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Supporting
Language and
Early Literacy:
at Home
and in
Early Childhood and
Community Settings
Session 6:
Infants and Toddlers
Our Mission:
To engage in a collaborative process to develop and disseminate cross-systems early literacy professional
development that is evidence-based and culturally responsive to address the needs of all children, birth through five
Early Literacy Advisory Group
Great Lakes Inter-Tribal Council
For more information, please contact: Gaye Tylka, Project Coordinator, [email protected]; 608.786.4844
Your
…
• (insert your name/title here)
• Insert your co-presenter’s name/title here)
for this Session …
Participants will:
• Consider characteristics of infants and toddlers and
the roles adults play in supporting their
development
• Explore standards that guide developmental
expectations and best practice
• Demonstrate appropriate shared reading strategies
for infants and toddlers
• Describe strategies to support language
development during routines and playtime
• Discuss strategies for engaging families in language
and literacy experiences
AGENDA
for Today’s Session
Discussion in pairs
or small groups:
• What do you already know about
infant toddler language and early
literacy development?
• What do you hope to learn from
today’s session?
Stages of Infancy
Developmental
Stage
Chronological
Age
Developmental
Focus
young infants
Birth – 8 or 9
months
security
mobile infants
8 to 18 months
exploration
older infants
(toddlers)
16 or 18 to 36
months
identity/
independence
Source: Caring for Infants and Toddlers in Groups: Developmentally Appropriate Practice,
2nd Ed., ZERO TO THREE, Washington, DC., 2008
Young Infants: Security
• Opportunities for close contact
• Limited number of caregivers
• Be available and respond
promptly
• Bring things of interest to the
infant
• Take the infant to interesting
things
• Avoid overstimulation
Mobile Infant: Exploration
• Provide a secure base of support
• Make the environment safe but
challenging
• Create a variety of opportunities
for movement
• Get down on the child’s level
• Allow children to try things on
their own
• Share the joy of children’s
growing competence
9
Older Infant/Toddler: Identify/Independence
• Respect self-assertion and be
patient with “no-saying”
• Provide social guidelines
• Offer many choices
• Support fantasy and creative
expression
• Allow for independent and
social experiences
• Assist children in their play
• Initiate new and exciting
activities
10
Wisconsin Standards
11
12
Who are the standards for?
Birth thru
Age 3
4K
5K
1
2
3
Wisconsin Model Early Learning
Standards (WMELS)
Common Core State Standards
for English Language Arts (CCSS ELA)
4 - 12
Language & Communication
Listening & Understanding
Receptive
Language
(Comprehension)
Speaking & Communicating
Expressive
Language
Early Literacy
Print concepts;
letters & sounds;
appreciation of books;
writing
Research-based Early Literacy Content
Areas
• Oral Language
(WMELS A. Listening & Understanding & B. Speaking &
Communicating)
•
Vocabulary
(WMELS A. Listening & Understanding & B. Speaking &
Communicating)
• Phonological Awareness
(WMELS C. Early Literacy)
• Alphabet Knowledge
(WMELS C. Early Literacy)
• Concepts about Print
(WMELS C. Early Literacy)
•
Writing
(WMELS C. Early Literacy)
WISCONSIN MODEL EARLY LEARNING STANDARDS
Teaching Cycle
Assessment
Gathering information to determine what the child
can do and what the child is ready to learn.
• Data Collection
• Data Analysis
Implementation
Providing meaningful,
experiential activities that
support individual and group
goals guided by supportive
interaction and relationships.
Planning and Curriculum Goals
Deciding what should be done to
promote development and what we
want children to learn.
• Needs Identification & Prioritization
• Planning (Strategy/Indicators)
Early literacy – a table with four legs
ACTIVITY
What does literacy mean
for infants and toddlers?
Center for the Developing Child - Harvard University
Typical infant –toddler communication
1. Nonverbal
• Actions/behavior
• Eye gaze and facial expression
• Gestures/pointing
2. Verbal
• Sounds – coos, cries, babbling
• Single words
• Combinations of words
General language support
mobile infants - toddlers
•
•
•
•
•
•
•
•
Keep your sentences simple
Speak slowly
Don’t require maintained eye contact ; a glance is OK
PLAY. Child leads, you follow
COMMENT on what is happening
Model how to talk about actions & objects
Model how to problem-solve
Let the child talk (OK to sit and listen/observe sometimes)
Source: Sippl, T. Coaching Parents to Foster Their Child’s Expressive Language Skills, American Speech & Hearing Association, 2013
http://blog.asha.org/2013/11/05/coaching-parents-to-foster-their-childs-expressive-language-skills
General vocabulary building support
• NARRATE children’s activities
(describe what the child is doing while s/he is doing it)
• Repeat & Expand on child’s language
(Child: “Dog.” Adult: “Yes, it is a dog. He is a big, red dog.”)
• Use new words that connect to words the
child already knows/uses.
(Child: “Big dog.” Adult: “Yes, it is a big dog. Another word
for “big” is “enormous”; that is an enormous dog!”)
