ARTICLES
#1 RAISING READERS Infants and Toddlers
#2: THE SERIOUS BUSINESS OF CHILD’S PLAY
#3: WHAT DO I HAVE TO PRACTICE BEFORE I GO TO SCHOOL?
RAISING READERS
Infants and Toddlers
Literacy is the key to your child’s academic success but the foundations for literacy need to be laid well before she is ready to start school or even pre-school or kindergarten. In fact, it is never too early to begin to immerse you child in literature.
When my daughter was born her older brother was five. I made a conscious decision to read to Paul during every feed time. The rationale behind this decision was two-fold: I didn’t want him to feel isolated by the new little being that had invaded his universe and on a more pragmatic note it made really good sense to know where he was while I was attending to the baby. It wasn’t until many years later that I understood the reasons for Naomi’s love of reading and natural affinity for language. Not only had she been hearing the rhyme, lilt and cadence of language as I read to Paul during my pregnancy but from the day she came home from hospital she associated this experience of being immersed in language with the comfort of being nursed and fed.
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Develop a routine of reading to your child daily. If your baby has siblings include the infant as you read to the older children. If you are a first-time mum and reading fairy tales to your apparently-unresponsive new-born doesn’t excite you, try reading an adult novel aloud. The effect will be the same as the infant is immersed in the prosody of language. By demonstrating your love of reading to your developing child you are encouraging her to share your passion.
Establish the routine of reading a bed time story at the earliest practical opportunity. Make this a special time to share with your little one. Encourage her to choose a story and snuggle up on the bed with her and you can both lose yourselves in these precious moments. As the child grows older, encourage her to develop a routine of continuing to “read” to herself in the time between the bed time story and lights out.
As soon as your child begins to engage actively with books, picture books become the obvious choice. Discuss the pictures with her. Ask her who or what she sees; whether she thinks the characters look happy or sad and why they might feel that way; what has happened to make them feel so. Ask her what she thinks the story is going to be about. This level of engagement and prediction about the text lays the foundation for early comprehension. Reading is, after all, is about the capacity to derive meaning from text.
At the end of the story extend the discussion about the characters and events. Ask whether it was a good idea for Little Red Riding Hood to have stopped to speak with the wolf; why does she think this? Ask what Red Riding Hood should have done. Ask the child what she should do if approached by a stranger.
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Encourage your child to compare events in her own life with events in the story – e.g. a family picnic, a party, a visit to or from grandparents.
Older children may be able to identify the character or event they liked most and provide a reason for their choice.
As you read, do so with flair and passion. Stimulate your child’s imagination by really ‘being’ the multiple characters in the story. Don’t be concerned with appearing foolish. Your child will love the dramatic element you bring to the experience. Also, this is embedding in her psyche, the need to read with expression when she develops skills as a reader. As you read, encourage the child to become the characters; encourage her to flutter like a butterfly, screech like a bird, leap like a frog or creep furtively like a fox.
From the beginning encourage your child to respect and value books. Provide her with her own bookshelf or a dedicated space on the family bookcase so that there is a special place to return her books to after they have been read. How wonderful if there are books from your own childhood that you can share with your child to demonstrate their
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durability and the importance of caring for them and preserving them.
As your child grows older and develops an interest in particular topics, source books appropriate to her age level related to that topic to demonstrate books as a rich source of information.
At four, my grand daughter became fascinated by the inner workings of the human body so I found a wonderful book with 3-D illustrations in an overlay format. We spend many hours together discussing interesting aspects of that book and from the beginning she understood that this is a special book to only be shared with an adult. As a curious six year old, her interests have since diversified to include topics such as volcanoes and the solar system. Although much of the content in the books on these topics is beyond her cognitive level, the detailed and captivating illustrations provide a wealth of material for discussion, as do the questions Josie asks as a result of her natural curiosity.
© Penny Bingham
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THE SERIOUS BUSINESS OF CHILD’S PLAY
When you watch a child at play what do you see? If you see nothing more than the frivolous indulgence of childhood, then you need to look more deeply because what you are really witnessing is the embodiment of real and purposeful learning.
The natural curiosity of childhood stimulates young brains to explore, investigate and experiment, and play is fundamental to the development of these skills. It is the vehicle through which children learn to make sense of their world and their unique place in the scheme of things.
