Especially for Parents of Toddlers: Letters And Symbols Are Everywhere!

Learning that symbols and printed letters have meaning is an important early learning skill for toddlers. Symbols and letters are everywhere in a toddler’s world. It is important to help her begin to understand what they mean.

As you move around your community together, you will find opportunities to help your child understand signs. For example, she can learn that a red sign with the word STOP means that a car or bus must stop.

Signs (stop signs) and symbols (fast-food logos) can help your toddler learn that symbols and words have meaning. She will benefit by seeing the connections between symbols and letters and the things they represent.

How to do the practice:
Discover ways to help your toddler see these connections as you go out in your community together.

• Begin by noticing the words or signs that catch your toddler’s attention. Perhaps she will notice the blinking Open sign in a shop window or the red stoplight hanging over the street.
• Follow your child’s lead and comment on what she notices. “I see you looking at that blinking sign in the window.”
• Explain what the sign means. “That sign says Open and it means we can go in the store and buy something.”
• Go to the door and show her that it is open and you can go inside.
• The next time you see an Open sign on a store, point it out to your toddler and remind her what it means.
• When you see a sign or symbol that you think your toddler will like, point it out. Explain what it means (an ice cream cone, a steaming coffee cup, a lighted EXIT sign, etc.).

How do you know the practice worked?

• Does your toddler more frequently notice signs or symbols?
• Does your toddler enjoy looking at the signs you show her?
• Does your toddler ask you about the signs/symbols she sees?

Source: Center for Early Literacy Learning

Getting Your Child to Love Reading

Kathryn Perkinson of the U.S. Department of Education states that “kids will learn reading skills in school, but often they come to associate reading with work, not pleasure. As a result, they lose their desire to read. And it is that desire—the curiosity and interest—that is the cornerstone to using reading and related skills successfully. 



By far the most effective way to encourage your children to love books and reading is to read aloud to them, and the earlier you start, the better. Even a baby of a few months can see pictures, listen to your voice, and turn cardboard pages. You may be surprised to find that a well-written children's book is often as big a delight to you as it is to the kids. 

And don't stop taking the time to read aloud once your children have learned to read for themselves. At this stage, encourage them to read to you some of the time. This shared enjoyment will continue to strengthen your children's interest and appreciation. 



Simply having books, magazines, and newspapers around will help children view them as part of daily life. And your example of reading frequently and enjoying it will reinforce that view. 


How you handle books will eventually influence how your kids treat them. Children imitate, so if they see that you enjoy reading and treat books gently and with respect, it is likely that they will do the same. 

When you read aloud together, choose books that you both like. If a book seems dull, put it down and find one that is appealing. One approach is to look for award-winning books. There are two famous awards for children's literature made each year by the American Library Association that are good indicators of quality work: the Caldecott Medal for illustration and the Newbery Medal for writing. But these are given to only two of the approximately 2,500 new children's books published each year. 



Fortunately, there is a lot of other good help available. For instance, there are lists of books recommended by the American Library Association and the Library of Congress, as well as some excellent books to guide parents in making selections. 

The best help of all, though, is at your neighborhood library. If you are not familiar with the library, don't hesitate to ask for help. The children's librarian is trained to help you locate specific books, books that are good for reading aloud, and books on a particular subject recommended for a particular age group. In addition, your library will have several journals that regularly review children's books, including the Horn Book and Booklist.”

Source: www.rif.org

Visit Reading is Fundamental for more information.

Speech & Language of the Three-Year Old

At age three, your child....

• can match primary colors, and name one color.
• knows night and day.
• understands "yesterday," "summer," "lunchtime," "tonight," and "little-big."
• begins to obey prepositional phrases like, "put the block under the chair."
• uses words to relate observations, concepts, ideas, and relationships.
• frequently practices by talking to himself.
• knows his or her last name, sex, name of street on which he/she lives and several nursery rhymes.
• can tell a story or relay an idea to someone.
• has a sentence length of 3-4 words.
• has a vocabulary of nearly 1,000 words.
• can produce consistently m, n, ng, p, f, h, and w.
• may repeat sounds, words or phrases, which is perfectly normal at this age.
• can draw a circle and vertical line.
• can sing songs.
• expresses fatigue verbally.
• can stay with one activity 8 or 9 minutes.
• asks "what" questions frequently.

