went to a birthday party with a pony ride for entertainment. The child with a new aquarium who is asking questions about the fish would learn that his questions can be answered in a book with great pictures and factual information about fish.

Early Steps: Spectrum of Child Development Introduction Learning Objectives Principles of Child Development Brain Research Activity Based Early Intervention Modifications and Adaptations Learning Styles Early Literacy Post Assessment Resources Fantasy books stir the imagination and encourage pretend play. Books about people can assist children in learning about how other people and families live work and play. Children learn about their own fears and emotions when reading books. Invite a sibling or playmate to share in reading the book to enhance positive social/ emotional skills.

Early Steps: Spectrum of Child Development Introduction Learning Objectives Principles of Child Development Brain Research Activity Based Early Intervention Modifications and Adaptations Learning Styles Early Literacy Post Assessment Resources Use puppets, finger plays and songs to involve the child in an activity or story. View the links below for finger plays and songs to share with young children. Songs and finger plays in Spanish and English for infants and toddlers. More finger plays and songs for infants and toddlers

Early Steps: Spectrum of Child Development Introduction Learning Objectives Principles of Child Development Brain Research Activity Based Early Intervention Modifications and Adaptations Learning Styles Early Literacy Post Assessment Resources Children should be exposed to print in the environment as well as in books. Cereal boxes, menus, recipes and watching you write as you document your visit are all part of the child’s natural environment. Children can be involved in making their own books with pictures of their own family and important people, pets and things. Early interventionists can write what the child says about the picture as a caption. As the time together progresses, child and family can see progress, growth and accomplishments. Early Literacy Read the following article from Zero To Three about the importance of early literacy.