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Strands of early literacy development
Strands of early literacy development
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Chapter 2: Reading to Babies
We start off by discussing how you can start reading to your babies. Now you might think that this is a slightly amibitious, or perhaps very crazy idea but we think that starting to read to your babies is a good way to develop their five senses and spur on their cognitive development.
When to Start Reading to Your Baby?
By baby we mean when your child is older than six months and can sit up and hold objects. Most importantly when a child is old enough to start sitting up in your lap. At this stage you can start introducing your baby to books, but not the hard cover and fine print ones we use. Books which are made of cloth, soft, shiny and bright materials which instantly capture their attention.
Why You Should
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When you first start reading to your baby its a good idea to get books which are light, made of cloth and vinyl. Then you won’t have to worry about the weight of the book or about what will happen when they get dirty.
Once your baby is a little bit more older and use to books you can buy simple board books which contain bright or sparkly pictures which capture their attention. Initially its important that books you buy only have one or two items on them so that your baby can concentrate on them. As your baby heads towards its first birthday try and get books which have pictures of animals, babies and other familiar object.
Once your baby is old enough to follow what you are reading it would be a good idea to read them simpmle stories about fimilar day to day routines i.e. Getting up and ready, going to school, having dinner, a bath and a bed time routine. Reading these simple stories repeatedly to them will ensure that they are familiar with them and can take part in them.
Once your baby is old enough to talk then it is worth reading them books which repeat certain words, phrases and rhymes. This process will help them repeat what your are saying and doing. Furthermore, this will help them develop their ability to speak and
The most popular method for educators at the centre to build on children’s comments and conversations is by talking with them, particularly by talking through processes or experiences as they are happening. With infants this process of talking through experiences and processes seems more like narration. Spending time in the infant room feels solidary as I talk to myself for most of the day, however it is important to remind myself that the child is learning through my one-sided conversations. Baby’s language develops socially, they listen to those speaking around them and then begin to internalise the words that are high frequency (Clarke, 2004). As they develop their vocabulary grows as they build their repertoire through socialisation. Research
… Being read to has been identified as a source of children’s early literacy development, including knowledge of the alphabet, print, and characteristics of written language. By the age of two, children who are read to regularly display greater language comprehension, larger vocabularies and higher cognitive skills than their
Early childhood education, although constantly evolving, was actually established and practiced as early on as the times of Ancient Greece and Rome. The foundation that early childhood education is based upon is to instill in children the skills needed to succeed later on in life, while making sure young children enjoy their time in schooling. Throughout chapter 3 in the textbook Who Am I in the Lives of Children, the reader is capable of evaluating just how greatly the methods for teaching today’s youth have evolved and changed for the better.
Support from parents has proven to be of extreme importance in the literacy success of a child. This often begins with the simple ritual of “bedtime stories” in the home. Studies show that children who are read to as infants perform better in literacy later in life. From a young age, children begin to understand the workings of the written word if they are exposed to it frequently. Babies who are nowhere near having the mental capacity to read and comprehend a book are still able to “follow along” when their parents or caregivers read to them. These children understand that each segment of writing represents a word and they are even able to recognize when a text is upside-down because they are accustomed to the appearance of writing. This puts the child significantly ahead when the time comes to learn to read.