You can stimulate your three-year-olds speech and language by...

• continuing to extend his conversation.
• using words he has trouble with frequently in your speech.
• teaching your child relationships of words, objects, and ideas.
• talking about similarities or differences between things.
• encouraging your child to tell stories using books and pictures.
• letting your child play with other children.
• reading longer stories to your child.
• paying attention to your child when he's talking - remembering that repeating words and sounds is normal during this period of growth.

Eating Healthy. Growing Strong

The Alliance for a Healthier Generation and the American Academy of Pediatrics have joined with the best-selling children’s book The Very Hungry Caterpillar by Eric Carle to help families learn about healthy eating habits.


The Very Hungry Caterpillar eats many foods on his journey to becoming a butterfly. You can help your child on his or her own journey to grow up healthy and strong. To help you in this journey, we have created the following resources:

• Tips for Healthy Eating at Home Simple tips from the Alliance for a Healthier Generation and the American Academy of Pediatrics for eating healthy with your kids at home. 
• Reading Guide Discuss healthy active living using The Very Hungry Caterpillar by Eric Carle!
• Growth Chart (PDF) Download a special The Very Hungry Caterpillar growth chart and keep track of your child’s journey to becoming healthy & strong.
• Learn more about the collaborators and the campaign. 
  Find out how this collaboration started and explore additional resources available for parents and healthcare professionals.

Especially for preschoolers: Write Right!

Preschoolers are just starting to understand the difference between writing and drawing. Many can write their names and some letters. To be ready to learn adult spelling, they need lots of writing practice. Even using spelling and letter shapes that are not always correct.

What is the practice?
Invented spelling is having preschoolers write using whatever letters or symbols they can. It works best when an adult helps the child “sound out” words and shows interest in the child’s attempts. There are many chances to put invented spelling into your daily routine with your child.

What does the practice look like?
By drawing a picture and writing about it with a mix of letters and “sounded-out” words, a child begins learning the rules of writing. In the same way, a child writing his name on a sign for his room, even if letters are missing, learns that he can write things others can understand.

How do you do the practice?
You can encourage your child to use invented spelling in lots of ways during the day. Look for chances for writing or drawing. Since you know your child’s personality best, figure out what activities your child likes most.

• Give your child lots of chances to observe and help you with writing during your day. For example, he can help make a grocery list by adding one or two items using invented spelling. Let him leave a note for another family member to find. He can sign his name to a letter you write to a friend. Such activities let your child practice writing and spelling skills and experience some everyday uses for writing.
• Give your preschooler various writing materials, including nontoxic markers, pencils, crayons, greet- ing cards, construction paper, lined paper, and chalk boards. All of these offer slightly different writing experiences and encourage your child to experiment.
• As your child begins to write, help by showing interest in what he is working on. Remind him to think about the sounds of the letters. Have him spell words the way they sound, rather than spelling them for him. This teaches him to listen for the sounds in words. It also helps him link what he hears with what he writes.
• Encourage your child to “read” her stories or any other written work. This reinforces the link between what she has written and its meaning.

How do you know the practice worked?

• Is your child eager and enthusiastic about writing notes, letters, and/or her name?
• Does your child offer to help you with writing in your daily routine?
• Is his/her writing gradually becoming clearer and more adult-like?

Source: www.earlyliteracylearning.org

Especially for toddlers - Looking at Books Together: Storytelling & Listening

Before a child reads on her own, she needs to share books with adults. Shared reading is one way to become aware of the rules about printed material. Reading to toddlers improves their understanding of both printed material and oral language. This article includes ideas to help strengthen your toddler’s understanding of printed materials—an important early literacy skill.


Toddlers learn about reading when they look at and talk about words in a story with an adult. This exploration of books helps toddlers understand that printed letters and words have meaning.


You can help your toddler understand that the printed mat- ter (pictures, letters, and words) in a book has meaning. Talk with your child while pointing out pictures, words, or letters that match what you are saying. Ask your child to point to the picture of her favorite animal. You find and point to the word that labels the animal.


Most days present natural opportunities for sharing a book with your toddler. Before a nap or while waiting for dinner are good times to pick up your toddler’s favorite books to share.

