All parents want the best for their child. The early years are a prime time for helping a child learn to form relationships and for building the foundation for future language and literacy proficiency. Raising Readers is committed to helping adults who interact with young children know how to provide experiences that maximize their child’s development in these areas. UNDERSTANDING EARLY LITERACY What does a “literacy rich” environment for young children look like? Children who are regularly exposed to a variety of quality children’s books, whether they are from the library, garage sales, stores, gifts, or hand-me-downs, are more likely to become readers. Children who are stimulated by lots of talking, singing, rhymes and songs are more likely to thrive. Children benefit from using paper, crayons, paints and markers, since the development of drawing and writing supports reading. Many daily experiences also nurture literacy development. For example, talk about and share with your child alphabet letters, grocery lists, cereal boxes, recipes, puppet shows, library visits, make-believe activities, letters from relatives, books, newspapers, and magazines. Children who have adults and older children in their lives who enjoy reading themselves are especially fortunate. Plan to have fun! Does “early literacy” mean I should teach my child to read at home? No. Think of developing their skills in talking, listening, reading, and writing like building a house. “Early literacy” means building a firm foundation rather than erecting walls of formal instruction. It does not necessarily mean children will read before they go to school, although some learn intuitively. In the first several years, parents and care and education providers help children lay a basic foundation of language and literacy skills. They provide early literacy experiences that give children the opportunity to develop their minds and their skills in talking, listening, reading, and writing. They help children develop social and emotional skills important to communicating and sharing stories. They instill the idea that books are friends.     BABIES When is my baby ready for talking and singing and looking at books?     NOT NOW NOW! Hey! This is one sleepy baby!! OK. I’m ready to connect!     Do start introducing books soon after your child is born, just for short times and only as long as he’s interested. Babies learn to associate reading with things they love best – the feel, sound and smell of their special adults. In the first six months, books help babies hear language and develop motor skills like focusing their eyes and holding their heads upright. From six months to one year babies begin sitting up, handling books, and turning pages. Sturdy board books with things to touch, flaps, and music are good. They develop mind skills such as recognizing pictures, vocalizing and patting pictures, and becoming familiar with stories. The first year is a crucial time for emotional development, and cuddling and reading together is an excellent way for an adult and child to bond. A newborn’s brain has 100 billion neurons, yet is one-quarter adult size. The brain grows to about 80 percent of adult size by three years and 90 percent by age five. Putting off reading until you think your child is old enough to understand the books, could result in missing a critical ready-to-learn time and shortchanging your baby. Start early to reap big dividends later. (Read More - www.zerotothree.org/brainwonders/FAQ.html) How do you actually “read” to a baby? Your baby already loves the sound of your voice. When you read aloud as you hold a book so that your baby can see it, you are teaching your baby to associate the pleasure of being held and hearing your voice with the pleasure of books. In the first few months, an infant is likely to be attracted to pictures with high contrast, bold lines and shapes. Try reading poetry, nursery rhymes, or stories in rhyme because the baby will enjoy the rhythm of the language. Reading sessions with a baby may be very short. Let the baby cue you as to what she wants. If she's restless, you may want to put the book aside and try again later. When the baby wants to put the book in his mouth, try giving him a teething toy while you hold the book.  It isn't necessary to read a whole story at a sitting, or to read every word. You may want to simply point to the pictures and talk about them.  Try making animal sound effects with a story about animals. Look for picture books that can be sung, such as "Five Little Ducks" or "Wheels on the Bus."  Try a variety of books and methods. Remember that the most important thing is for the sharing of books to be fun for both you and your baby. TODDLERS AND PRESCHOOL CHILDREN How do toddlers and preschoolers benefit from reading? Toddlers typically are transitioning from horizontal to vertical people and like to be on-the-go. About one year of age they say their first word and take their first steps. They begin to hold a book right side up and turn board book pages. They point at pictures and begin to associate the names with the pictures and real objects. By age two children say two-word phrases, pretend to read books, and often carry their favorite books about with them. At the end of a busy day, a regular habit of reading books as part of the bedtime routine is a terrific way to cuddle, settle down, and create a love of books at the same time. By age three, preschoolers use three- to four-word sentences, and by age four their sentences have mostly correct grammar. Adults should stop to ask questions as they read, since preschoolers can talk about stories and even retell a familiar story. Preschoolers can learn to recognize some alphabet letters and even begin to print them in year four. By exploring their world through play and a variety of daily experiences, children expand their vocabulary and their knowledge. High-quality language and literacy environments, at home, in day care centers, and in preschools, prepare children to learn to read in school. Are books the only way a child learns to read? When caring adults talk with children throughout the day about what the child is doing and seeing, they are helping to grow their child’s mind. Songs and rhymes are great. Alphabet blocks, magnetic letters, and board games are stimulating toys. In print-rich environments children see print in the everyday world around them, such as signs, labels, tee-shirts, and grocery lists, and begin to realize print has meaning. How do I know if my child needs extra help with early language and literacy? All children develop at different rates, some learn language and literacy skills very early and others develop later. You can make sure everyone in your child’s life is providing good language and literacy experiences – check with other people who care for your child to see how they are encouraging language with your child and if they have concerns. Many people working together to help a child make a greater difference. Some children need extra time to think and respond to questions (give them time to think, do not rush them), some children need models of how to talk (give them the right words to say: “Say ‘more milk’.”), some children need help learning new words (give them vocabulary, expand on what they say – Child: “truck” Adult: “That is a red truck.”). Some children need different types of experiences – some benefit from encouraging non-verbal communication to start (you may have heard of a program called Baby Signs that encourages children to “talk” using signs, either formal sign language or informal signs you make up with your child; which allows children to communicate before they have the verbal skills to get their meaning across). Give your child lots of different types of language experiences. Books are a great way to introduce new words, repetitive books give them a chance to try out new words and remember them. If you still wonder if your child’s skills are not on age level, check with developmental charts; if your child is several months late in developing the skills listed for his/her age, you can check with your child’s pediatrician, your local elementary to ask about the team of professionals providing early intervention screening, assessment, and intervention in your local area, or with the Iowa Early ACCESS program. Early ACCESS is a partnership between families with young children, birth to age three, and the Departments of Education, Public Health, Human Services, and Child Health Specialty Clinics. This program helps families and staff to work together to identify, coordinate and provide services and resources that will help an infant or toddler to grow and develop. You can contact Iowa Early ACCESS the following ways: Voice 1-800-779-2001; TTY 1-877-686-0032; or send . Read More: Questions about Early Literacy by BrainWonders (www.zerotothree.org/brainwonders/EarlyLiteracy.html)