Play and learning are inextricably interrelated as play provides opportunities to formulate and test hypotheses, problem-solve, make decisions and choices, invent, construct and create. These are all essential pre-requisites to the development of healthy self-concepts, healthy relationships and successful learning. Through play, children acquire and develop social skills as they learn about communication and negotiation, sharing, turn-taking and observing rules.
The early years of a child’s life are a period of astonishing discovery, creativity and cognitive and social development, described by Robert Frost as a time of “awakening” (Burns 2000). When nurtured in a rich, stimulating environment, developing brains can be awakened to the infinite possibilities of the universe
Brain research tells us that the sensitive widows of opportunity for language acquisition, development of social skills and even maths concepts occur between birth and five years. For those children denied the opportunity of meaningful imaginative play in their pre-school years, the transition to school will be more difficult.
The world of young children should be a constant source of delight, laughter and wonderment and it is the role of the caring adults within the child’s realm to create an environment in which fantasy and imagination can flourish; a world in which an old sheet or tablecloth can be used to create a mysterious castle or a dark cave where dragons lurk or a refuge for a lost and lonely unicorn; a world where a length of fabric can transform a child into a delicate butterfly, a beautiful princess or a warrior in search of a new conquest.
A dress-up box enables imaginations to soar as a hat, bag, mask, gloves or shoes transform the wearer into a new persona in a different time and place. Language development blossoms in such scenarios as children weave their own intricate stories. Such creative expression provides meaningful opportunities for children to express their feelings and can be a healthy outlet for the release of pent-up frustrations.
Create a “useful box” filled with pieces of fabric, lace, braid, feathers, pipe cleaners, buttons, beads (always remaining observant of safety issues), coloured paper, old greeting cards, cellophane – the possibilities are limited only by your imagination. This will provide a rich source of creative activities, which will foster design, planning and decision-making, along with fine motor skills and an awareness of shape, colour and texture. While it is important to recognize that the benefit is always in the process of play rather than any product that may evolve, if the child creates a picture, value her efforts by displaying it on the fridge or in some other prominent place. Perhaps take the time to mount it or even have a large frame, through which such artistic treasures can be rotated. If the product is a greeting card to someone special, make sure it reaches the intended recipient as this aids your child’s understandings of the purpose of writing.
Blocks and construction materials provide opportunities for children to design and plan; to create shapes and patterns; to solve problems as they learn the scientific concepts of balance and structures and the mathematical concepts of size, shape and measurement. Perseverance is an important attribute to be learned here also, as when the structure tumbles down the process needs to be commenced again.
Puzzles are another source of essential learning as children match shapes and patterns, sort and classify, count, sequence, develop memory skills, learn about shape, size and colour and solve problems as they learn to concentrate and persevere in the face of frustration.
The malleable properties of play dough provide a valuable tactile experience as it is twisted, squeezed, rolled and shaped by little hands and appropriate vocabulary is explored to describe the tactile sensations.
Of course there are many adventures to be had outdoors also. Here, as children ride bikes, climb trees, bounce on a trampoline, soar on a swing or learn to throw, kick and catch a ball they are developing gross motor skills, spatial awareness and hand-eye coordination that are essential pre-requisites for participation in organized sporting activities later in life. Additionally, they are enjoying the benefits of fresh air, healthy exercise and expending some of their enormous reserves of excess energy.
The sand pit provides a source of endless fun and engagement. Here, children can use tools to dig and tunnel and develop basic science concepts as they pour, sift and observe the properties of sand. They can also solve problems as they endeavour to build structures, which can serve as adjuncts to their world of make believe.
While always needing to be closely supervised, water play provides another fascinating source of discovery. Basic science and maths concepts are stumbled upon as children explore the properties of floating and sinking; as they scoop and pour; measure and compare or delight in the magical quality of bubbles.
We know that “play, more than any other activity, fuels healthy development of children” (Perry et al 2000, p.2) but playfulness is a natural disposition for the curious brains of young children so as the adult, you will ensure a range of stimulating materials is always at hand. It is important, however, that the play is initiated by the child because this is where imaginations thrive and make believe is nurtured. A scenario that is too structured or directed stifles spontaneity.
