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Introduction
As parents, we want the best for our children, doing what we can to set them up for future success. With that might come the urge to introduce academics, such as reading and writing, at an early age to get children ahead. However, when we examine child development and the fundamental skills needed for literacy, earlier is not better.
Early reader vs strong reader
Let’s focus specifically on reading. Yes, we are so excited for children to learn to read. It is a big accomplishment, but an early reader does not guarantee a strong reader. Believing children will be behind if they don’t learn to read in the early years is also unfounded. ‘Research finds no advantage in learning to read from age five’, (Suggate, Schaughency, and Reese, 2012). Reading early only guarantees an early reader, it does not indicate a higher IQ or advancement in academics. ‘[Research indicates] that there is no difference between the reading ability of early (from age 5) and late (from age 7) readers by the time those children reach their last year at primary school by age 11’, (Suggate, Schaughency, and Reese, 2012).
And what about all it takes to be a reader? Reading requires many complex skills that move beyond just learning the alphabet and decoding words. To be a successful reader, children need to develop all facets of visual perception, phonological awareness, and numerous physical skills as well. They also need adequate language development to comprehend all that is being read. These are critical to the literacy process and are sometimes ignored when we push academics on children too soon.
So how do we support our children?
What does this mean for us as parents of young children? Instead of introducing formal reading instruction at an early age, let’s focus on developing the foundations of literacy. How is that done? By encouraging child-led play! Through child-led play, children develop their visual perception, phonological awareness, physical, and language skills. Think of children playing outside on a playground. They are tracking their friends’ movements as well as using all aspects of their vision to help them maneuver about the environment. They hear the sounds of the playground equipment along with their friends talking, which hones their phonological and language development. While playing, children move their bodies in a variety of ways that build gross and fine motor skills as well as develop the vestibular (sense of balance) and proprioceptive (body awareness) systems, all which support reading.
What about playing and building blocks with friends? The same thing. Moving and placing the blocks develops the gross and fine motor skills needed for writing and handling books. Tracking the blocks with their eyes as well as discerning the different shapes and positions enhances the aspects of vision that help with directionality of print, distinguishing different letters and words and increasing fluency. The sounds of the blocks and conversations with friends while playing develops phonological awareness which is needed to eventually decode words. It is amazing how simple acts of child-led play beautifully develop complex skills.
Practical ideas to try
You might ask, as a parent, what you can do to support your children to help them build strong foundations for literacy success. Here are some suggestions to implement at home.
- Lots and lots of child-led play – resources/toys without batteries help with this as they motivate children to play more freely, creatively and in open-ended ways.
- Have conversations with children – with infants and toddlers, narrate the day and what all is happening. For preschoolers, ask open-ended questions that are relevant to the situation. Always give children the opportunity to fully respond and actively listen to what they have to say.
- Put the screens away – it is okay to use them to communicate with distant family or to show children how to look up information but avoid using them to pacify time – this includes car rides, restaurants, and going to the shops. Instead of plugging the child in, let them be present and experience all the sounds and sights the environment has to offer.
- Read real books and have lots of conversations about them – sometimes children may want to stay on one page and talk a lot about it. Toddlers may want to randomly flip through the book. Some children may want to repeat a book and read it over and over and over. That is great and all part of the literacy learning process. Encourage family members to follow their children’s cues and enjoy the experience.
- Have blank paper and crayons available – mark making/scribbling is important and way more effective than children drawing in activity books or colouring sheets. Let children draw on a blank canvas and show an interest in their creations.
Rest assured, rushing your children ahead on academic skills is not the key to success. Instead, encourage lots of child-led play to build the strong foundations needed for literacy.
Key takeaways
- An early reader doesn’t mean a ‘strong reader’
- There are a wealth of important developmental skills children need to build up before beginning to learn the more formal aspects of reading
- Active and open-ended play are the best ways for children to develop early reading skills.
Critical considerations
- Do you allow and encourage your child to be present with, and tune into, the sounds around them?
- Do you have a wide selection of books and other texts for your child to be surrounded by, interested in and engaged with?
- Do you use technology as a pacifier or as a tool for sourcing and reading information together?
Definitions:
Vestibular system – This is the name for our sense of movement and balance; a system which is responsible for controlling our muscles and majority of our reflexes (Humber Sensory Processing Hub, 2020a).
Proprioceptive system – A function which supports our body awareness and in turn our coordination of movement, from walking and negotiating obstacles to posture stability and ability to manipulate objects (Humber Sensory Processing Hub, 2020b).
References
Humber Sensory Processing Hub, 2020a. Vestibular System. Available at: https://sensoryprocessinghub.humber.nhs.uk/sense-vestibular-system/ Date accessed: 30th July 2024
Humber Sensory Processing Hub, 2020b. Proprioception. Available at: https://sensoryprocessinghub.humber.nhs.uk/sense-proprioception/ Date accessed: 30th July 2024
Suggate, S.P., Schaughency, E., and Reese, E., 2012. Children learning to read later catch up to children reading earlier. Early Childhood Research Quarterly. 28 (1). DOI: 10.1016/j.ecresq.2012.04.004.
Take a look at Stacy Benge's book below
The Whole Child Alphabet is a lively and intelligent book that transforms how educators approach literacy. Connecting movement, play, and child-led activity to the foundational skills necessary for early literacy development, The Whole Child Alphabet is a timely invitation to active, joyful learning.
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