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- Children need to hear language in order to progress in literacy development.
- Infants and toddlers learn from having a variety of books presented to them.
- Young children enjoy books that are rhythmic, repetitious and predictable.
- Young children "read and retell" the story in their own words if the interest level is high.
- Young children learn through interacting with various types of literature.
- Young children learn from the "give and take" with parents and others through responses.
- Young children respond both verbally and non-verbally through gestures and movement of body and objects.
Want to learn more about this important topic? Here are some great resources on Encouraging Literacy Development in Infants and Toddlers for parents and early childhood teachers!
Web Resources
- Helping Your Child Become a Reader
With activities for children from infancy through age 6, this booklet gives you information about how you can build your child's skills.
http://www.ed.gov/parents/academic/help/reader/index.html - Early Language and Literacy
Developing literacy skills begins at birth
http://www.zerotothree.org/site/PageServer?pagename=key_language - Checkpoints for Progress In Reading & Writing
for Families and Communities: Children from Birth to Thirty-Six
Months
From birth to thirty-six months, most children listen, speak, use the muscles they will need for writing, and get ready for reading.
http://www.ed.gov/pubs/CheckFamilies/birth-36.html - Born to Read: How to Raise a Reader
Here is a list of some of the best books for young children with easy-to-do tips developed by a division of the American Library Association.
http://www.ala.org/ala/alsc/alscresources/borntoread/bornread.cfm - Parent-Infant Attachment: The Cradle of Literacy
The earliest relationship, then, the attachment between parent and child, is in reality the "cradle" from which the child's eventual communication skills and style will develop.
http://www.babytalk.org/materials/topics/essay-attachment.htm. - Creating a Home Literacy Environment
The following information provides you, as your child's first teacher, information about creating a home environment where your child can be immersed in reading and writing everyday. We will give you ideas about how to select books, where to place books and writing materials in your home, and how to provide for family reading times.
http://www.lili.org/read/readtome/homeliteracy.htmEditor's Note: this url is no longer active. - Promoting Literacy in Your Child Care Program
Child care providers who spend a lot of time with children, can foster the development of literacy in children.
http://www.nncc.org/Literacy/dc31_promote.lit.html - Helping children learn about reading
Here are some tips for families who want to help their children make connections between meaning and words.
http://www.naeyc.org/resources/eyly/1997/12.htm - Illinois Early Intervention Clearinghouse
The Early Childhood Intervention Clearinghouse provides library and information services. (Library loans are limited to Illinois residents.) The Clearinghouse contains information on health, educational and developmental concerns of infancy and early childhood. Professionals, policymakers, students and parents can use the services of this statewide project.
Phone (800) 852-4302
E-mail clearinghouse@eosinc.com
http://www.isbe.state.il.us/spec-ed/earlychild.htm
Editor's note: This url has changed: http://www.isbe.net/spec-ed/html/sped_early_child.htm.
Other Resources
- Holdaway, Don. (1980). Literacy and Early Childhood. Gosford, Austrailia: Ashton Scholastic.
- Schickedance, Judith. (1999). Much More than ABCs. Washington, DC: National Association for the Education of Young Children.
- Cullinan, Bernice. (1993). Let's Read About. Danbury, CT: Scholastic Inc.
- McGovern, Edythe M., & Muller, Helen D. (1994). They're Never Too Young for Books. Amherst, NY: Prometheus Books.
- Sobut, Mary, & Bogen, Bonnie. (1993). Whole Language Literature Activities for Young Children. Minneapolis, MN: The Center for Applied Research in Education.
ERIC Database: Selected Records
To search the ERIC database for resources on this topic, use this search strategy: descriptors “literacy” or “emergent literacy.” Combine with descriptors “early childhood education” or “preschool education” or “toddlers”.
How to Obtain ERIC Documents and Journal Articles:
References identified with an ED (ERIC document)or EJ (ERIC journal) are cited in the ERIC database. ERIC Documents (citations identified by an ED number) may be available in full text from ERIC at no cost at the ERIC Web site: http://www.eric.ed.gov. Journal articles are available from the original journal, interlibrary loan services, or article reproduction clearinghouses.
If you would like to conduct your own free ERIC database searches via the Internet, go directly to http://www.eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=advanced
ERIC Document No.: ED438069
Babies Need Books: Sharing the Joy of Books with
Children from Birth to Six Revised Edition.
Author(s) Butler, Dorothy
Publication Date: 1998
Availability: Heinemann, 88 Post Road West, P.O. Box 5007, Westport,
CT 06881-5007.
Abstract: Asserting that books should be a vital part of children's
lives from the earliest months, this publication provides guidelines
to help parents, teachers, librarians, and others to select appropriate
books for young children. The book concludes by noting that children's
books can be bridges between children and parents and between children
and the world. Chapters 2, 3, 4, 5, and 7 are followed by book lists
with reviews of additional recommended books.
ERIC Document No.: ED305602
Emerging Literacy: Young Children Learn To Read
and Write
Author(s): Strickland, Dorothy S., Ed.; Morrow, Lesley Mandel, Ed.
Publication Date: 1989
Abstract: Designed to be scholarly in content and grounded in research
and at the same time be practical and usable for day care workers,
classroom teachers, and curriculum specialists, this book discusses
various aspects of the view that children's literacy development
is a continuous process beginning in infancy with exposure to oral
language, written language, books, and stories in the home. Articles
in the book focus on theory and practice for children aged two through
eight in classrooms ranging from day care facilities and other prekindergarten
settings through second grade. An appendix contains a statement
of concerns about present practices in prefirst grade reading instruction
and recommendations for improvement.
