Literacy in the Lives of Infants and Toddlers

Literacy in the Lives of Infants Literacy in the Lives of Infants and Toddlersand Toddlers

Dallas Can – ECDCDallas Can – ECDC

Samuel Horn, M.Ed. Samuel Horn, M.Ed.

Program ManagerProgram Manager

[email protected]

469-583-7335469-583-7335

mailto:[email protected]

In This Session We Will:In This Session We Will:

Define literacy for infants and toddlersDefine literacy for infants and toddlers Discuss developmentally appropriate literacy Discuss developmentally appropriate literacy

strategies for caregivers and familiesstrategies for caregivers and families Discuss criteria for choosing books for Discuss criteria for choosing books for

infants and toddlersinfants and toddlers Role play talking and reading with infants Role play talking and reading with infants

and toddlersand toddlers Receive a reference list of books for infants Receive a reference list of books for infants

and toddlersand toddlers

Defining Curriculum for Infants and Defining Curriculum for Infants and ToddlersToddlers

Curriculum for infants and toddlers is what Curriculum for infants and toddlers is what you do every dayyou do every day

It includes all routines and activitiesIt includes all routines and activities It should be flexible and follow the child’s It should be flexible and follow the child’s

leadlead It is more individualized than preschool It is more individualized than preschool

curriculumcurriculum

““But how can you teach literacy if But how can you teach literacy if they can’t even talk?”they can’t even talk?”

By understanding what roles By understanding what roles literacy plays in the daily lives of literacy plays in the daily lives of

infants and toddlersinfants and toddlers

How Does Literacy Fit In?How Does Literacy Fit In?

Receptive Language – Talk to ThemReceptive Language – Talk to Them– Brain research shows that the first three years Brain research shows that the first three years

are a window of opportunity for language are a window of opportunity for language developmentdevelopment

– By talking with infants and toddlers during daily By talking with infants and toddlers during daily routines and activities, caregivers expose them routines and activities, caregivers expose them to new vocabulary and help “wire” their brain for to new vocabulary and help “wire” their brain for languagelanguage


Expressive Language – Hear and RespondExpressive Language – Hear and Respond– The first time a newborn cries and has his/her The first time a newborn cries and has his/her

needs met by a caregiver, the baby starts to needs met by a caregiver, the baby starts to learn that language is used to communicate learn that language is used to communicate with otherswith others

– When a caregiver recognizes the very young When a caregiver recognizes the very young child’s attempts to communicate verbally and child’s attempts to communicate verbally and responds, the child is more likely to continue the responds, the child is more likely to continue the attempts, which increases expressive language attempts, which increases expressive language developmentdevelopment


Book Handling – From Mouthing to Page Book Handling – From Mouthing to Page TurningTurning– Infants use all of their senses to explore books Infants use all of their senses to explore books

and make sense of what they can do with themand make sense of what they can do with them– Caregivers model book handling by reading out Caregivers model book handling by reading out

loud to infants and toddlers and letting them loud to infants and toddlers and letting them help to turn pageshelp to turn pages

– Older infants and toddlers will start to handle Older infants and toddlers will start to handle books in more conventional ways by turning books in more conventional ways by turning pages back and forth as they look at picturespages back and forth as they look at pictures


Reading Books – A New LanguageReading Books – A New Language– When caregivers read stories or say nursery When caregivers read stories or say nursery

rhymes, infants begin to hear a difference rhymes, infants begin to hear a difference between conversational speech and “book between conversational speech and “book speech”speech”

– When older infants and toddlers turn the pages When older infants and toddlers turn the pages of a book and babble/label pictures/tell a story, of a book and babble/label pictures/tell a story, they are beginning to understand the function of they are beginning to understand the function of booksbooks


Fine Motor Skills – Practice Using the Fine Motor Skills – Practice Using the HandsHands– Infants and toddlers need opportunities Infants and toddlers need opportunities

throughout the day to explore with their handsthroughout the day to explore with their hands– Caregivers who provide lots of hands-on Caregivers who provide lots of hands-on

exploration allow infants and toddlers to learn exploration allow infants and toddlers to learn through their senses and develop the fine motor through their senses and develop the fine motor skills that will eventually be used in writingskills that will eventually be used in writing


Daily Routines – Language-Rich EnvironmentDaily Routines – Language-Rich Environment– Caregivers who describe what they are doing during Caregivers who describe what they are doing during

routines help infants and toddlers know what to expect routines help infants and toddlers know what to expect and expose them to language throughout the dayand expose them to language throughout the day

