The focus of this presentation was the of importance early literacy teaching.
Most adults think that children who have not learned early literacy skills can learn them once they reach Kindergarten. In reality, children have great difficulty cathing up once they are in school. Early literacy learning gives children the foundation they need so that when they start school, they are ready to learn to read. In fact, in Indiana children not only is preschool education not funded, but children are not required to attend school until age 7. Read the Indianapolis Star article that sites studies conducted by Indiana Kids Count about how Indiana fails its young children.
In this country 42 million adult Americans cannot read are read only at a 4th or 5th grade level. This level of literacy is below what most adults need to have to function successfully--such as reading newspapers, job applications, and drug and food labels, or balancing a check book or figuring a tip. An estimated 800,000 to 1.5 million adults in Indiana have literacy skills that are below the level necessary for daily life in this country.
Early literacy is what children know about reading and writing before they actually learn o read and write. Learning early literacy skills builds the foundation for reading so when children are taught to read, they are ready. Early literacy does not mean teaching children how to read.
What the research shows:
· Parents who frequently spoke to their infants and young children knew significantly more words than children whose parents rarely spoke to them.
· Reading
· Children’s brain development is fastest from 0- age 3. Synapses (connections) are formed at a faster rate during this time than at any other time. By age 2 or 3 the brain has more synapses than it needs and these surplus connections are gradually eliminated through a process called pruning. Repetition keeps connections from being eliminated, which has important repercussions for early literacy.
· Creating the right conditions for early childhood development is likely to be more effective and less costly than addressing problems at a later age.
ECCR 2.0 encourages the teaching of 5 practices that help children learn the essential early literacy skills they need to know in order to learn to read:
· Talking
o Children learn new words
o Children learn the meaning of words
o Talk to children, but take the time to listen to them talk.
· Singing (includes rhyming)
o Helps children learn about language and the different sounds that make up words
o Assists in developing letter knowledge, phonological awareness, and vocabulary.
o Try singing nursery rhymes or a book instead of reading the text.
· Reading
o Reading
o Teaches children how print looks and how books work
o Spending time reading helps children develop an interest in reading
· Writing
o Writing activities help children learn pre-reading skills.
o Reading
· Playing
o Children learn about language through play.
o Playing helps children think symbolically, so they understand written and spoken words stand for real objects and experiences
o Playing helps children express themselves and put thoughts into words.
Incorporating ECRR into library programming:
· In nearly every program some aspect of ECRR can be included—from Lego programs to Toddler Time.
· Promote it daily during interactions with your young patrons and their caregivers. Make children feel welcome. Say hello, make eye contact, talk with them.
· Be sure books are easily accessible for children.
· Make paper and crayons available for children to color draw, and write.
The core message of ECRR is that everyone has a stake in helping children become fluent readers, lifelong learners, and productive citizens.
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