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How early is extremely early?
In many “progressive” programs, proficient literacy is targeted by third grade (8-9 years of age), often from the start of primary school, but almost never nursery. Third grade is identified through data showing most school curriculum use of model of ‘learning to read’ up to that point, and ‘reading to learn’ afterwards. This is an important inflection point, but beginning even in Pre-K (ages 3-5) to turn our focus intensely on literacy is too late.
Brain development
The brain develops most of its neural connections and nearly 80% of full size in the first 1000 days of life. Prior to that, during the third trimester, a fetus can recognize and process its parents’ voices. Communication, literacy and bonding all begin during pregnancy and continue through infancy and early childhood periods. The rate and scale of development is wholly dependent on the engagement and amount of language spoken by the adults involved in the child’s life. You can never give an infant too much attention, through holding or responsiveness or reading.
Reading and narration, including modelling
Our early literacy goals need to be twofold:
- Creating as much exposure to language and as many caregiver-child bonding opportunities with words as possible.
- Forming a foundation of love and appreciation for reading and physical books, through caregiver-child reading opportunities and adult modelling of positive reading experiences (books, magazines, newspapers, etc., that does not include screens)
Research shows that the number of words a child is exposed to has a direct correlation to the number of words a child develops and how they process new words. Children in lower socio-economic households tend to hear significantly fewer words than those in higher ones; in fact, by age 3, there can be a 30-million-word gap between the two groups! As early childhood educators, it tends to fall on us to overcome that, a feat made more difficult with each passing day.
While books have value in so many ways, the word gap is primarily the result of language immersion by narration. An adult, with a rich vocabulary, describing out loud, or “narrating”, their activities makes a huge impact. From cleaning, to reading, to eating, every action creates new opportunities for an infant to learn words and their meaning. Done repetitively, a child can have a significant vocabulary by the time they are able to speak and then expected to read.
Whether in the home or a nursery classroom, ensure the creation of a language-rich environment, both through books and narrating everyday tasks and activities.
Selecting books and serve and return
When selecting books for young pre-readers, it is important to choose ones that can be physically engaged with by the child without fear of destruction. Board books and bath books are great for physical engagement with books, even if that means grabbing for or eating them. While reading together, the caregiver should describe and discuss different items in the pictures, beyond the written text. The richer the language and engagement the adult provides, the more a child will become connected. As the child grows, it is important to add open-ended questions and opportunities for thinking and conversation to the reading experience.
“Serve and return” is the term used for this back and forth communication. According to The Centre on the Developing Child at Harvard University, “Serve and return interactions—responsive, back-and-forth exchanges between a young child and a caring adult—play a key role in shaping brain architecture. These interactions, much like a lively game of tennis, form a critical part of a child’s social environment and are crucial for early development. They support development of early language and social skills that serve as a foundation for more complex, high-level cognitive abilities that form later in life,” (see references and further reading section below). Children get joy and benefit out of repetition, so the same book can be used frequently. Choosing books on topics of interest to the child will also create stronger opportunities for reading development and appreciation.
Home reading space
Reading together should be a daily occurrence and for many children and families it is helpful to have a routine for when reading time occurs. This may be at bath time, before sleep, or during the day. Having consistency and story times during naturally happy periods of the day will lead to a greater love for reading. As children get older, it is most beneficial to have a dedicated home reading space; this should not resemble where a child is sent for misbehaving, rather a warm, inviting space. Including soft chairs or pillows, soft toy animals and a bookshelf for books, creates an atmosphere for a happy reading experience.
🎧 Hear us delve deeper into this topic by listening to the podcast episode
See the YouTube video below ⬇️ or click on the link at the top of this article
Key takeaways
- Communication, literacy and bonding all begin during pregnancy and continue through infancy and early childhood periods
- Create a language-rich environment, both through books and through narrating everyday tasks and activities
- Choose children’s books that are developmentally appropriate and use open-ended questions/”serve and return” to enhance the literacy process
- Modelling a positive relationship towards reading is crucial—read adult books, magazines, newspapers, etc. Anything physical, off-screen, will create the positive modelling for children.
- Create a soft engaging home reading space, including sitting areas for child and adult, as well as a bookshelf.
Critical considerations
- It is never too early to communicate with children!
- You can never give an infant too much attention
- Books are important and wonderful, but you do not need them to help develop literacy skills; just keep talking-narration goes a long way.
- Allow children to physically engage with books—get board books or soft bath books if concerned about children destroying physical books.
- Make time daily for reading and make this a positive experience
Explainer
- “Serve and Return”- back and forth exchanges between caregiver and child.
- “Child Care” or “Preschool”, or “Nursery”, are used interchangeably, while “daycare” is not used
- “Elementary” or “Primary” School are used interchangeably
References and further reading
Centre for the developing Child, Harvard University. Serve and Return: Back-and-forth exchanges. Available at: https://developingchild.harvard.edu/key-concept/serve-and-return/
Watch the full podcast episode
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