1. Michelina Manzi, Ph.D. Developing the Child’s Early Literacy (Based on Implications from Recent Research on Certification Requirements in Reading of Childcare Professionals), and Reading at Home University of Wisconsin Oshkosh: Department of Reading Seeds of Inclusion Conference: Saturday, March 5, 2011 Oshkosh, Wisconsin

2. Early Childhood Staff Training in Reading ( Based on a 2011, Faculty Development Study Targeting Standards in Reading Preparation for Early Childhood Professionals in Licensed Day Care Centers) Wisconsin Dept. of Children & Family Services Code requires childcare staff to take a block of 10 hours of course work; This course work does not include a stand alone reading course (emergent literacy/early literacy); Reading/emergent/early literacy information may be imbedded within the courses required; A stand alone course addressing reading is urgently needed for childcare staff based on Best Practices and research in early/emergent literacy.

3. Availability of Reading Coursework for Early Childhood Staff in Day Care Centers, Wisconsin 16 Wisconsin Technical Colleges offer the License “block,” in which reading may share space within a course such as early childhood growth and development; The 10 hour “block” is dedicated to childhood safety, growth and development, and well being; 13 UW 4 Year Colleges offer stand alone courses when a student is admitted to the 4 year program; Most child care workers do not attain a 4 year degree and do not take a stand alone course in reading-and it s not required by the License.

4. Study Implications Parents need to be informed about what to look for in day care centers Parents can observe reading/emergent/early literacy activity prior to placing their child Patents can interview staff about how they handle reading; parents can observe materials available Parents can inquire if the conditions for learning in reading, no matter how old their child may be, are present

5. Example of Reading with Very Young Children: DVD Viewing This peer reviewed DVD shows adult Mary, with 2 and 31/2 year old children engaging reading and age appropriate fun activity Each activity is linked to Cambourne’s Conditions of Learning These kinds of activity should be happening at a day care center-they are enjoyable, and intentional Staff with training in reading can develop these kinds of activities

6. Brian Cambourne's Conditions of Learning

7. Immersion Infants and young children need to be surrounded by an environment that is rich in spoken and written language.

8. Demonstration Children need opportunities to observe models of the way written language is used in daily life.

9. Engagement Young children need opportunities to try reading and writing activities on their own.

10. Expectation Children need to be in an environment where adults believe that they will acquire literacy skills.

11. Use Children must use reading and writing skills throughout their daily lives.

12. Approximation Young children should be free to make attempts at written language that moves closer to conventional reading and writing.

13. Response Children need to receive feedback from knowledgeable people on their attempts at reading and writing.

14. Follow Up to DVD Clip Working is groups of 3 this morning, consider the following items. We will take 5 minutes to respond and then report outward: Link Conditions for Learning to adult-child interaction as seen in the DVD. Feel free to add additional adult-child kinds of interaction that promote reading and are a part of the Conditions of Learning