Tag Archives: language and literacy

What do Letters Mean to Infants and Toddlers?

adult-and-toddler-with-bookWhat do letters mean to infants and toddlers? When is an appropriate time to begin learning what letters are and how to write them? Are there things that children need to understand and know first? Language and literacy are important for school readiness and success. It is equally important to approach language and literacy holistically. It is not enough to teach children their ABCs and how to write them. Here are a few developmentally appropriate ways to support language and literacy learning with infants and toddlers.

Read books and sing songs throughout the day.
Set up a library and baskets of books throughout the classroom for spontaneity. Children like to read the same books over and over. They like to carry them around and enjoy the opportunity to sit in an adult’s lap to read. Hearing and listening to stories helps children to label pictures, answer questions such as, “What’s that?” and can help children learn about feelings and emotions. Choosing books carefully and with individual children in mind can help children make connections to things that they have experienced and relate to in real life.

Invest time in learning new fingerplays and songs. Be silly and have fun making up your own songs. Singing to children to help them through transitions can be more successful than trying to get children to stand in a line and “catch a bubble.” Reading and singing with children sets the stage for helping them learn that language and the written word has a function. This can also be done through environmental print.

Talk with children!
It is important that teachers do more than talk at children and give them directions on what to do or where to go. Speak to children like you would to your peers. There is no need to ”oversimplify your language or use baby talk.” (Greenman, Stonehouse & Schweikert, Primtimes) Commentate what you see children doing such as, “You rolled the red car across the floor.” Explain to children what you are doing. “I am going to pick you up and put you on the changing table.” Be sure to use descriptive words.Have a conversation! Cooing babies, babbling toddlers and curious preschoolers all have something to say and enjoy the back and forth interaction that conversations provide. Playing games like peek-a-boo with young children is a great way to begin practicing conversations.

Create a print rich environment.
Children are concrete thinkers and often need pictures to go with labels to support the idea that letters create words and words stand for people, places and/or things. Using pictures is a great place to start. For any age group, providing pictures of children’s families and adding print to the pictures by making posters or books is a great way for children to see their name and those they care about in print. Adding a picture with a label of the child’s name to their cubby is a great way to help children begin to recognize their name. Shelves can be labeled with words and pictures as well. Other types of environmental print can include using documentation panels that use pictures of children at work and adding short descriptions to the panel to use as conversation starters or by adding grocery ads to a grocery store themed dramatic play area.

Have opportunities to write available.
Once a child has the ability to hold a writing utensil (and it doesn’t have to be using a pincer grip) they should be given the opportunity to scribble. Again there are many ways to offer children this other than just crayons and paper. One example can be magnetic writing boards or dry erase boards and markers. Offering play dough to squeeze can help children build their fine motor skills for future writing. By the time children are in preschool, a writing center can be available for children to utilize along with putting pencils and paper in various areas of the room to make things such as make road signs in the block area or record findings children make while out on the playground.

These are just several ways that language and literacy can be supported from the beginning of a child’s time in an early care and education program.