Supporting Children's Literacy Development Before Kindergarten

Gary and Maryann Manning, University of Alabama at Birmingham

Reprinted from Focus on Infancy, Summer 1996, Vol. 8, #4

Young children construct many notions about reading and writing long before they begin kindergarten. In fact, some children can actually read and write before they start school; others find learning to read and write relatively easy once they start school. We have found that children who become literate at an early age or who become successful readers and writers share several common characteristics: 1) they have been read to regularly, 2) they have had many opportunities to handle books, 3) they have seen parents and other adults read and write for real purposes and for enjoyment and 4) they have been encouraged to express themselves through writing. We would like to elaborate on these characteristics and offer ideas for both parents and child care workers.

Read Aloud to Children

Reading aloud to young children on a regular basis is an essential practice for parents and child care workers. Children enjoy having picture books read to them because they are charmed by the delightful characters, warm and often humorous plots and beautiful illustrations. As they enjoy the sound of written language, children learn about starting at the front of a book, turning pages, noticing print characteristics and realizing that print conveys meaning.

There is no magic formula for when or how to read aloud to children, but it is wise to show enthusiasm and involve the children in the story. You might want to read a story before or after nap time, or just before children go to bed, making sure that children can see the text as you read. You might have children predict what will happen next, discuss a part of the story or give an oral response to predictable words or phrases in the story. Children often want to hear the same book read over and over.

When our own children were small, we sang to them several times each day. If we did not know the song by heart, we looked at the song book in the same way we read a story. Music soothed our children as infants and they often fell asleep in our arms as we sang. As they grew older, they sang along with us. Without a doubt, this practice facilitated their oral language development and, later, their written language development. Therefore, on a very personal level, we highly recommend that parents and child care workers sing songs as well as read from books.

Make Books Readily Available

It is important to make books readily available to children. Although very young children do not actually read the books, they can look at the pictures. If the same book is read over and over, however, some children will be able to "read" the book because they have memorized the story. Eventually, the child becomes familiar with written language and gains confidence in reading, which are important building blocks for literacy development.

Needless to say, buying books can be expensive. Many parents and child care workers check out books from the public library and hunt for bargains at thrift shops and garage sales. Over the years, we have acquired a fairly large collection of picture books by purchasing them in this way.

You can also make inexpensive books by simply folding and stapling paper together. We sometimes ask children to draw pictures or paste pictures cut from magazines on the blank pages. We then write a sentence on each page about the children's favorite things. As they grow older, they can dictate their own sentences or, once they are capable, write their own words and sentences. We have also produced homemade books by copying favorite poems, nursery rhymes and songs.

Write in Front of Children

Seeing others write is an important condition for learning to write, or, for that matter, learning almost anything. Just as learning to drive a car can be facilitated by observing other people driving cars, so can parents and child care workers help young children learn to write by demonstrating writing. Children need to see adults writing for real purposes, such as making shopping lists, writing cards and letters, and paying bills. When you write in front of young children, think aloud so they can gain insights about what you are thinking as you write.

Parents and child care workers often label their children's pictures by writing down the words, phrases or sentences that the child uses to describe it. These demonstrations help children realize the many ways they can express their ideas on paper, and help them to eventually differentiate between drawing and writing.

When children dictate their ideas to an adult they learn how written language works. Let children share their thoughts while you write the statements on a chart or chalkboard. You can then read back the text, which helps children realize that their thoughts can be recorded and that what is written can be read aloud by someone.

Encourage Children To Write

Most preschool children's writing consists of drawing and scribbling. Eventually, however, they begin making letters or symbol-like forms. Accept children's written expressions and encourage them to continue to express themselves in that way. Celebrate each expression by focusing on what the child can do, rather than on what he or she cannot do.

Keep in mind that oral language develops when parents and other caregivers accept and encourage very young children's early speaking attempts. Adults can respond, for example, to a young child's unclear requests for a glass of water. Caregivers are not reinforcing poor speaking habits by accepting and encouraging these early attempts. On the contrary, their actions enable children to develop higher and higher levels of oral language.

Likewise, parents and child care workers should accept young children's early written expressions. Children will eventually progress to higher levels, if given written language opportunities. You probably know that spelling is a developmental process consisting of severallevels. Initially, children draw pictures and scribble as they try to represent what they are thinking. As they develop, they will often make a string of letters with no sound-symbol correspondence. This development continues until they can spell words conventionally.

Conclusion

Parents and child care workers can support children's early literacy development by using real and purposeful language. Doing so builds the solid literacy foundation that supports children's later development and enables them to become joyful readers and writers.

Another article included in this Focus Newsletter issue is:

Cultural Diversity and Early Language and Literacy Development. By Jerry Aldridge and Bobbye Booker.

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