Literacy from the Start – Page 5 – Linking research to practice

From Twinkle, Twinkle to ABC: The Magic of Music in Early Literacy

Posted on October 25, 2024 by hallma

Music plays an important role in supporting early literacy development. Research shows that integrating music into early childhood education can enhance phonological awareness, vocabulary acquisition, and motor skills which are foundational to reading and writing. Let’s take a closer look at how music fosters early literacy skills.

Music Promotes Phonological Awareness

Phonological awareness is the ability to recognize and manipulate sounds in spoken language. This skill is crucial for developing reading skills because it helps children understand that words are made of different sounds. Songs, with their inherent patterns, rhymes, and rhythms, provide a natural way for children to practice these skills. A 2020 study by Brady emphasized that phonological awareness begins as young as preschool and that songs with rhyming words and repetitive patterns help children break down words into parts, a critical first step toward phonemic awareness (Brady, 2020). The interactive nature of music makes learning enjoyable and encourages children to engage with language through activities like clapping to the beat of a song or predicting rhyming words.

Music Supports Vocabulary Development

According to a 2023 study, musical activities can increase children’s vocabulary because songs introduce them to a wide variety of new words in a fun and engaging way. This can reinforce their understanding and retention of language.

Music Can Strengthen Motor Skills

Music can also strengthen motor skills, which are linked to literacy development. Tapping out rhythms or clapping to syllables helps children develop coordination, which is essential for writing. A study in 2023 emphasized that children who participated in rhythm-based activities showed improvements in both motor skills and literacy outcomes (Selinus University, 2023). Rhythmic experiences have also been linked to better reading comprehension because they encourage children to focus on the timing and the flow of language.

Music is a Multisensory Learning Tool

Using music in early literacy instruction engages multiple senses, making it easier for children to internalize and process information. Songs often combine auditory, visual, and kinesthetic learning styles, which helps engage both hemispheres of the brain and supports cognitive development.

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Music is a valuable tool for supporting early literacy development in children. It helps build essential phonological awareness and motor skills needed for reading by engaging children in rhythmic, rhyming, and repetitive activities. Music also builds vocabulary and creates a multisensory learning environment that is both effective and enjoyable. Caregivers can leverage music by incorporating simple activities like singing nursery rhymes, using songs to teach syllable segmentation, or clapping to the beat of familiar tunes.

Lynne Hall, Research Associate, 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, equity in early childhood education, and inclusive classroom practices.

Email her at hallma@iu.edu

https://www.iidc.indiana.edu/ecc/index.html

Small Objects, Big Words: Boosting Early Literacy through Show and Tell

Posted on October 4, 2024 by hallma

Whether you call it “Show and Tell”, “Sharing Time”, “All About Me” or some other name, providing children opportunities to share information about themselves and their preferences is a classic classroom activity that offers a powerful way to develop early literacy skills, especially in young children. Encouraging children to bring objects from home and describe them to their peers builds essential language, comprehension, and social skills which are foundational for literacy development. Recent research highlights the significance of using “Show and Tell” to promote vocabulary growth, narrative skills, and oral language development.

1.Enhances Vocabulary and Oral Language Skills

Expressing themselves during Show and Tell promotes vocabulary acquisition and oral language development. When children describe an object, they engage in a dialogue that requires the use of precise language and situational understanding. Studies show that oral language skills, including vocabulary and sentence structure, are critical for long-term reading comprehension success (USF, 2023). Explicit opportunities to practice speaking about objects help children expand their vocabulary and describe complex ideas.

Teachers can leverage these experiences by introducing new vocabulary words related to children’s presentations. By asking probing open questions, such as “Can you tell us more about how this object works?” or “Why is this object special to you?” children are encouraged to think critically and expand their language use.

2. Develops Stronger Narrative Skills through Storytelling

Storytelling is a crucial part of early literacy development. Sharing personal stories about their chosen objects during Show and Tell helps build children’s narrative skills. Research has shown that oral storytelling not only improves children’s narrative coherence but also supports their ability to retell and sequence stories, both of which are important for reading and writing (Lever & Sénéchal, 2020). Furthermore, children’s narrative abilities are linked to improved social-emotional skills, as storytelling requires them to express emotions and experiences effectively.