• Be sure the books interest your child. Toddlers always seem to have one or two favorite books that you can keep on hand. You can also introduce some new books about things that she likes.  
• Let your toddler be a leader, choosing which book she wants to read.
• As you talk about the book, point to pictures, words, and letters. Tell your child, for example, “This word is dog. Can you show me the picture of the dog?” Or “This letter is A. That is the first letter of your name, Alan.”
• When you are reading a sentence, move your finger under the words you are reading. This shows your toddler that English words are read from the left to the right side of the page.
• Occasionally point to a letter like B. Explain, “This letter is a B and it makes the Bbb sound, like in the word baby.” Ask her to say Bbb or baby. This helps her begin to see the connection between letters and their sounds.
• As you “read” the book, let your child hold it and turn the pages. Don’t worry about skipping pages. With a toddler, reading every page is not necessary. Letting your child hold the book and explore it encourages her to take an active part in the reading experience.
• Smiling and commenting on her exploration of the book or her attempts to answer your questions encourages her. A little encouragement will help keep her involved in the activity.

How do you know this practice worked?

• Does your child seem to enjoy looking at books with words?
• Does your toddler notice the printed words or letters as you talk about them?
• Does your child point to letters and words, trying to say them?

Source: Center for Early Literacy Learning

April is Poetry Month!

April is Poetry Month! Click here to check out the 2011 Shel Silverstein Poetry Month Activity Kit!

Shel Silverstein was an American poet and author of children's books. Some of his most famous children and poetry books incluce: The Giving Tree, The Light in the Attic, Where the Sidewalk Ends, and Falling Up. Click here to find other fun ideas for teachers and parents on his website.

Reading to Children

Ever wonder what to say to a young child who can't answer you with words? Read a book. Even the youngest child loves the sound of voices. Reading books to little ones at an early age is important. Reading children's stories out loud is one of the best activities an adult can do with a child.

1. Reading to children helps the brain grow.
2. Children who are read to are better able to learn to read themselves.
3. Reading with a child is a simple way to establish a strong bond.

The best part about reading stories to children is that we can all do it! We don't have to be expert readers. Children love it when you talk about and point to the pictures in a book. Children especially love snuggling up and enjoying a special story. Isn't it great to know that something so simple can make such a difference?

So, if you haven't read a book to a child today, pick up a book and get started reading! The greatest gift we can give children is the gift of our time. Any day is a good day to offer the gift of yourself by reading a book to a child.

Tips:

• Use words like up, down, right, left.
• Talk about opposites: in and out, up and down, on or off, hot or cold, fast or slow.
• Use different words that mean the same thing. If your child talks about the time after dinner, respond using the word "evening."
• Pick out a new word, and tell your child what it means.
• Visit your library for books on subjects that interest your child. Many children love books about animals or machines, and these books can introduce new words.

Useful Links:

Literacy Websites for Preschoolers

The National Center for Family Literacy

National Children's Literacy Website

National Institute for Literacy

Reach Out and Read

Reading is Fundamental

AAP Literacy Kit

Source: Bright from the Start

Giving children access to print materials is associated with positive behavioral, educational, and psychological outcomes

What impact, if any, does access to print materials have on children’s educational outcomes?

Children’s book distribution programs were created to provide greater access to high-quality, age-appropriate reading materials to children from low-income homes as one effort to address the achievement gap. In 2010, Reading Is Fundamental commissioned Learning Point Associates to conduct a meta-analytic research synthesis of children’s book lending and book ownership programs to determine the effect of providing access to print materials on children’s educational outcomes.

Meta-analysis of the 44 studies classified as rigorous of the 108 examined in the review found that access to print materials:

• Improves children’s reading performance - Findings from the rigorous studies suggest that providing children with print materials helps children read better. Among the studies reviewed, Kindergarten students showed the biggest increase in reading performance.
• Are instrumental in helping children learn the basics of reading - The review found that providing children with reading materials allowed them to develop basic reading skills such as letter and word identification, phonemic awareness and completion of sentences.
• Causes children to read more and for longer lengths of time - Giving children print materials leads them to read more frequently and for greater amounts of time.
• Produces improved attitudes toward reading and learning among children - The review found that when children have greater access to books and other print materials— through either borrowing books or receiving books to own—they develop more positive attitudes toward reading and learning.