While it is important to share in the wonder of your child’s play, it is imperative that you resist the temptation to hijack it. Even if you can see a better or more expeditious solution to a difficulty, avoid the urge to impose your adult ‘wisdom’ on your child. Every time you intervene you are denying the child an opportunity to solve his or her own problems and indirectly, developing a dependency and a reluctance to take risks. Remember that experiencing the frustration of not being able to get a block tower to stand up and working out a way to resolve this problem is providing the child with the emotional attributes necessary to cope with the inevitable frustrations of adulthood.
Your child needs you to help make connections between her new discoveries and her existing knowledge but It is neither necessary nor desirable to make every moment of a child’s day a ‘teachable moment’. Avoid over-stimulating or ‘hot housing’ young brains.
In conclusion, if you are driven by an overwhelming desire to live in a sterile environment, set aside an area where your children can grow and thrive. Allow the dragon’s cave or the block tower or unfinished puzzle to remain for a day or two. “Unbridled tidiness” (Neugebauer, 2007, p.13)) stifles imagination and creativity and robs children of opportunities for the delight and wonderment essential to their social, emotional, cognitive and creative well-being. You can tidy the house when the children go to school but you can never recapture the lost moments of magic imposed by a pathological need for a pristine house.
Having said that, I strongly support the importance of involving children in the packing up process as this is an important aspect of the learning. When it is abundantly clear that the dragon cave has lost its magic, negotiate with the child that together you will pack the materials away but endeavour to do so playfully, perhaps encouraging the child to sing along as you make up words to “This is the way we wash our hands on a cold and frosty morning”:
This is the way we pack away, pack away, pack away;
This is the way we pack away, pack away together If blocks are being packed away encourage the child to count them with you as they are placed into the box or alternatively negotiate to share the task: “You put all the yellow blocks away while I pick up the green ones”. Pragmatically, also, children need to learn that a bike, scooter, doll’s pram or other treasure left lying in the front driveway may not be there the next morning – or even after lunch for that matter. Similarly bikes and other booby traps dropped immediately outside a door constitute a recipe for disaster.
REFERENCES:
Burns, V (2000) Giant Leaps for Little Feet. Midlands (WA) Education District Early Childhood Conference.
Humphreys, D & Atkinson, J. (2006). I Love to Play. Qld, Aust: Bookoola Ink.
Perry, B. Hogan, L. & Marlin, S. (2000) Curiosity Pleasure and Play: A neurolodevelopmental perspective.
© Penny Bingham
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WHAT DO I HAVE TO PRACTICE BEFORE I GO TO SCHOOL?
It is the summer vacation and Josie, who is eagerly awaiting the great adventure of starting school, asked me, “What do I need to practice before I go to school?” In the ensuing conversation, Josie reflected for a moment and said, “I think I need to be able to swing by myself and catch a ball by myself”.
What wonderful words of wisdom. Josie understands the importance of becoming independent but what does that mean for a five year old making the transition from part time kindergarten to school? What early childhood experiences are critical to ensure a smooth transition and optimize her chances of success in this new and challenging phase of her development?
Current research tells us that first and foremost is the development of social skills. According to McClellan and Katz (1992), “unless children achieve minimal social competence by about the age of six years, they have a high probability of being at risk throughout life”: at risk of experiencing unhealthy self-concept, low academic achievement, dropping out of school, poor employment history and unsuccessful social relationships. Hartup, cited in McLellan and Katz (1992), suggests that the “single best predictor of adult adaptation” is neither IQ nor school grades but the capacity of the child to get along with others, while Goleman (1996) argues that emotional intelligence (EQ) is equally as important, if not more so, than IQ. So what does this mean for Josie?
Demonstration of a relaxed and happy disposition most of the time; of friendliness to other children and of empathy are all important indicators of healthy EQ, as is the ability to persevere in the face of frustration; to remain focused; to concentrate and to seek an alternative solution when a problem arises. It is important, also, that the child be neither overly-sensitive nor overly-dependent on supervising adults.
She needs to be able to share with other children, take turns and observe simple rules. She needs to be confident to enter the games or activities of a group of children, with whom she is familiar; to negotiate roles within the group and compromise when necessary. She needs to be able to express her needs and wishes confidently; contribute to class discussions and offer reasons for her point of view.