By integrating narrative-building techniques during Show and Tell, such as asking children to describe what happened before and after they acquired the object, educators can help children structure their thoughts and tell more complex stories which can directly translate to stronger reading comprehension later in life.

3.Fosters Cultural Relevance and Inclusivity

Show and Tell can also support the literacy development of culturally diverse learners. Research indicates that students from diverse backgrounds, including multi-lingual learners, benefit from strategies like Show and Tell that promote verbal and non-verbal communication (Nutta et al., 2020). Show and Tell offers a way for children to bring in objects that are meaningful in their culture, which supports a sense of belonging while helping their peers learn about different traditions and perspectives. This inclusivity not only enriches the classroom environment but also supports literacy by embedding learning within meaningful, real-life experiences.

Practical Applications for Teachers

Scaffold with Language Support: Encourage children to use descriptive language and expand on their thoughts by asking open-ended questions during Show and Tell activities.
Incorporate Visual Aids: Children can use drawings or photos alongside their objects to further express ideas, which reinforces the link between visual and verbal literacy.
Link to Literacy Skills: After Show and Tell, have children write or draw about the shared objects, further connecting oral language with writing skills.
Foster Peer Interaction: Create opportunities for children to ask questions, thereby promoting listening skills and peer-to-peer conversations.

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, equity in early childhood education and inclusive classroom practices.Email her at hallma@iu.edu

https://www.iidc.indiana.edu/ecc/index.html

Ask a question today!

Making Questions Count

Posted on September 24, 2024 by hallma

One of the most impactful ways to support early literacy is by asking effective questions. When done thoughtfully and intentionally, questioning promotes language development, builds vocabulary, and enhances comprehension. But what types of questions count the most? And how can we ask them in ways that truly foster young children’s developing literacy skills? Let’s explore some key strategies to make question-asking as meaningful as possible.

1. Open-Ended Questions Foster Critical Thinking

Open-ended questions encourage children to think beyond yes-or-no answers. They do not expect a particular response such as yes, no, or dog. Research suggests that when adults ask open-ended questions, children engage in richer conversations, which supports language development and narrative skills (Kelemen, 2020). For example, instead of asking “Is this a cat?” you might ask, “What is the cat doing?” or “Why do you think the cat is running?”

According to a 2021 study by Snow and Matthews, open questions stimulate children’s cognitive abilities by encouraging them to form hypotheses, express ideas, and practice language in more complex ways. This is particularly crucial in the preschool years, as these abilities are linked to later reading comprehension and storytelling skills.

For more information on open questions see this NAEYC article: https://www.naeyc.org/resources/pubs/tyc/feb2019/asking-questions-stretch-children%27s-thinking

2. Scaffolding Questions Deepen Understanding

Scaffolding is a concept where adults support children’s current level of understanding while gradually helping them reach a higher level. In regard to early literacy, scaffolding through questions can guide children to expand their thinking and language.

For example, you could begin with a simple question, “What color is the dog?” and follow up with a more complex question, “Why do you think the dog is hiding?” This progression builds both confidence and depth in a child’s ability to reason and articulate thoughts (Perez et al., 2022). Scaffolding questions should be adjusted to meet each child’s individual needs (current knowledge and language ability), helping them stretch but not become frustrated.

Dialogic Reading is an evidence-based shared reading technique that maximizes the scaffolding approach. Learn more about Dialogic Reading here: https://www.raising-readers.org/media/cms/The_Dialogic_Reading_Method_F760046DFDFD4.pdf

3. Repetitive and Predictable Questions Build Vocabulary

Research demonstrates that repetition is key in learning language. A study from 2023 (Li & Fang) shows that children exposed to repetitive questioning not only become familiar with the structure of the question, but also start using new vocabulary with greater confidence. When you ask children the same question in different contexts, they solidify their understanding of the word and its use.

Nursery teacher playing kitchen roleplay with her students in the classroom. she is pouring a pretend cup of tea for a little girl.

For example, asking “Where is the cat?” while reading a story and later asking, “Where is the toy?” while playing in dramatic play, helps children recognize the structure of the question and apply it to new situations.

Predictable questions—those that children can anticipate—also build confidence and encourage them to use new words. For example, during reading time, regularly asking, “What do you think will happen next?” helps children anticipate the question and prepares them to use their newly acquired vocabulary.