This study also found positive relationships between children’s access to print materials and four additional outcomes: motivation to and interest in reading; writing performance; language development; and academic performance in subjects other than reading after performance.

Click here for more information about this study.

Healthy Habits for TV, Video Games, and the Internet

No doubt about it — TV, interactive video games, and the Internet can be excellent sources of education and entertainment for kids. But too much screen time can have unhealthy side effects.

That's why it's wise to monitor and limit the time your child spends playing video games, watching TV, and playing games on the Internet.

The American Academy of Pediatrics (AAP) recommends that kids under age 2 have no screen time, and that kids older than 2 watch no more than 1 to 2 hours a day of quality programming.

It's also a good idea to make sure kids have a wide variety of free-time activities like reading, playing with friends, and sports, which can all play a vital part in helping them develop a healthy body and mind.

Click here for the full article and some practical ways to make kids' screen time more productive.

Source: kidshealth.org

Sources for Award-Winning Children's Books

These sites provide an overview of award-winning children's books:

ALSC's Notable Children's Books
Each year a committee of the Association for Library Service to Children (ALSC), a division of the American Library Association, identifies those children's books deemed worthy of note or notice, important, distinguished, or outstanding.

Boston Globe-Horn Book Awards
Awarded since 1967 by the Boston Globe newspaper and the Horn Book Magazine. Since 1976, the awards have been given for outstanding children's fiction and poetry, nonfiction, and picture books.

Caldecott Medal
Awarded by the Association for Library Service to Children, a division of the American Library Association. Given to the illustrator of the most distinguished picture book for children published in the United States.

Charlotte Zolotow Award
Established in 1998 and administered by the Cooperative Children's Book Center—an examination, study, and research library of the School of Education at the University of Wisconsin-Madison. Awarded to the author of the best picture book text published in the United States.

Elizabeth Burr/Worzalla Award
Awarded by the Wisconsin Library Association since 1992 to an author/illustrator for distinguished achievement in children's literature.

Indies Choice Book Awards
The American Booksellers Association's Indies Choice Book Awards honor the year's best young adult, middle reader, and picture books, among other categories. Formerly known as the Book Sense Book of the Year Awards (2000–2008) and the American Booksellers Book of the Year (ABBY) Awards (1991–1999).

IRA Children's and Young Adult's Book Awards
Awarded for an author's first or second published book by the International Reading Association. Fiction and non-fiction awards are given in three categories: primary, intermediate, and young adult readers. Books from any country and in any language are considered.

Jefferson Cup Award
Awarded since 1983 by the Children's and Young Adult Round Table of the Virginia Library Association for quality writing in U.S. history, historical fiction, or biography.

National Book Award for Young People's Literature
Awarded by the National Book Foundation for outstanding contribution to young people's literature.

Newbery Medal
Awarded by the Association for Library Service to Children, a division of the American Library Association. Given to the author of the most distinguished contribution to children's literature published in the United States.

Phoenix Award
Awarded since 1985 by the Children's Literature Association to a book originally published in English 20 years previously that did not receive a major award at the time of its publication.

YALSA's Book Awards
The Young Adult Library Services Association (YALSA), a division of the American Library Association, honors the best books for teens each year with its Alex, Edwards, Morris, Odyssey, Printz, and YALSA Nonfiction awards.

Source: RIF Exchange Show #407.

Music and Language Development

In her Exchange article "Early Brain Development Research Review and Update," Pam Schiller notes new thinking on the link between music and language...

"Linguists, psychologists, and neuro-scientists have recently changed their long held opinion about the relationship between speaking and singing. The latest data show that music and language are so intertwined that an awareness of music is critical to a baby’s language development. As children grow, music fosters their communication skills. Our sense of song helps us learn to talk, read, and even make friends."

"Brain areas governing music and language overlap. Music and language have much in common. Both are governed by rules and basic elements (word and notes). In language, words make phrases, which combine to make larger phrases and eventually sentences. In music, notes combine and grow to form a melody."