– Use of transition songs or rhymes during routines helps Use of transition songs or rhymes during routines helps infants and toddlers discriminate “book talk” from infants and toddlers discriminate “book talk” from conversation, and is a precursor to being able to listen conversation, and is a precursor to being able to listen to books read aloudto books read aloud

– Caregivers who make favorite books available during Caregivers who make favorite books available during diaper changes, naps, and other routines begin to instill diaper changes, naps, and other routines begin to instill the idea that reading is a source of enjoyment and the idea that reading is a source of enjoyment and should be a daily occurrenceshould be a daily occurrence

““To choose books for a baby or toddler, we need To choose books for a baby or toddler, we need to know about what the child can do” .to know about what the child can do” .

--Judith A. Schickedanz, Judith A. Schickedanz, Much More Than the ABCsMuch More Than the ABCs

Birth to 3 MonthsBirth to 3 Months Need head support when sitting Need head support when sitting

on lapon lap Spend lots of time looking aroundSpend lots of time looking around Vision is fuzzyVision is fuzzy See best at 7-8 inches away from See best at 7-8 inches away from

faceface Notice patterns with large detailsNotice patterns with large details Prefer patterns with sharp Prefer patterns with sharp

contrast in colorscontrast in colors Grasping is a reflex, not voluntaryGrasping is a reflex, not voluntary Respond to child-directed speechRespond to child-directed speech First language is crying; cooing is First language is crying; cooing is

added by 3 monthsadded by 3 months

Literacy StrategiesLiteracy Strategies

Basic needs take up most of the newborn’s daily Basic needs take up most of the newborn’s daily scheduleschedule

It is difficult to hold a book and support the infant’s It is difficult to hold a book and support the infant’s head at the same timehead at the same time

Books can be displayed along the crib and on the Books can be displayed along the crib and on the floor where infants are active; but do not floor where infants are active; but do not overstimulate by surrounding the baby with booksoverstimulate by surrounding the baby with books

Caregivers can introduce “book speech” by Caregivers can introduce “book speech” by reciting nursery rhymes and chants from memoryreciting nursery rhymes and chants from memory

Choosing Books for Infants & Choosing Books for Infants & ToddlersToddlers

Birth to 3 MonthsBirth to 3 Months– Must be interesting visuallyMust be interesting visually– Large, simple pictures with a contrasting Large, simple pictures with a contrasting

background (ex. Black and white patterning)background (ex. Black and white patterning)– Books should stand up independently Books should stand up independently

(cardboard)(cardboard)– Fold-out pages can be stretched out to make Fold-out pages can be stretched out to make

one long panel one long panel

4 to 6 Months4 to 6 Months

Able to reach and grasp, but Able to reach and grasp, but thumb is not yet opposablethumb is not yet opposable

Will mouth everythingWill mouth everything Like to bang and wave Like to bang and wave

objects; very focused on objects; very focused on using their handsusing their hands

Usually start to sit up by 6 Usually start to sit up by 6 monthsmonths

Add consonants to cooingAdd consonants to cooing Make “raspberry” soundsMake “raspberry” sounds Can have “conversations” Can have “conversations”

with caregivers by taking with caregivers by taking turns making sounds turns making sounds


Caregivers can now easily hold the baby and the Caregivers can now easily hold the baby and the bookbook

Infants will explore the book with mouth and hands Infants will explore the book with mouth and hands more often than visuallymore often than visually

Caregivers can provide a toy for the infant’s mouth Caregivers can provide a toy for the infant’s mouth and hands to increase the time spent looking at and hands to increase the time spent looking at the bookthe book

Caregivers can add actions to the familiar nursery Caregivers can add actions to the familiar nursery rhymes and chants to make the process an rhymes and chants to make the process an interactive game (ex. “This Little Piggy”)interactive game (ex. “This Little Piggy”)


4 to 6 Months4 to 6 Months– Cloth and vinyl books are most appropriate for Cloth and vinyl books are most appropriate for

this age because they are easy to grasp, can be this age because they are easy to grasp, can be mouthed, and are washablemouthed, and are washable

– Infants still enjoy simple pictures with Infants still enjoy simple pictures with contrasting backgroundscontrasting backgrounds

– Cloth books may fade during washing, so pick Cloth books may fade during washing, so pick especially bright illustrationsespecially bright illustrations


Now able to use both Now able to use both hands to manipulate hands to manipulate an objectan object

Can turn pages of Can turn pages of certain types of bookscertain types of books

Very interested in what Very interested in what objects will do, leading objects will do, leading to crushing, ripping, to crushing, ripping, etc.etc.