This list may appear daunting but when children have experienced appropriate early childhood interactions and opportunities, these attributes emerge naturally. Social skills flourish in a safe and secure early learning environment, which has been stimulated with appropriate opportunities for creativity and imaginative play.
Play is the vehicle, through which, children learn many of the foundational skills they will build on when they go to school. Outdoor activities, such as riding a bike, playing on the swing, slide or trampoline, running, jumping, hopping, skipping, throwing and catching will all help in the development of gross motor skills and spatial awareness – the child’s sense of her place in relation to her surroundings;
Quieter, indoor activities, such as drawing, colouring, manipulating shapes, blocks, puzzles and play dough will develop the fine motor skills necessary to master the intricacies of handwriting and the ability to use implements such as scissors or learning to play a musical instrument.
Blocks and construction materials teach about shape, size and colour, while stimulating creativity, decision-making skills and problem-solving ability as children plan, design and build complicated structures, while puzzles present opportunities to sort, classify, match, sequence and develop memory.
The capacity to make decisions evolves as children make choices about appropriate materials needed to build a doll’s house or construct a cubby. When the play is spontaneous children will have made their own decisions about what to do and how to do it and ideally, if they ask for help, rather than solving the problem, adults will have offered guidance in the form of “What if ..?” or “I wonder …?
questions: “I wonder what we could do to hold the cubby roof up?” This way the child is involved in the problem-solving process. She is learning to trust her own judgments and understand that she is capable of resolving issues by herself. Here-in lies the essence of the independence Josie identified as being important for her to attain before she goes to school.
Long hours in the sand pit or engaged in water play or squishing play dough provide basic science and maths concepts. The tactile experiences gained through these activities enable children to make observations and comparisons between the properties of the substances as they dig, tunnel, mould, build, pour and sift. When interested adults engage in conversation about these activities, the child learns to explain and describe and perhaps even to create a fantasy story around whatever she has made.
Proficiency with spoken language is an essential pre-requisite to learning to read and to developing competence in written language. If your child is to become a competent reader, it is imperative that you read to her regularly. She needs to experience the lilt, cadence and rhythm of stories and rhymes to help her develop skills in phonemic awareness, fundamental to language development. Additionally, the shared intimacy of snuggling up on the lap of a caring adult and having that person’s undivided attention is a powerful contributor to the child’s social and emotional well-being – and it is never too early to begin this regime!
It is no coincidence that we refer to spoken language in the musical terms of ‘lilt, cadence and rhythm’ as brain research is increasingly alerting us to the possible connection between language and music. Cognitive psychologist, Howard Gardner, described music as a “biological imperative”, claiming that music helps establish the neural pathways for cognitive development, language and literacy acquisition, creativity, problem solving and critical thinking. Music trains the ear to differentiate pitch; to listen – a skill highly valued in classrooms. Making music part of your child’s daily routine, therefore, is strongly recommended. Sing with her, dance with her, play calming music as she goes to sleep, make up your own words to favourite tunes as you go about your daily routines together.
At a pragmatic level, it will be beneficial if children can recognize, and take care of, their own belongings; independently attend to personal issues such as dressing, putting on shoes, nose-blowing and toilet routines. The ability to hold a pencil correctly is an advantage, also.
While children need the security of predictable routines at home – regular meal times, bath time and bed time. (healthy brain development and effective learning require adequate sleep), it is neither necessary nor advisable to ‘hot house’ young children in a structured environment, where every activity becomes a ‘teachable moment’. Physical, social, emotional, creative and cognitive development will thrive when the child is nurtured and loved.
Because Josie’s daily routine over the past five years has forged strong foundations that have equipped her with a wealth of skills and concepts, I am confident that her transition to the formal learning of the classroom will be effortless. I look forward to being a part of Josie’s school odyssey as she masters the art of swinging by herself and soars skyward.
REFERENCES:
Bingham, P. (2009). The Serious Business of Child’s Play. wwwbrain-focus.com.au/articles
Gardner, H. (1993).. Multiple Intelligences: The Theory in Practice. NY: Basic Books
Goleman, D.(1996). Emotional Intelligence GB: Bloomsbury
McClellan, D & Katz, L. (1992) Assessing the Social Development of Young Children. A checklist of social attributes. Dimensions of Early Childhood. Fall 1992, pp.9-10
© Penny Bingham
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