ERIC Descriptor No.: ED369048
Literacy Development in the Early Years: Helping
Children Read and Write. Second Edition
Author: Morrow, Lesley Mandel
Publication Date: 1993
Abstract: Intended for teachers, reading specialists, administrators,
students in teacher education programs, and parents, this book contains
descriptions of strategies for fostering emergent literacy and steps
for carrying them out. A 25-page bibliography of children's literature
arranged into 23 categories, additional literature resources, resources
for teachers, resources for parents, a list of quality television
programs associated with children's books, and a bibliography of
approximately 300 items are attached.
ERIC Journal No.: EJ482069
Play Centers That Encourage Literacy Development
Author(s) Campbell, Elizabeth Noble; Foster, Janet E.
Source: Day Care & Early Education, v21 n2 p22-26 Win 1993
Publication Date: 1993
Abstract: Reviews research on the use of sociodramatic play in developing
preschool literacy skills, outlines the development of play centers
which can be used to facilitate literacy development, and offers
practical suggestions for acquiring the materials needed for the
construction of such centers in preschool classrooms and facilities.
ERIC Journal No.: EJ476471
Learning Vocabulary in Preschool: Social and
Discourse Contexts Affecting Vocabulary Growth
Author(s) Dickinson, David K.; And Others
Source: New Directions for Child Development, n61 p67-78 Fall 1993
Publication Date: 1993
Abstract: After discussing social factors that have an impact on
young children's vocabulary acquisition, reports on a longitudinal
study that examined the lexical richness of 65 preschool classrooms.
Found that teachers who worked in classrooms serving low-income
children enhanced their students' vocabularies by actively engaging
them in discussions that introduced new or rarely used words.
ERIC Journal No.: EJ467541
Sociodramatic Play; A Stage for Practicing Literacy
Author(s) Perlmutter, Jane C.; Laminack, Lester L.
Source: Dimensions of Early Childhood, v21 n4 p13-16,31 Sum 1993
Publication Date: 1993
Abstract: Suggests ways for teachers to support children's literacy
development in the classroom's dramatic play center by providing
literacy-related props, such as pencils and pads of paper, that
people use in real situations.
ERIC Journal No.: EJ467540
All Life's a Stage; Children Dictate and Reenact
Personal Experiences
Author(s) Warash, Bobbie Gibson; Workman, Melissa
Source: Dimensions of Early Childhood, v21 n4 p9-12 Sum 1993
Publication Date: 1993
Abstract: Considers the use of sociodramatic play to help preschool
children with their literacy development. Describes and assesses
the Scrapbook Project at a university laboratory preschool. In this
project, children dictate stories to their teacher, choose props
to illustrate their stories, and act out their stories.
ERIC Journal No.: EJ425431
Portfolio Assessment for Young Readers (Assessment)
Author(s) Paris, Scott G.
Source: Reading Teacher, v44 n9 p680-82 May 1991
Publication Date: 1991
Abstract: Highlights some of the promising avenues to pursue as
teachers strive to create alternative literacy assessments. Argues
that portfolios of literacy development offer exciting opportunities
for teachers to create assessments that engage students in authentic
activities and provide genuine guidance for instruction.
ERIC Journal No.: EJ424279
Parents and Reading and Writing: Recent ERIC
Citations on Reading
Author(s) Greene, Beth G.
Source: Reading Research and Instruction, v30 n2 p77-80 Win 1991
Publication Date: 1991
Abstract: Presents an annotated bibliography of 12 citations of
recent reports and conference papers from the ERIC database concerning
the many roles parents play in the acquisition and development of
language and literacy of their children.
ERIC Journal No.: EJ421146
The Second Best Reading Advice for Parents (Working
with Parents)
Author(s) Rasinski, Timothy V.; Fredericks, Anthony D.
Source: Reading Teacher, v44 n6 p438-39 Feb 1991
Publication Date: 1991
Abstract: Presents ways parents can help set an environment at home
that promotes literacy growth.
ERIC Journal No.: EJ419767
Celebrate Poetry through Creative Drama
Author(s) Danielson, Kathy Everts; Dauer, Susan Crites
Source: Reading Horizons, v31 n2 p138-48 Dec 1990
Publication Date: 1990
Abstract: Describes how poetry can be used with the different types
of creative drama, including finger plays, pantomime and movement,
Readers Theater, sensory awareness, storytelling, choral reading,
action poems, role playing, and characterization.
ERIC Journal No.: EJ418099
Involving Parents in the Assessment Process (Working
with Parents)
Author(s) Fredericks, Anthony D.; Rasinski, Timothy V.
Source: Reading Teacher, v44 n4 p346-49 Dec 1990
Publication Date: 1990
Abstract: Provides three interdependent principles which invite
parents to take an active role in assessing their child's individual
literacy growth. Shares six ideas for teachers who want parents
to become active partners in the assessment process.
ERIC Journal No.: EJ414726
There's More than Black and White in Literacy's
Palette: Children's Use of Color
Author(s) Hubbard, Ruth
Source: Language Arts, v67 n5 p492-500 Sep 1990
Publication Date: 1990
Abstract: Explores how visual (pictorial) and verbal (linguistic)
systems work together and influence each other as young children
create symbol systems. Finds that, for young children, color plays
a key role in communicating messages. Shows how art and writing
(especially color and light) influence each other in children's
literacy development.
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