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Literacy in the Lives of Infants and Toddlers

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Title: Literacy in the Lives of Infants and Toddlers


1
Literacy in the Lives of Infants and Toddlers
  • TN State Improvement Grant
  • Preschool Literacy Training Project
  • East Tennessee State University

2
In This Session We Will
  • Define literacy for infants and toddlers
  • Discuss developmentally appropriate literacy
    strategies for caregivers and families
  • Discuss criteria for choosing books for infants
    and toddlers
  • Role play talking and reading with infants and
    toddlers
  • Receive a reference list of books for infants and
    toddlers

3
Defining Curriculum for Infants and Toddlers
  • Curriculum for infants and toddlers is what you
    do every day
  • It includes all routines and activities
  • It should be flexible and follow the childs lead
  • It is more individualized than preschool
    curriculum

4
But how can you teach literacy if they cant
even talk?
  • By understanding what roles literacy plays in the
    daily lives of infants and toddlers

5
How Does Literacy Fit In?
  • Receptive Language Talk to Them
  • Brain research shows that the first three years
    are a window of opportunity for language
    development
  • By talking with infants and toddlers during daily
    routines and activities, caregivers expose them
    to new vocabulary and help wire their brain for
    language

6
How Does Literacy Fit In?
  • Expressive Language Hear and Respond
  • The first time a newborn cries and has his/her
    needs met by a caregiver, the baby starts to
    learn that language is used to communicate with
    others
  • When a caregiver recognizes the very young
    childs attempts to communicate verbally and
    responds, the child is more likely to continue
    the attempts, which increases expressive language
    development

7
How Does Literacy Fit In?
  • Book Handling From Mouthing to Page Turning
  • Infants use all of their senses to explore books
    and make sense of what they can do with them
  • Caregivers model book handling by reading out
    loud to infants and toddlers and letting them
    help to turn pages
  • Older infants and toddlers will start to handle
    books in more conventional ways by turning pages
    back and forth as they look at pictures

8
How Does Literacy Fit In?
  • Reading Books A New Language
  • When caregivers read stories or say nursery
    rhymes, infants begin to hear a difference
    between conversational speech and book speech
  • When older infants and toddlers turn the pages of
    a book and babble/label pictures/tell a story,
    they are beginning to understand the function of
    books

9
How Does Literacy Fit In?
  • Fine Motor Skills Practice Using the Hands
  • Infants and toddlers need opportunities
    throughout the day to explore with their hands
  • Caregivers who provide lots of hands-on
    exploration allow infants and toddlers to learn
    through their senses and develop the fine motor
    skills that will eventually be used in writing

10
How Does Literacy Fit In?
  • Daily Routines Language-Rich Environment
  • Caregivers who describe what they are doing
    during routines help infants and toddlers know
    what to expect and expose them to language
    throughout the day
  • Use of transition songs or rhymes during routines
    helps infants and toddlers discriminate book
    talk from conversation, and is a precursor to
    being able to listen to books read aloud
  • Caregivers who make favorite books available
    during diaper changes, naps, and other routines
    begin to instill the idea that reading is a
    source of enjoyment and should be a daily
    occurrence

11
  • To choose books for a baby or toddler, we need
    to know about what the child can do .
  • -Judith A. Schickedanz,
  • Much More Than the ABCs

12
Birth to 3 Months
  • Need head support when sitting on lap
  • Spend lots of time looking around
  • Vision is fuzzy
  • See best at 7-8 inches away from face
  • Notice patterns with large details
  • Prefer patterns with sharp contrast in colors
  • Grasping is a reflex, not voluntary
  • Respond to child-directed speech
  • First language is crying cooing is added by 3
    months

13
Literacy Strategies
  • Basic needs take up most of the newborns daily
    schedule
  • It is difficult to hold a book and support the
    infants head at the same time
  • Books can be displayed along the crib and on the
    floor where infants are active but do not
    overstimulate by surrounding the baby with books
  • Caregivers can introduce book speech by
    reciting nursery rhymes and chants from memory

14
Choosing Books for Infants Toddlers
  • Birth to 3 Months
  • Must be interesting visually
  • Large, simple pictures with a contrasting
    background (ex. Black and white patterning)
  • Books should stand up independently (cardboard)
  • Fold-out pages can be stretched out to make one
    long panel

15
4 to 6 Months
  • Able to reach and grasp, but thumb is not yet
    opposable
  • Will mouth everything
  • Like to bang and wave objects very focused on
    using their hands
  • Usually start to sit up by 6 months
  • Add consonants to cooing
  • Make raspberry sounds
  • Can have conversations with caregivers by
    taking turns making sounds

16
Literacy Strategies
  • Caregivers can now easily hold the baby and the
    book
  • Infants will explore the book with mouth and
    hands more often than visually
  • Caregivers can provide a toy for the infants
    mouth and hands to increase the time spent
    looking at the book
  • Caregivers can add actions to the familiar
    nursery rhymes and chants to make the process an
    interactive game (ex. This Little Piggy)

17
Choosing Books for Infants Toddlers
  • 4 to 6 Months
  • Cloth and vinyl books are most appropriate for
    this age because they are easy to grasp, can be
    mouthed, and are washable
  • Infants still enjoy simple pictures with
    contrasting backgrounds
  • Cloth books may fade during washing, so pick
    especially bright illustrations

18
7 to 9 Months
  • Now able to use both hands to manipulate an
    object
  • Can turn pages of certain types of books
  • Very interested in what objects will do, leading
    to crushing, ripping, etc.

