Early Language and Literacy - Healthy Start EPIC · Early Language and Literacy November 17, 2015...

Early Language and Literacy November 17, 2015

Aidan Bohlander, LICSW

Zero to Three Mission Statement

Our mission

is to ensure

that all babies

and toddlers

have a strong

start in life

Copyright © 2015 ZERO TO THREE

About Zero to Three

Supports

Trains

Informs


Our History

Founded by leading researchers, clinicians, and thinkers in

the study of infancy and the early years, ZERO TO THREE

is the foremost thought and practice leader in the field of

early childhood development.


Levers for Change

Objectives

• Understanding early language and literacy

development

• Supporting language and literacy

development for very young children


HS Benchmark

Increase the proportion of Healthy Start

participants that read daily to a Healthy Start

child between the ages of 0-24 months to 50%.


Early Literacy

“…the

knowledge, skills,

and dispositions

that precede

learning to read

and write in the

primary grades

(K-3).”

(Roskos, Christie, & Richgels, 2003)


Why Begin With Infants?

• Brain Development

• Narrative

• Communication and Language

• Social-Emotional Development

• Culture

• Appreciation for Print and Pleasure in Reading


Our Current

Understanding of

Early Language and

Literacy


Although most

children learn to

read and write,

many still do not

learn to read and

write well enough

to get along in our

complex world of

communication and

technology.


What Research Tells Us…

The National Institute of Child Health and Development

(NICHD) Early Child Care Research Network1

The National Adult Literacy Survey2

A longitudinal study of Head Start preschoolers3

Studies conducted by the Center on the Developing Child at Harvard University4

1 National Institute of Child Health and Development (NICHD) Early Child Care Research Network. 2 National Assessment of Adult Literacy. (1993). National adult literacy survey. Washington, D.C. 3 Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental

Psychology, 38, 934–947. 4 National Scientific Council, Center on the Developing Child at Harvard University. (2007).


The Emerging Language Gap

Copyright © 20145ZERO TO THREE

• Poorest children

hearing 13 million fewer

words than children in

middle socio-economic

group

• 32 million fewer words

than children in highest

socio-economic group .

• Parents in the lowest

socio-economic group

exhibited using fewer

vocabulary words than

the children in the

highest socio-economic

group.

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ECONOMICALLY ADVANTAGED CHllDREN KNOW

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ECONOMICALLY DISADVANTAGED CHllOREN KNOW

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RALLY4BABIES.ORG ------


The “Snow Ball Effect”

“Skill begets skill. Motivation begets motivation. If a child is not motivated and stimulated to learn and engage early

on in life, the more likely it is that when the child

becomes an adult, (he/she) will fail in social and

economic life.”

~ James J. Heckman, Nobel-Prize Winning

Economist


Benefits are especially

strong for our most

vulnerable children—

the youngest and

those who live in high

risk environments.


Early Literacy Development

• Happens over time, in conjunction with the

development of our senses.

• Guided by the experiences we have with our

environment, mediated by relationships.

• Early literacy skills are encouraged by a rich

language and literacy environment.


Human Brain Development

Synapse Formation Dependent on Early Experiences

FIRST YEAR

-8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

Birth (Months) (Years)

Sensory Pathways (Vision, Hearing)

Language Higher Cognitive Function

Source: C. Nelson (2000)


Relationships Relationships Relationships


Experiences Shape Brain

Development

=


iLabs, University of Washington


Literacy: A Whole Brain Experience


Early Language and Literacy Skills

• Vocabulary

• Meaning making

• Phonological awareness

• Pragmatics

• Syntax

• Book Handling/Function

of Books

• Print Awareness/Letter

Knowledge

• Writing Copyright © 2015 ZERO TO THREE

Vocabulary

Words used for

spoken and written

expression

Expose children through

spoken and written

materials to varied

vocabulary

Follow child’s interests

and emphasize those

words

Notice and name items in

environment

Use books and stories to

extend children’s vocab

beyond their experiences

Use home language Copyright © 2015 ZERO TO THREE

Meaning Making

Being able to

understand and

interpret words and

stories in context

Treat children as

partners in

conversation

Use conversations

and stories to help

children understand

their world

Link new

experiences to

previous

experiences


Phonological Awareness

Discriminates and

differentiates the

sounds of language


Interactive vocal

play (alliteration,

rhyming, rhythm)

Use words, sounds,

stories in home

language

Encourage children

to find patterns in

sounds and words

Introduce letter-

sound, sound-letter

relationships

Repetition


Pragmatics

Uses verbal and

nonverbal

communication

appropriate to

context


Support children’s varied verbal and

non-verbal

communication of

needs, thoughts,

intentions

State your

understanding of the

child’s messages Model

strategies/language

to use in social

interactions

Syntax

Uses speech that

increasingly follows

the rules of language

Respond in ways

that acknowledge

meaning, versus

focusing on

correction of speech

Practice the back-

and-forth of speech

Explore home

culture of speech

with

parents/caregivers



Book Handling/Function of Books

Awareness of

components,

sequence of using

book. Understand

books convey

meaning.

Let infants/toddlers

explore books in

their own way

Identify children’s

interests and show

books as a way to

find information

Identify components

of book/orientation

of books



Writing

Using written letters

or letter-like symbols

to convey meaning.


Create safe writing

spaces (ok if things

get messy)

Ask child to tell you

a story, while you

write it down and

then tell it back to

them

Give children

opportunity to “read” back what they have

written

Types of Early Literacy Interventions

Code-focused

Shared-reading

Parent and home programs

Pre-school/Kindergarten programs

Language-enhancement


Importance of Family Engagement

Early print exposure

linked to better

reading later

Early parental

nurturance predicts

later reading

achievement


Reading Together

Take Picture Walks

Bring Energy and

Drama Into Reading

Read Title and Make

Predictions

Point to Words on

Page

Ask Questions After

Reading Book Copyright © 2015 ZERO TO THREE

Creating Culture of Family Literacy

What Is Their Child

Interested In

Materials/Stories in

Home Languages

Book/Story

Characters in Office

Lending Library

Ongoing Check-Ins


MYflHS ABOUT YOUNG CHILDREN AND SCREEN MEDIA Debunking common misconceptions about the impact of screen use on babies and toddlers

i zERO ~rTJ&E'

Screen Sense



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Early Language and Literacy - Healthy Start EPIC · Early Language and Literacy November 17, 2015...

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