"The neurological ties between music and language go both ways; a person’s native tongue influences the way he perceives music. The same progression of notes may sound different depending on the language the listener learned growing up. Speakers of tonal languages (most Asian languages) are much more likely than Westerners to have perfect pitch. All languages have a melody that is unique. Infants echo the inherent melodies of their native language when they cry, long before they speak."

Developmental Milestone: Talking

Talking: What to Expect When
By age 3, your child should have a vocabulary of around 300 to 500 words. And by age 4, he may know a whopping 1,500 words or more, though the vocabulary that preschoolers use varies widely. He'll also be able to speak in sentences of six to eight words and mimic most adult sounds. A preschooler's speech should be clear enough that strangers can make sense of most of what he says, though he may still mispronounce many words. At this age, he should be able to understand a two- or three-part directive, such as "Pick up the paper, fold it in half, and then bring it to me."

What You'll Hear
Pronunciation: At age 3, your child may still struggle with certain consonant sounds, such as using a /w/ sound for /r/ or /d/ for /th/. Don't worry; certain consonant sounds are tough for a preschooler to pronounce. Click here to visit the blog post "Normal Speech Development: When Should I Expect My Child to Talk?"

Lisping: Your child may also lisp or pronounce the s sound like a th. Many children lisp, and most outgrow it with no intervention by age 7.

Stuttering: While it can cause parents concern, stuttering at this age is a normal developmental phase that many children go through. Your child is in the midst of a great leap in his language skills, so it's natural that he may have some difficulty putting his sentences together fluently. Find more aout stuttering here.

What You Can Do
Reading to your child is a great way to boost his language skills. Books help a child add words to his vocabulary, make sense of grammar, and link meanings to pictures. Simply talking with your child also helps. When your preschooler doesn't know the word for something, he'll probably ask, "What's this?" That's your cue for helping him expand his vocabulary, including adding on words that he may not have asked for. You can also help him find words to describe objects and ideas he can't see. For instance, if he's trying to tell you about a nightmare involving a witch, ask him whether the witch is wicked or kind. Then have him describe what she wears, what she does, and whether she's good at riding a broomstick. This word game can serve two purposes: Your child can express his feelings and fears as well as increase his vocabulary.

Your preschooler may still get stumped by pronouns, such as "I," "me," and "mine." While the words are easy to say, the ideas behind them can be hard for a youngster to grasp. So resist the urge to correct your child's speech when he misuses a pronoun. Instead, model the correct use of these tricky words in your own speech. For instance, say: "I would like your help" instead of "Mama would like your help."

What to Watch Out For
If your child doesn't talk, says few words, and doesn't seem interested in communicating or expressing his feelings, seek help. A child who pauses frequently, constantly struggles to get words out, or simply gives up and says "never mind" a lot is also letting you know something is wrong. A preschooler who drools when he mispronounces words may have a physical component to his speech difficulties and may need professional help. And a child who has a history of ear infections along with pronunciation problems may have some hearing loss. If you have any concerns about your child's speech and language, seek help from a certified Speech-Language Pathologist. Visit: www.pediaspeech.com or any local certified Speech-Language Pathologist.

What's Ahead
Children in kindergarten speak in smooth sentences, and words pop out easily with no apparent effort. At this age your child should also be able to comfortably tell you what happened, describe people, and ask questions clearly. He'll make up stories, explain what you do with common objects, and recount events that took place in the past with accurate detail. At school, he'll start to figure out the finer points of grammar, punctuation, and word usage.

Worried about your child's speech? Visit www.pediaspeech.com or find a local certified Speech-Language Pathologist.

Source: babycenter.com

Ferst Foundation for Childhood Literacy

The Ferst Foundation for Childhood Literacy provides books for local communities to prepare all Georgia preschool children for reading and learning success.

What a wonderful thing!

Click here to read more about the issue, the incentive, the answer, and the action plan.

