Let’s face it, young children are egocentric beings. What better way to support their recognition of letters and letter sounds than to begin with something very important to them- their name!
Children possess a wide range of letter-sight and letter-sound identification proficiency, therefore, be sure to differentiate for ability and accommodate individual needs when planning your name based lessons. For example, provide children not yet recognizing and/or writing their name with a copy for reference. Likewise, it is important to plan for children’s diverse physical needs. Affix grippers to tools as needed and provide larger spaces for writing if warranted. For example, some children might be able to practice copying/writing on a piece of lined paper, while others will likely need a large sheet of unlined construction paper. Providing these alternatives, and letting children choose whenever possible, will help avoid the frustration that accompanies tasks that are too difficult. Here are just a few examples:
- Name Writing (mix up the media with crayons, markers, colored pencils, dry erase markers, bingo dabbers, paints and brushes, etc., ). Better yet, let children choose!
- Name Building (alphabet blocks, magnet letters, alphabet felt pieces, alphabet peg boards, playdough alphabet molds and free form letter sculpting, etc.)
- Name Finding Games (hunting for name letters in a variety of sensory materials (sand; rice, corn kernels, pebbles, water, etc.)
- Name Themed Board Games (create name cards for games like Boggle Jr.; Scrabble Jr.; etc.)
- Name Detective (provide child-friendly magnifying glasses for children to find the letters of their name in books and/or around the classroom/home).
Besides these specific name based letter identification activities, use children’s names to reinforce their letter sight and sound recognition by referencing their name (letters/sounds) in your daily routines and lessons. For example, point out name letter/sound connections to the words highlighted during story time, in the morning message, on labels in the classroom, and objects provided in centers and used during activities, etc. For example, when reading a story about a character named DeShawn, you might say “Look Devon, DeShawn starts with the letter D just like your name. Devon and DeShawn both begin with the “d” sound. That’s the same letter and sound as dishes in dramatic play and dump truck in the block corner”.
Here’s a little tune I made up to sing with my preschoolers intermittently while engaging in name associated activities:
“Words are made of letters, just like my name. I know I can ____(Pick one: find it, build it, write it, copy it, feel it, etc. ) because it always looks the same. Sounds are written as letters and letters build a word. Words form the sentences for all the speech I’ve heard. I can talk about a story or ___ (Pick one: draw, write) about my town {TIP-the children loved it when I mixed this word up with different rhyming words to surprise them like a clown, a frown, the color brown, a gown, a crown, etc.} . My thoughts become permanent when I write them down. Oh (repeat chorus: words are made of letters, just like my name. I know I can ______ because it always looks the same)”.
As with most instructional strategies, finding ways to support families to engage in these activities with their children will further children’s skills acquisition by providing additional practice and reinforcement opportunities. Here are some ways families could engage in name-related activities at home:
- Reference items in the environment that begin with the same sound as the first letter of the child’s name (e.g., items in the grocery store)
- Point out letters of the child’s name on environmental print (e.g., billboards; restaurant names, on menus, store labels/signs, etc.)
- Play name rhyming games with children (encourage nonsense words)
- Go on a name letter scavenger hunt in the kitchen pantry
Lynne Hall is a research associate at the Indiana Institute on Disability & Community’s Early Childhood Center. She holds a Master of Science in Education and an Indiana instructional teaching license (Early Childhood Education and Services; Elementary/Primary Generalist; Elementary/Intermediate Generalist). She formerly taught preschool in a variety of settings for over 15 years. Her expertise includes early literacy instruction and inclusive preschool classroom practices. Email her at hallma@iu.edu
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