Baby books are simply designed, brightly illustrated, and have durable pictures that are intended for children from the ages of birth to two. Goodnight Moon by: Margaret Wise Brown and illustrated by Clement Hurd is a great example of this. This book fits under the baby books category because it emphasizes routines that are familiar with an infant or toddler in their daily lives. For example, this book talks about how the little boy says goodnight to everything before he goes to sleep. Children at this age have routines that they do before they go to bed so they can relate to the book. An activity that I would do after reading this book to my class would be a Goodnight Moon sorting activity. I would take two buckets and a handful of toys and on one bucket I would write the words “In the story” and on the other I would write the words “Not in the story” and have
From the moment an infant is born, it is bombarded with sounds that the brain attempts to categorize. Within the first year of life alone, infants already show preferences for phonologically legal structures in their native language when compared to illegal consonant structures (Friederici et al., 1993). While a personal lexicon is not developed until later in childhood, the early stages, primarily the recognition of word segmentation, begins within the first year of life. The topic of what the important factors are in babies perceiving speech and building a preference to their own language, however, is shrouded in mystery. For instance, Friedrici et al.’s study on phonotactic knowledge of word boundaries gave results that indicate the combination of simple context cues as well as the use of infant directed speech (IDS) allows babies to recognize phonotactically legal structures by nine months. However, McMurray et al.’s results directly contrast those findings by arguing that IDS simply causes a slower rate of speech but does not highlight contrasts between segmented sounds, nor does it enhance phonetic cues. Infant directed speech is a “speech register characterized by simpler sentences, a slower rate, and more variable prosody” (McMurray et al., 2012). While there is controversy regarding the beneficial factors of infant directed speech, most studies indicate that this register is extremely beneficial for infant speech perception in the first year of life.
Create a board with images that help him understand what is coming. Draw pictures of each task, getting him involved to create pictures for his favorite tasks. Attach the pictures to a display board in the order that the events will happen. For example, if your board shows dinner, cleanup and play time followed by the bedtime routine, he'll know when it comes time for play that bedtime is not far away. That makes the transition easier when you tell him that it is time to get ready for bed.
When infants are acquiring their first language, adults speak to them differently than they would speak to other adults. This kind of speech is formally named “Infant-Directed speech”, but is also referred to as “baby talk” and “motherese”. Infant-Directed (ID) speech has several properties that distinguish it from Adult-Directed (AD) speech. There is a debate over whether or not ID speech helps infants acquire language or is a hindrance in their language acquisition process Several experiments have been performed to test the effect of ID speech on infants’ language learning. These experiments all used different properties of ID speech. Overall, the experiments have proved that ID speech helps infants acquire language better than AD speech for different reasons. Further studies can be performed on ID speech to learn more about its effects on second language acquisition and on different ages.
For toddlers it is a learning process and the first thing they learn about print is through their sight (Cowling, 2012). As an educator we can initiate children in early literacy experiences through conversations and play. Early literacy experiences can include a range and diverse activities such play as an alphabetic sensory table that will make connections to letter recognition, writing and reading and many other pathways of literacy. By putting together a sensory table the children have fun and it involves hands on way for them to become exposed to letters. This resources involves foam shaped letters, a sensory table and some containers and scoops, the short coming of this design and application is the fact that as an educator I do not expect toddlers to know the alphabet, however by exposing them to letters early on through play, I can show them that theses letters having meaning and as they get older, not only can they recognise the letters in their names, but also names of their peers and family
At the age of six weeks you can try reinforcing your baby's biological rhythm by practicing a bedtime routine regularly. For example, you can give her a warm bath, read a book and feed her about the same time at night. In the morning, get her up about the same time daily and put her down for naps at daytime at about the same time of the day.
I want to share the experience that I got from reading to the little kids in Washington school. This had been my first time doing community service so I was a little nervous, I didn't think that the kids where going to like me. But when I go to the school and saw the lovable little kids I felt much better. When we got into little groups and started reading they started hugging me and reading along. They made me feel good and I was ready to come back next Thursday. This was the greatest experience that I had ever had, I felt like a teacher and it fells great to have those little kids liking you.
“Report: Reading to young children benefits brain development.” PBS, Public Broadcasting Service, www.pbs.org/newshour/bb/infant-reading-aloud-young-children-benefits-brain-development/. 4 Oct. 2017.
What Kids Really Learn in Preschool. Parenting. (Fall 99):Vol. 13 Issue 7, p 74. October
Merchant, G. & Thomas, H. (2012). Picture Books for the Literacy Hour: Activities for Primary
One positive element of reading is that it gives children the opportunity to develop their thoughts on books, which strengthens their cognitive development and encourages deeper thoughts.