Caregivers can now share a book with infants for longer Caregivers can now share a book with infants for longer time periodstime periods

Book reading is primarily labeling the picturesBook reading is primarily labeling the pictures Babies now enjoy books with rhythmic language; books Babies now enjoy books with rhythmic language; books

with a story and plot are not interesting yetwith a story and plot are not interesting yet Infants may want to hold and explore the book during the Infants may want to hold and explore the book during the

readingreading Caregivers should let the baby manipulate the book and Caregivers should let the baby manipulate the book and

continue to talk about the pictures, instead of trying to keep continue to talk about the pictures, instead of trying to keep the book out of the baby’s handsthe book out of the baby’s hands

Caregivers should not try to force the infant to let them Caregivers should not try to force the infant to let them finish the book; focus on the process of explorationfinish the book; focus on the process of exploration


7 to 9 Months7 to 9 Months– Choose cardboard books more often than cloth Choose cardboard books more often than cloth

or vinyl; cardboard pages are easier for the or vinyl; cardboard pages are easier for the infant to turn independentlyinfant to turn independently

– Books with paper pages will most likely be torn, Books with paper pages will most likely be torn, crumpled, and mouthed and should not be used crumpled, and mouthed and should not be used independently; caregivers can read them aloud independently; caregivers can read them aloud and store in a safe placeand store in a safe place

– Little Chunky books are designed for easy Little Chunky books are designed for easy page-turningpage-turning


Fine motor skills become more Fine motor skills become more developeddeveloped

By 12 months can probably put By 12 months can probably put large pegs in holes and pull pop large pegs in holes and pull pop beads apartbeads apart

May start walking and/or utter May start walking and/or utter first wordfirst word

Receptive language is about 50 Receptive language is about 50 words; expressive language is words; expressive language is 1-2 words1-2 words

May bring books and toys to May bring books and toys to caregiver to initiate activitycaregiver to initiate activity

Starts teethingStarts teething


Provide a teething ring to decrease book chewing Provide a teething ring to decrease book chewing for teething infantsfor teething infants

Caregivers can follow a 4-step process to scaffold Caregivers can follow a 4-step process to scaffold during the book reading:during the book reading:– 1. Get the infant’s attention – “Look at that!”1. Get the infant’s attention – “Look at that!”– 2. Ask a labeling question – “What do you see?”2. Ask a labeling question – “What do you see?”– 3. Wait for a response, or provide a response if the baby 3. Wait for a response, or provide a response if the baby

does not answer in some waydoes not answer in some way– 4. Provide feedback; expand on the baby’s response4. Provide feedback; expand on the baby’s response


9 to 12 Months9 to 12 Months– Infants are now more interested in the book’s Infants are now more interested in the book’s

contents than its physical propertiescontents than its physical properties– Choose books with pictures of objects and Choose books with pictures of objects and

events that are familiar to the infant’s worldevents that are familiar to the infant’s world– Cardboard books are still the most appropriate Cardboard books are still the most appropriate

for the infant’s handsfor the infant’s hands– Avoid stories for preschoolers replicated in Avoid stories for preschoolers replicated in

cardboard formcardboard form


Expressive language Expressive language increases greatlyincreases greatly

Very interested in naming Very interested in naming thingsthings

By 18 months may be By 18 months may be using 2-word sentencesusing 2-word sentences

Uses Uses holophrasesholophrases – one – one word to convey different word to convey different meaningsmeanings

Starts using objects for Starts using objects for pretend playpretend play


Children of this age still like pictures to be named, Children of this age still like pictures to be named, and they will often repeat what the caregiver saysand they will often repeat what the caregiver says

Caregivers can give more details and facts about Caregivers can give more details and facts about the picture after labeling itthe picture after labeling it

When reading predictable books, such as nursery When reading predictable books, such as nursery rhymes, caregivers should slow down to give the rhymes, caregivers should slow down to give the child a chance to chime inchild a chance to chime in

Caregivers should be flexible during the reading to Caregivers should be flexible during the reading to allow the child to go find familiar objects that are in allow the child to go find familiar objects that are in the bookthe book


12 to 18 Months12 to 18 Months– Infants now enjoy books with familiar characters and Infants now enjoy books with familiar characters and

familiar roles (mommies or daddies, other children, familiar roles (mommies or daddies, other children, animals)animals)

– Since they are just beginning to sing, they may enjoy Since they are just beginning to sing, they may enjoy books with songs and musical booksbooks with songs and musical books

