Here’s a little back story to share about language and literacy. A spoken language is a way to communicate words orally, to exchange ones’ views, ideas, culture and history. It’s the ability to listen and speak a language. Oral languages around the world have existed for over 150,000 years. It’s estimated from recently found evidence that about 5,000 years ago the first written languages began to appear. This new system of written communication recorded daily life and other pieces of a culture. People began first using pictograms, followed by symbols which represented sounds. Much later many expansive alphabetic languages were developed throughout the world. This led to the beginning of literacy in most cultures, such that the oral and written aspects of a language were joined together. Literacy the ability to read and write had begun.

In the late 1890’s globally only 12% of the people could read. However, it has been reported by Our World in Data that there has been a significant change. The early 1900’s had close to 20% of the people around the world reading. More recently it was reported in 2022 that the literacy rate had increased around the world – reaching to about 87%. Yay, for the huge increase but literacy for all is still the goal!

Remember that age old question, ”Which came first, the chicken or the egg?”- I don’t have the answer BUT I can say the spoken word came first AND is part of a humans’ brain development. A complete system in the brain does exist for creating ones’ spoken language, it’s automatically “hard wired”! Every baby brain comes equipped with the necessary neuron pathways to learn to speak their native language. But this is NOT true for reading!

Nope! Reading must be taught. What is reading, really? It’s a very complicated learning process, the brain is managing a massive coordination between numerous areas located within it. It’s an unbelievable feat!

At first a young child needs to understand the concepts of print, know that those squiggly marks printed on a page are words that contain meaning, and learn how a book works. Furthermore, reading consists of these key components: phonemic awareness, phonics/decoding, vocabulary, comprehension, fluency and so much MORE!

There is a progression of skills taught in schools that build upon each other from grade to grade. In the beginning stages emergent and early readers are focused on learning to read. This is followed by the transitional readers who target reading to learn. This does not mean very young children are not assessed on understanding text. No, it’s just the main priority is basic beginning reading skills. A big shift in expectations does occur for the transitional reader near the beginning of third grade. They are required to comprehend longer more complex print concepts or digital text found in multiple subject areas and literary genres.

Like anything that is difficult one learns to walk before running. Language learning (speaking and listening) or “the walk” is the first challenge. It’s followed by “the run” or literacy learning (reading and writing). What comes before “the walk”? It’s the wiggle! A baby begins to absorb language in the womb. Remember that the parent is their child’s first teacher, who plays a key role in their language development and foundational literacy skills.

NOTE: Learning language is one of a baby’s first priorities. The ability to communicate and understand language is an infant’s ongoing goal. Acquiring oral language is essential before learning to read and write. However, once a child begins to attend school their literacy goals will now include all four major areas : listening, speaking, reading and writing. These may be grouped together and labeled as Language Arts.

In prior POSTS – Talking Time and Music Time – I’ve shared ways to help a baby with their language development. Reading Time is the third important aspect that contributes to a baby learning language, and it starts very early on! – Let’s start talking about read alouds.

Happy days to you,

Kylene

Resources & References

Bergen, Doris, Lee, Lena, Dicarlo, Cynthia, Burnett, Gail, (2020 ), ENHANCING BRAIN
DEVELOPMENT IN INFANTS AND YOUNG CHIDLREN, Teachers College Press

Buchholz, Katharina, Statist,(2022), This is how much the world literacy rate grew over 200 years, World Economic Forum,
https://www.weforum.org/agenda/2022/09/reading-writing-global-literacy-rate-changed

History, (2014 updated (2023)), Who Created the First Alphabet?, Publisher – A & T
Television Network, https://www.history.com/news/who-created-the-first-alphabet

Leipzig, Diane, (2001 ), What Is Reading?, Reading Rockets,
https://www.readingrockets.org/topics/about-reading/articles/what-reading

The post Reading What’s It All About? appeared first on Early Literacy Learning.