Everyday literacy: Teach kids new words

1. Comment on new words as they come up in stories, on TV or on the radio.
2. Introduce synonyms - words that mean the same thing. If your kids talk about "the day after today," introduce the word "tomorrow."
3. Correct word errors with simple examples or corrections. If they say "We runned home!" you could say, "Wow! You RAN home?" Or, more simply, "You could say that you RAN home."
4. Find books that your kids like at the library. You can then use subjects they're interested in to add new vocabulary to their conversation.
5. Open a dictionary and pick a word they probably know. See if they can guess the word by reading them the definition. Help them understand that some words have several meanings, like 'watch.' Check out our tips in "The Big Book of Words."
6. Write out pairs of opposites on bits of paper and get your kids to match them up.
7. Introduce a new word and ask them to guess which definition is right? Is HALIBUT a fish, a game or a President? They'll want to learn more when they're having fun!
8. Include kids in your conversations with other adults by using words they can mostly understand. Then they will be able to learn any new ones by getting the meaning from the surrounding sentence.
9. Pick a new word every day and teach it to your kid. Use it so they hear it in context. Encourage them to use it, and use it yourself. Even over-using it will be fun. Pick a word like 'outstanding' and use it whenever something is 'good.'
10. Play vocabulary building games like this one: pbskids.org/lions/games/wordplay.html

pbskids.org

Vocabulary Instruction

Here are some highlights from the evidence-based research on vocabulary instruction:

1. Children learn the meanings of most words indirectly, through everyday experiences with oral and written language. They do so by engaging daily in oral language, listening to adults read to them, and reading extensively on their own.
2. Although a great deal of vocabulary is learned indirectly, some vocabulary should be taught directly. This can be done through specific word instruction (teaching specific words, extended instruction that promotes active engagement with words, and repeated exposure to words in many contexts) and word learning strategies (using dictionaries and other reference aids, using word parts, and using context clues).
3. Vocabulary instruction should focus on important words (key words to help readers make sense of the text), useful words (words they will encounter often), and difficult words (words with multiple meanings, idiomatic words, etc.).

Source: National Institute for Literacy

Reading Development Resource

Leap Frog - Letter Factory

Teaches letters, phonics and listening skills. A wild adventure to the Letter Factory with popular LeapFrog characters Leap, Lily and Tad. Led by wacky Professor Quigley, Tad joins Js jumping on trampolines and Ks practicing karate kicks as new letters learn their sounds. Fun songs will have kids singing letter sounds in no time.

Find it here.

The Bilingual Bonus

“There is no doubt that speakers of more than one language have nimble brains.”

This bold claim was made in Psychology Today (October 2010; psychologytoday.com) in an article that also made these claims…

“All told, half of the world’s population conducts life in multiple languages....

“Infants as young as 4 months who live in bilingual environments can distinguish between two languages, monitoring lip and facial movements. Babies also show a strong preference for the language their mother spoke during pregnancy…
“Contrary to conventional wisdom, bilingual children are not delayed in language acquisition. In fact, words learned before age 5 have an added emotional kick, regardless of how many languages are learned. Because the child’s brain is developing so quickly, across so many regions, the words learned during this critical period carry thick visual and emotional associations....

“Bilingualism enhances attention and cognitive control in kids and adults. Also bilinguals are better at learning additional languages, even if those languages bear little resemblance to the ones they already know.”

Source: Childcare Exchange

Therapy and Equipment Scholarship!

Kiddos’ Clubhouse Foundation provides scholarships up to $2500 to help children with special needs receive critical therapeutic services or equipment.

Kiddos’ Clubhouse Foundation believes that all children deserve the opportunity to grow into healthy, productive adults.

To learn more and to submit an application, go to www.kiddosclubhousefoundation.org
or call 678-527-3224.

*The Foundation will directly pay the clinic, licensed therapist, business, or equipment vending company delivering services.

"As concerns over the negative effects of the time children spend watching television mount, a new study by the American Academy of Pediatrics found that children in child care centers and family child care homes may perpetuate, not discourage, television watching. In the study, child care centers in Florida, Massachusetts, Michigan, and Washington were surveyed about the amount of time children in these programs watched television.

The results of the study, as reported in Preschool Matters (May 2010), indicated that in as many as 70 percent of family child care homes and 36 percent of child care centers children watched television daily. In programs where the television was used, infants and toddlers in family child care homes spent two to three hours a day watching television and about one and a half hours in cent ers.

The article went on to review recent findings about watching television:

• Infant and toddler television exposure has been associated with obesity and language delay.
• Long-term studies have shown that early television viewing habits predict later television viewing behavior.
• Television viewing displaces a key ingredient in children's development — play. "

Read more: childcareexchange.com