There are so many mixed messages about literacy development in the early years. As early childhood professionals, it can be challenging to weed out false information from research-based information.
Despite what you've been told, as early childhood professionals, we don't need to teach our students to read. In our early childhood classrooms, we need to support both language and literacy- two skills that are different but closely related.
Language is our ability to use and understand the spoken word (or signs). This includes the skills of receptive language (hearing what others say) and expressive language (speaking/or signing). On the other hand, literacy is our ability to use and understand the written word as a form of communication.
Emergent literacy can be defined as behaviors shown by very young children as they begin to respond to reading and writing, along with practicing skills that resemble reading and writing. Because literacy and language are so closely related, speaking and listening are also included in the realm of emergent literacy.
When an infant holds, tastes (!), and turns the pages in a book, they are exploring emergent literacy. When a toddler sits in the lap of a trusted adult as they are being read to, they are exploring emergent literacy. When a preschooler repeats phrases from a book or mess about with rhyming, they are exploring emergent literacy.
As a child reaches their first birthday, they understand the meaning of around fifty words. When a child is exposed to rich language and engaging literacy experiences, they will know about 1800 words by the time they are 18 months old.
Language-rich environments are those where adults- speak with children using serve-and-return interactions, where adults are present and engaged while supporting the child, and where young children have the freedom to explore their environment and have extended time for imaginative play (not time with technology).
More Ideas for Supporting Emergent Literacy
Support children as they learn their native language. This connection to the child's family builds your relationship with the child. Children only learn when they feel safe and secure. Learning more than one language at a time does not harm a child or limit their ability to learn English.
If you are an infant teacher, you want to use what is called "parentese"- using slower speech where you exaggerate vowel sounds (ex., mama).
Direct a toddler's interest to the sounds in the world around them- I hear a bird singing. Bird and Ben start with the same letter!
When a child points to something they want, you can say, "Oh, do you want milk?".
Point out words on signs during neighborhood walks.
Create fun songs to go along with tasks that aren't always interesting.
Cook together! Following a recipe and discussing the ingredients and how the finished product looks and tastes are great ways to bond and support emergent literacy.
Have writing materials in each area of your learning environment. I love mini clipboards and golf pencils.
Place a basket of books in each area of your learning environment, such as cookbooks and family books in dramatic play, engineering books in building, books about famous artists and color books in art, nature books in science, number books in the math area etc.
Read fun, engaging books that have lots of rich vocabulary.