What, read to my stomach? Yes, that’s right! It’s now cradling a developing baby who’s listening to all of those sounds seeping in from the outside world. In the last three months of one’s pregnancy the baby is growing and preparing itself for its grand entrance—a Birth Day!

Language learning jumps into action about the third trimester. This is the perfect time to begin reading out loud to the unborn baby. Read alouds offer a way to present patterns of speech, create memories and form loving connections. Science Daily reported that, “A month before they are born, fetuses carried by American mothers-to-be can distinguish between someone speaking in English and Japanese. Using non-invasive sensing technology for the first time for this purpose, a group of researchers has shown this in-utero language discrimination.” The womb is definitely a happening place!

The unborn baby is a receptive listener, having a want for their mother’s voice. Yes, talking to the fetus is an important way to build language too as previously discussed in TALKING Time posts. However, reading a text is different. When one reads the print of a book written by an author the content, word phrasing and vocabulary have been created for a specific purpos. It is generally dissimilar from every day conversational talk.

There are two main kinds of books to read to the unborn baby, books written for children and adults. Both offer a range of listening language experiences.

The last three months of a pregnancy seem to go so slowly and one’s changing body bring challenges, too. Reading Time with the unborn baby can be relaxing and offer a time to just put your feet up.

Happy days to you,

Kylene

Resources & References

Mroczek-Bayci, Emily, (2019), Reading to the Womb, ALCA-Association for Library Service to Children, https://www.alsc.ala.org/Blog/2019/01/reading-to-the-womb/

Price-Donahue, Rebecca, (2017)), Born to Read: Reading to Your Baby in the Womb, Cleveland Public Library, https://cpl.org/born-to-read-reading-to-your-baby-in-the-womb/#

Science Daily, (2017)), Language development starts in the womb, University of Kansas, https://www.sciencedaily.com/releases/2017/07/170718084600.htm

Science Direct, (2018)), The role of prenatal experience in language development, Gervain, Judit, PhD, https://www.sciencedirect.com/science/article/abs/pii/S2352154617301365#:~

The post Tummy Reading appeared first on Early Literacy Learning.

Once an infant is carried through the door everyone’s life changes. The number one focus is caring for the new bundle of joy. Those first three months offer the family a rocky learning curve. The days and nights turn out to feel like the ups and downs of a roller coaster—up to feed-down to rest, up to feed-down to rest etc.

This was just a dream for the new mother a few days ago and now reality is here. The days are filled with oh-so many challenges and an all important one at the top of her list is the “quest for rest”. It’s true that rest is best in the form of sleep, a needed requirement to keep her strength up and over-all health sound. Easy to say but much harder to do, that is finding those lengthy long deep sleeps. One way to snatch a little rest is to create a Reading Time with the infant. This is a new type of R.& R.— Rest and Read Aloud.

It’s been established by the scientist through in-depth research and studies of young babies that reading to them is important. One recent study by researchers at the Marshall University Joan C. Edwards School of Medicine found that. “Daily reading improved language development in infants 12 months and younger”. Being read to is valuable and starts their language learning journey, leading the way to becoming lifelong readers.

Language development starts in the womb, continues at birth and throughout those critical first three years of a child’s life. One of the ways to kick off language learning is through regular Reading Times. It should be a relaxing time for both the baby and parent. If a new mom is in a panic to check it off their to do list—don’t do it. Just skip it until there is better time to provide that warm comforting experience for the baby. Why? Because the baby can instinctually feel the emotions of the reader.

When it feels right – begin knowing it’s “short and sweet”. One can set a goal of five minutes in length to start. As the baby grows older and their attention span increases the minutes for Reading Time will too. It may seem like a waste of time since the baby cannot understand the printed words read to them.. NO not true, these shared reading experiences are powerful!