19
Literacy Strategies
  • Caregivers can now share a book with infants for
    longer time periods
  • Book reading is primarily labeling the pictures
  • Babies now enjoy books with rhythmic language
    books with a story and plot are not interesting
    yet
  • Infants may want to hold and explore the book
    during the reading
  • Caregivers should let the baby manipulate the
    book and continue to talk about the pictures,
    instead of trying to keep the book out of the
    babys hands
  • Caregivers should not try to force the infant to
    let them finish the book focus on the process of
    exploration

20
Choosing Books for Infants Toddlers
  • 7 to 9 Months
  • Choose cardboard books more often than cloth or
    vinyl cardboard pages are easier for the infant
    to turn independently
  • Books with paper pages will most likely be torn,
    crumpled, and mouthed and should not be used
    independently caregivers can read them aloud and
    store in a safe place
  • Little Chunky books are designed for easy
    page-turning

21
9 to 12 Months
  • Fine motor skills become more developed
  • By 12 months can probably put large pegs in holes
    and pull pop beads apart
  • May start walking and/or utter first word
  • Receptive language is about 50 words expressive
    language is 1-2 words
  • May bring books and toys to caregiver to initiate
    activity
  • Starts teething

22
Literacy Strategies
  • Provide a teething ring to decrease book chewing
    for teething infants
  • Caregivers can follow a 4-step process to
    scaffold during the book reading
  • 1. Get the infants attention Look at that!
  • 2. Ask a labeling question What do you see?
  • 3. Wait for a response, or provide a response if
    the baby does not answer in some way
  • 4. Provide feedback expand on the babys
    response

23
Choosing Books for Infants Toddlers
  • 9 to 12 Months
  • Infants are now more interested in the books
    contents than its physical properties
  • Choose books with pictures of objects and events
    that are familiar to the infants world
  • Cardboard books are still the most appropriate
    for the infants hands
  • Avoid stories for preschoolers replicated in
    cardboard form

24
12 to 18 Months
  • Expressive language increases greatly
  • Very interested in naming things
  • By 18 months may be using 2-word sentences
  • Uses holophrases one word to convey different
    meanings
  • Starts using objects for pretend play

25
Literacy Strategies
  • Children of this age still like pictures to be
    named, and they will often repeat what the
    caregiver says
  • Caregivers can give more details and facts about
    the picture after labeling it
  • When reading predictable books, such as nursery
    rhymes, caregivers should slow down to give the
    child a chance to chime in
  • Caregivers should be flexible during the reading
    to allow the child to go find familiar objects
    that are in the book

26
Choosing Books for Infants Toddlers
  • 12 to 18 Months
  • Infants now enjoy books with familiar characters
    and familiar roles (mommies or daddies, other
    children, animals)
  • Since they are just beginning to sing, they may
    enjoy books with songs and musical books
  • By 18 months, toddlers may be interested in books
    with actual stories that relate to their own
    experience
  • Choose theme books with related pages and a few
    words, but no plot

27
19 to 30 Months
  • Talks in sentences more frequently
  • Is increasingly able to answer questions about
    recent events
  • Interest in how things work increases
  • Asks lots of why questions
  • Pretend play often happens in sequences
  • Often wants to be independent and dependent at
    the same time

28
Literacy Strategies
  • Caregivers can have extensive book conversations
    with older toddlers
  • These conversations should relate what is
    happening in the book to the childs own
    experiences
  • Caregivers should ask questions that give the
    child opportunities to share thoughts and feelings

29
Choosing Books for Infants Toddlers
  • 19 to 30 Months
  • Toddlers now enjoy actual stories about things
    that might be happening in their own lives (ex.
    using the potty, separation anxiety, bed time,
    trying new foods)
  • Choose books with pictures on every page and a
    small amount of text
  • Choose books with text closely related to the
    pictures
  • Choose predictable books so toddlers can guess
    what will happen next or chime in with repetitive
    phrases

30
Role Playing Activity
  • Get into groups of 3-4
  • Send a group member to choose one book
  • In your group, decide which age group this book
    would be most suitable for and why
  • Discuss what literacy strategies you would use to
    share the book with a child in that age group
  • Model these strategies within your group
  • Volunteers share with the larger group

31
Imagination Library
  • Dolly Partons program to provide 1 free book
    each month from birth to age 5 in participating
    counties
  • Governor Bredesens Books From Birth Foundation
    has made it possible for all 95 Tennessee
    counties to participate
  • Parents/guardians fill out and return a
    registration brochure for their county
  • Visit http//www.governorsfoundation.org/county.ht
    m to find contact information for each county

32
About SIG
  • The Preschool Literacy Training Project is part
    of the TN State Improvement Grant (SIG), which
    provides wrap-around services for Reading First
    schools and preschools that feed into those
    schools across the state
  • The Preschool Literacy Training Project offers
    parent workshops, curriculum support, and
    professional development opportunities for
    participating teachers
  • For more information, please contact Alissa Ongie
    at 423-439-7841 or ongie_at_etsu.edu
  • http//sig.cls.utk.edu/ - TN SIG web site

33
Sources Used
  • Schickedanz, J.A. (1999). Much More Than the
    ABCs The Early Stages of Reading and Writing.
    NAEYC, Washington, DC.
  • Dombro, A.L., Colker, L. J., Dodge, D.T.
    (1997). The Creative Curriculum for Infants
    Toddlers, revised ed. Teaching Strategies, Inc.,
    Washington, DC.
  • Neuman, S.B., Copple, C., Bredekamp, S. (2000).
    Learning to Read and Write Developmentally
    Appropriate Practices for Young Children. NAEYC,
    Washington, DC.
  • http//www.governorsfoundation.org/ - Governors
    Books From Birth Foundation web site
  • http//www.imaginationlibrary.com/ - Dolly
    Partons Imagination Library web site
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