– By 18 months, toddlers may be interested in books with By 18 months, toddlers may be interested in books with actual stories that relate to their own experienceactual stories that relate to their own experience

– Choose “theme books” with related pages and a few Choose “theme books” with related pages and a few words, but no plotwords, but no plot


Talks in sentences more Talks in sentences more frequentlyfrequently

Is increasingly able to answer Is increasingly able to answer questions about recent eventsquestions about recent events

Interest in how things work Interest in how things work increasesincreases

Asks lots of “why” questionsAsks lots of “why” questions Pretend play often happens in Pretend play often happens in

sequencessequences Often wants to be independent Often wants to be independent

and dependent at the same timeand dependent at the same time


Caregivers can have extensive book Caregivers can have extensive book conversations with older toddlersconversations with older toddlers

These conversations should relate what is These conversations should relate what is happening in the book to the child’s own happening in the book to the child’s own experiencesexperiences

Caregivers should ask questions that give Caregivers should ask questions that give the child opportunities to share thoughts and the child opportunities to share thoughts and feelingsfeelings


19 to 30 Months19 to 30 Months– Toddlers now enjoy actual stories about things that Toddlers now enjoy actual stories about things that

might be happening in their own lives (ex. using the might be happening in their own lives (ex. using the potty, separation anxiety, bed time, trying new foods)potty, separation anxiety, bed time, trying new foods)

– Choose books with pictures on every page and a small Choose books with pictures on every page and a small amount of textamount of text

– Choose books with text closely related to the picturesChoose books with text closely related to the pictures– Choose predictable books so toddlers can guess what Choose predictable books so toddlers can guess what

will happen next or chime in with repetitive phraseswill happen next or chime in with repetitive phrases

Role Playing ActivityRole Playing Activity

Get into groups of 3-4Get into groups of 3-4 Send a group member to choose one bookSend a group member to choose one book In your group, decide which age group this book In your group, decide which age group this book

would be most suitable for and whywould be most suitable for and why Discuss what literacy strategies you would use to Discuss what literacy strategies you would use to

share the book with a child in that age groupshare the book with a child in that age group Model these strategies within your groupModel these strategies within your group Volunteers share with the larger groupVolunteers share with the larger group

Imagination LibraryImagination Library

Dolly Parton’s program to provide 1 free book Dolly Parton’s program to provide 1 free book each month from birth to age 5 in participating each month from birth to age 5 in participating countiescounties

Governor Bredesen’s Books From Birth Governor Bredesen’s Books From Birth Foundation has made it possible for all 95 Foundation has made it possible for all 95 Tennessee counties to participateTennessee counties to participate

Parents/guardians fill out and return a registration Parents/guardians fill out and return a registration brochure for their countybrochure for their county

Visit Visit http://www.governorsfoundation.org/county.htm to to find contact information for each county find contact information for each county

http://www.governorsfoundation.org/county.htm

Sources UsedSources Used

Schickedanz, J.A. (1999). Schickedanz, J.A. (1999). Much More Than the ABCs: The Much More Than the ABCs: The Early Stages of Reading and WritingEarly Stages of Reading and Writing. NAEYC, Washington, . NAEYC, Washington, DC.DC.

Dombro, A.L., Colker, L. J., & Dodge, D.T. (1997). Dombro, A.L., Colker, L. J., & Dodge, D.T. (1997). The The Creative Curriculum for Infants & ToddlersCreative Curriculum for Infants & Toddlers, revised ed. , revised ed. Teaching Strategies, Inc., Washington, DC.Teaching Strategies, Inc., Washington, DC.

Neuman, S.B., Copple, C., & Bredekamp, S. (2000). Neuman, S.B., Copple, C., & Bredekamp, S. (2000). Learning to Read and Write: Developmentally Appropriate Learning to Read and Write: Developmentally Appropriate Practices for Young ChildrenPractices for Young Children. NAEYC, Washington, DC.. NAEYC, Washington, DC.

http://www.governorsfoundation.org/ - Governor’s Books - Governor’s Books From Birth Foundation web siteFrom Birth Foundation web site

http://www.imaginationlibrary.com/ - Dolly Parton’s - Dolly Parton’s Imagination Library web siteImagination Library web site

http://www.governorsfoundation.org/

http://www.imaginationlibrary.com/

Dallas Can – ECDCDallas Can – ECDCSamuel Horn, M.Ed. Samuel Horn, M.Ed.

Program ManagerProgram [email protected]@texanscan.org

469-583-7335469-583-7335

Documents

Literacy in the Lives of Infants and Toddlers