FIRST BOOKS There is an abundance of wonderful children’s books available: libraries, stores, internet, garage sales etc. Friends and family members may be able to provide some too. Below are some examples of baby book types that are different from the regular paper filled books. These types do have advantages, but regular paper paged children’s books are recommended as well.

Examples of types of baby books: which are not regular paper paged books.

Many of these kind of books are washable or wipeable for a longer shelf life. Some contain textured items to feel or interactive pages to involve the baby with the book.

As the months pass the shared book experience will offer up more baby behaviors. These actions help to teach the reader patience! Babies have a want to turn pages—just like mom BUT faster or from back to front Or to hold the book just like dad BUT upside down. Remember they are trying out what’s been shown, just not exactly the perfect way yet. They understand words are said when holding a book BUT not the idea that those squiggly black things tell one what to say. No, worries it’s a process and a progression of skills.

Reading Time is an important way to bond with ones’ baby through the closeness of each shared experience. Enjoy these moments for time does speed by ever so fast!

Happy days to you,

Kylene

Resources & References

Cleveland Clinic, (2020), Benefits of Reading to Babies, Pediatrics,
https://health.clevelandclinic.org/the-benefits-of-reading-to-babies/

First Things First, Language and Early Literacy Development, First things First Newsletter
https://www.firstthingsfirst.org/resources/language-and-literacy/

Paul, Pamela & Russo, Maria, (2019), How to RAISE a READER, Workman, Publishing-New York, Part 1, Born to Read

ScienceDaily, (2023), Daily, consistent parental reading in the first year of life improved infants’ language scores, Marshall University Joan C. Edwards School of Medicine, https://www.sciencedaily.com/releases/2023/02/230214153903.htm#

Science and Wellness, (2017), Certain books can increase infant learning during shared reading, study shows, Marino, Gigi, University of Florida

The post Baby in the House Read Alouds? appeared first on Early Literacy Learning.

To a baby Reading Time is filled with love and words. Love felt and shown through the closeness of bodies and the flow of words spoken AND the thing called – BOOK. This object is a mystery to be solved, a baby sees their parents hold it, open it, and speak words. This challenges the baby’s brain to understand why? What’s this all about—-it seems so exciting? The baby’s curiosity has been piqued by each daily encounter with “the thing – book”. They need to examine and figure out ”the thing-book”—pages and all.

During these last months of the baby’s first year their physical capabilities have grown at a rapid pace. When the baby body can sit and move about on the floor, it’s a perfect time to have a basket or box of books available for these little investigators (with supportive help near by). This may lead to a time when they select and hold up a book to be read to them. Oh yes, the repeat stage might begin. A favorite story may be requested over and over. Best get used to this concept because once this appears – it does not disappear. Repeat readings of favorite books are a necessary part of their language development. “Parents who repeat words more often to their infants have children with better language skills a year and a half later.” said co-author Rochelle Newman, professor and chair, University of Maryland, Department of Hearing and Speech Sciences.

Reading Time is jam-packed with language. At first it might seem as though it is just the parent doing all the talking. Soon the parent will see that the baby is beginning to engage by making babbling sounds. Take this opportunity to interact using “Serve and Return”. Briefly this is when a baby will make a sound, gesture or some other attempt to engage and connect with someone. For example: The baby first serves- presents a happy sound like–ba ba ma when looking at a picture. The baby has started an interaction and the parent returns- responds by saying something like—”Yes, that’s a picture of a dog digging.” Next, the baby claps with excitement – a second serve has been made by the baby. The parent says as a return, “Yes, I think it’s funny too.” “Babies’ brains develop in response to genetic factors as well as early experiences, and in particular, “serve and return interactions” — such as what happens when a child coos and a parent responds”, said Professor Pat Levitt. He is the Simms/Mann Chair in Developmental Neurogenetics at the Institute for the Developing Mind, Children’s Hospital.