Typical Stages of Communication
Stages & Ages
Child Example
Adult Support
Birth – 8 months
“Discoverer”
Moves from reflexive communication to
interest in others; wants attention;
figuring out how to send messages
Good observer, interpreter, and
responder to child’s attempts and
needs
8-13 months
“Communicator”
Sends purposeful messages -sounds,
actions, gestures
Develop “shared attention” –
provide words for people, actions,
objects
12-18 months
“First Words User”
Sends purposeful messages – single
words begin to communicate
intent/needs; receptive skills escalate
(understanding)
Listen attentively; use simple
sentences; ask simple questions
for conversational turn taking
18-24 months
“Combiner”
Burst in number of words used; puts 2
words together; can take turns talking
Provide many new words; model
expanded language; engage in
conversational turn taking
2-3 years
Puts words together to form sentences;
“Early Sentence User” tells simple stories; holds conversations
Follow child’s lead in
conversations; ask questions;
listen
attentively
Source: Weitzman, E. & Greenberg, J. Learning Language and Loving It, 2nd Ed.,
Hanen
Centre, Toronto, CAN, 2002
Strategies to support communication
Activity!
• Caregiving
Routines
• Planned Activities
• Interactions During
Play
Using books during playtime
Best Practices: Reading to Infants & Toddlers
(3:16)
Sharing books
to build language & literacy
Shared Reading is a
strategy where “the
adult involves a child or
small group of children
in reading a book …”
National Center for Family Literacy, 2009
American Academy of Pediatrics (APP)
Policy Statement
“The AAP recommends that pediatric providers
promote early literacy development … beginning in
infancy … by … advising all parents that reading
aloud with young children can enhance parent-child
relationships and prepare young minds to learn
language and early literacy skills; (2) counseling all
parents about developmentally appropriate sharedreading activities …”
Literacy Promotion: An Essential Component of Primary Care Pediatric Practice, p.1, originally published online
6/23/2014 http://pediatrics.aappublications.org/content/early/2014/06/19/peds.2014-1384.full.pdf+html
Selecting books for infants
(birth-12 months)
•
•
•
•
Cardboard, vinyl, or cloth books
Bold and contrasting colors
Shapes and geometric patterns
Simple pictures of people, animals, or
common objects
• Shiny or textured pages – furry, rough,
smooth, ridges, etc. (“tactile” books)
Source: http://www.zerotothree.org/early-care-education/early-language-literacy/choosing-books.html
Books for older infants & toddlers
(12-24 months)
•
•
•
•
•
•
•
•
•
Sturdy books; some with paper pages
Pictures of children engaged in familiar activities
Simple nursery rhymes
Books with predictable text
Story books for bed time
A few words on each page
Colorful illustrations
Tactile books
Animal books
Source: http://www.zerotothree.org/early-care-education/early-language-literacy/
Books for older toddlers
(24-36 Months )
•
•
•
•
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Stories with simple plots
Animal books
Transportation books
Simple rhyming books
Books about counting & numbers, alphabet,
shapes, sizes
• Pop-up, and touch-and-feel “tactile” books
• Books with humorous pictures and words
Source: http://www.zerotothree.org/early-care-education/early-language-literacy/choosing-books.html
Shared Reading Strategies
• Know child’s interests. Follow the child’s lead when looking
at a book together
• Ask questions. What/how/why questions; open ended
questions that require more than a one-word answer. “Can
you tell me about …?”
• Answer if the child does not know the answer, but
WAIT/Give the child time to respond (count to 10 in your
head or wait 5 seconds minimum)
• Repeat child’s answer and add more words. (Child:
“Horse.” Adult: “Yes, horse. It’s a big brown horse.”)
• Ask another question
• Show your enthusiasm – offer encouragement
Dale, P., Crain-Thoreson, C., Notari-Syverson, A., & Cole, K. (1996). Parent-child storybook reading as an intervention technique for
young children with language delays. Topics in Early Childhood Special Education, 16, 213-235
Language is the Key, 2010 http://www.walearning.com/products/language-is-the-key/research-and-references/
C-A-R Strategy
Comment – Ask questions - Respond
COMMENT on picture in book
WAIT (at least 5 seconds) for child to respond
ASK an open-ended question
WAIT …
RESPOND to child’s utterance and expand it
WAIT …
Repeat process
Dale, P., Crain-Thoreson, C., Notari-Syverson, A., & Cole, K. (1996). Parent-child storybook reading as an intervention
technique for young children with language delays. Topics in Early Childhood Special Education, 16, 213-235
Language is the Key, 2010 http://www.walearning.com/products/language-is-the-key/research-and-references/
Activity!
Mom sharing a book with her toddler
(3:57 min.)
Thoughts on Shared Reading
Sometimes it’s OKAY
to JUST ENJOY a good book!
• Don’t over teach. Keep it fun!
• Good to re-read the same book multiple times
Its vital that we build motivation
and interest
in literacy experiences
http://www.youtube.com/watch?v=l7NXh3SqChs
(56 seconds)
Double Focus!
Highly effective teachers and caregivers…
provide daily, intentional language and early literacy
learning opportunities for the children they serve, and …
engage families in providing daily, intentional
language and early literacy learning opportunities for their
own children!
Winton, P.J., McCollum, J.A., & Catlett, C. Practical Approaches to Early Childhood Professional Development: Evidence, Strategies, &
Resources. Zero to Three, Washington, DC., 2008
Wrap-up
• Share a new concept or specific strategy you
learned that you will use.
• What questions do you still have about
supporting language and early literacy?