“Serve & Return” is something that can be done during Reading Time, but what is even more thrilling is that this type of exchange can be done throughout the day with other activities. The baby brain welcomes it and gets fired up with each learning experience. Check out TALKING Time Posts on this website for more specific details on “Serve & Return”.

NOTE: More information regarding usage of ebooks and screen time will be found in future sections on this website.

Books are magical and each parent is a magician preforming and inviting their child to step into the world of language and literacy.

Happy days to you,

Kylene

Resources & References

American Association for the Advancement, (2015), Science, ‘Serve and Return’ Interactions Key to Babies’ Brain Pinholster, Ginger, https://www.aaas.org/news/serve-and-return-interactions-key-babies-brain-development/

Boston Children’s Hospital, (2023), Babies and Screen Time: New Research, Fliesler, Nancy, Health and Parenting Research, https://answers.childrenshospital.org/screen-time-infants/

HeadStart, (2022), Read It Again! Benefits of Reading to Young Children, U.S. Department of Health and Human Services, https://eclkc.ohs.acf.hhs.gov/publication/read-it-again-benefits-reading-young-children

Raising Children Network, (2023), Reading with babies from birth, https://raisingchildren.net.au/babies/play-learning/literacy-reading-stories/reading-from-birth#

Science Daily, (2015), Benefits of word repetition to infants, https://www.sciencedaily.com/releases/2015/09/150921103539.htm

Takahashi, Ippei MMS, Obara,Taku PhD, Ishikuro, Mami PhD, (2023), Screen Time at Age 1 Year and Communication and Problem-Solving Developmental Delay at 2 and 4 Years, JAMA Pediatrics, https://jamanetwork.com/journals/jamapediatrics/fullarticle/2808593

UNICEF, Babies need humans, not screens, Find out why, and how, too much screen time can harm your child., Nelson, Carlota, https://www.unicef.org/parenting/child-development/babies-screen-time

The post “The Thing-Book” Up Close & Personal appeared first on Early Literacy Learning.

Oral language is major part of the early book experience for the baby. Speaking the printed words aloud teaches new vocabulary and helps them to learn story parts and MORE. However, one can take a brief pause from “the thing-book” by providing other language experiences by using: storytelling or reporting out, photo collections, family outings and environmental print. These activities will boost a baby’s language development.

Storytelling

Storytelling uses words and actions to engage the listener’s imagination The baby loves to hear your voice, take advantage of this by becoming a storyteller. There are a few decisions one must make before starting. Will it be an: original story or a retelling of a popular story AND should it be presented with or without props. One can invent a short story that includes familiar characters ( Winnie the Pooh etc.) or create an original story with a complete set of new characters. A simple story has a beginning, middle and end, usually includes within it — a problem and a solution. Retelling a favorite children’s story (Three Little Pigs) can be enjoyable, too. None of these stories need to be long, think of them as being told in a condensed version. Remember the listener will remind the storyteller when time is nearly up. Watch for those signals and wind it up quickly with a smile.

Reporting Out

This is in a more informative method — Just the Facts! Telling it like it is and providing information about a person/animal, place or thing.

These first two language activities can be aided by props to represent the characters or the main topic in the story/report. Puppets, stuffed animals, photos or other items can help the baby visually enjoy the presentation. It’s interesting to know that scientists at Royal Holloway, University of London found that “babies begin to learn about the connection between pictures and real objects by the time they are nine- months old”.

Storytelling — Sample

Charlie the brown dog with floppy ears lives in the country. One day he decides to go to the store. On the way he meets his friend Fred., the bear. “Hi, Fred. I’m going for a walk. Do you want to join me?” asked Charlie. “That sounds like fun. Let’s go.” replied Fred. Off they go down the road together, talking as they go. Suddenly, they find themselves unsure of where the road is going and are very hungry, too. Charlie shared, “ I’m not sure where we are? Fred answered, “I think if we just keep walking there’s some stores up ahead.” Finally, a big sign appears on the side of road that says, “Sandwich Shop”. They soon see the shop and buy some delicious sandwiches. Off they go to have a picnic. Oh, what a happy day!

(Hold up stuffed animals—dog and bear throughout story.) During this activity, the storyteller could hold the stuffed animals and move each animal as if they were talking back and forth to each other.

Puppets are another favorite way to present an engaging story. Before telling the story introduce the characters to the listener. This will help them to accept the props used during storytelling.

Reporting Out — Sample

This is Charlie the orange cat. He likes to sleep on the soft couch. He says, meow when he wakes up. “Meow, Meow”, says Charlie. It’s time to feed me. Charlie the cat loves his food. Back to sleep he will go with a full tummy. (Hold up photos of orange cat sleeping and eating.)

A photo always helps a baby to understand what is being reported out. This style of reporting out is usually factual information. Oh, if a cat is part of your family, one can just share his movements or in some cases non-movements.

These other three language activities help the baby learn about themself, their family and surroundings. They are foundational building blocks for language development.

Photo Collections

A photo collection may capture precious moments in a baby’s life or contain photos of things that interest the baby—family members, pets, etc. These photos can be saved in a memory book and/or stored in computers/mobile devices to be shown to the baby. One can share information about the photos by describing what’s happening: when, where, etc. For example: retell what was seen and done on a family stroll in the park using key photos. These photos can be kept individually or put together in a book. In the beginning one does not need to label the photos, later short sentences may be added under the photos. This is an engaging activity that will bring language alive for the baby. These continual exchanges build vocabulary and strengthen the meaning maker– the brain.

Family Outings

Language learning experiences occur when taking a baby outside the home. It’s a perfect time to provide detailed information, for example, talking about food at the grocery store or clothes at a favorite clothing shop.

Mom – “Look at this pear. It’s smooth on the outside. I think I’ll put 5 pears in the cart to take home — 1 2 3 4 5.”

Baby – “Oooh!”

Dad – “Sarah gets a new dress today. This dress is green.”

Baby – “Ba ba ba.”

Environmental Print

Environmental print is all around us. It contributes to a child’s print awareness, and leads to an understanding that letters, words have meaning. A baby sees signs when riding in a car going here and there. They may not know how to say the word verbally, but they are beginning to associate the visual image with an idea. The big arch with letter M means food. The funny red sign means the car will STOP. As a parent take this opportunity to say something that connects their life to the words on the sign. One might say, “Look, do you see the big yellow M? We’re going to park the car and get some Yummy-hamburgers at McDonalds today.”

Environmental print can be found on signs and logos everywhere It’s not necessary to say ALL the names of every sign one sees. Select ones that are meaningful and are associated with the baby’s life.

Environmental print is inside everyone’s home, too. The kitchen offers a wide variety. Yes, it is true a baby may not be eating some of the same foods as an adult yet. However, they do see the containers and begin to recognize how the items are labeled and used. One might hold the milk up and say, “I’m going to put some milk on my cereal today. I love milk.”

NOTE: The topic of environmental print will be discussed in more detail in the section about young children from the ages of one to three.

Reading Time is an on-going activity and arises throughout the day. It’s not just found in “the thing – book”. Enjoy the fun as your baby experiences language and print everywhere.

Happy days to you,

Kylene

Resources & References

Neumann, Michelle, Hood, Michelle, Ford, Ruth, Neumann, David, (2012), The role of environmental print in emergent literacy, Journal of Early Childhood Literacy,
https://journals.sagepub.com/doi/10.1177/1468798411417080

Raising Children Network – Australia, Telling Stories with Children,
https://youtu.be/3LlDtWGw0r0?si=LHcrG7SFY3rcPNME

Science News, (2014), Babies recognize real-life objects from pictures as early as nine months, psychologists discover, Science Daily, University of Royal Holloway London,
https://www.sciencedaily.com/releases/2014/04/140429205733.htm#:

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