4. Reflective Questions Encourage Narrative Skills

Reflective questions help children connect their experiences with stories or events, which fosters narrative skills and comprehension. According to a 2022 report by the National Institute for Early Education Research, children who have opportunities to reflect on stories or personal experiences develop better narrative abilities, key predictors of later reading success. For example, after reading a book, you might ask, “Can you remember a time when you felt like the character?” or “What would you do if you were in this story?”

Reflecting like this deepens children’s engagement with stories, activates their prior knowledge, and strengthens their ability to organize thoughts in a coherent manner, a vital skill for learning to write and read independently.

5. Multisensory Questions Enhance Learning

Recent research highlights the importance of multisensory experiences in early literacy. A study by Brooks et al. (2023) shows that children who engage with books through touch, sound, and movement demonstrate higher literacy gains. Questions that encourage children to use multiple senses reinforce learning by allowing them to make connections between words and their meanings. For example, while reading a book about animals, you could ask, “What does a tiger’s fur feel like?” or “Can you make the sound the bird is making?”

Multisensory learning not only enhances vocabulary but also keeps young learners engaged, making the process of learning fun and interactive.

By using these strategies consistently, caregivers and educators can provide a language rich environment that supports early literacy and prepares children for future academic success.

Email her at hallma@iu.edu

https://www.iidc.indiana.edu/ecc/index.html

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The Real Deal: Authentic Early Literacy Assessment

Posted on September 3, 2024 by hallma

Knowing the early literacy skills children have mastered and which ones are emerging for them is key to designing instruction and additional interventions that support ALL children to achieve high outcomes. It is essential to assess children’s literacy skills accurately and meaningfully. Authentic assessment provides a holistic view of children’s early literacy skills in real-world contexts. Authentic assessment means evaluating children’s abilities’ during everyday experiences. According to Gullo and Hughes (2020), authentic early literacy assessments should engage children in activities that reflect actual reading and writing tasks, such as storytelling, journaling, conversations, and interactive reading sessions because they demonstrate a child’s true capabilities. Let’s explore the some authentic early literacy assessment strategies:

Observation: One of the most powerful ways to assess a child’s early literacy skills is through observation. By closely observing them during their day-to-
day activities, educators and caregivers can gain valuable insights into their language development, reading abilities, and comprehension. Regular observation, coupled with a system ofdocumentation, can capture children’s progress over time. Using anecdotal records, checklists, and portfolios, can create a comprehensive picture of children’s literacy development. This approach allows for a holistic evaluation, considering a child’s interactions with peers, their responses during different activities, and their approach to problem-solving. Recent studies emphasize the importance of ongoing documentation to track literacy growth, noting that this approach allows for individualized instruction and timely interventions (Harris & Compton, 2021).
Storytelling and Retelling: Storytelling provides a glimpse into a child’s creativity, language proficiency, and comprehension. Encouraging children to tell their stories allows their imagination to flow freely and asking them to retell stories they’ve heard or read before assesses their listening skills and memory retention. Engaging in storytelling activities not only enhances literacy skills but also boosts children’s confidence and oral communication abilities.
Reading Aloud: The simple act of reading aloud to a child offers a multitude of benefits, including literacy assessment. As children listen to stories, they absorb new vocabulary, learn sentence structures, and develop phonemic awareness. When assessing, observe their reactions to the story, ask questions about the plot, and determine their ability to connect with the text emotionally. During interactive read-alouds, teachers can gauge children’s comprehension, vocabulary, and engagement with the text. Asking open-ended questions and encouraging predictions can help assess a child’s ability to understand and connect with the story. Research from Rowe and Miller (2022) highlights that interactive read-alouds not only support literacy development but also serve as a rich source of authentic assessment data, particularly in understanding a child’s reasoning and narrative skills.
Phonemic and Phonological Awareness and Letter and Word Recognition: Phonemic awareness and phonics are foundational literacy skills that can be authentically assessed through games and hands-on activities. Activities like rhyming games, sound sorting, and letter recognition tasks allow students to demonstrate their understanding in a playful and engaging manner. Assessing a child’s letter and word recognition skills includes activities such as identifying letters and forming simple words. These types of activities provide opportunities to evaluate children’s skills in a relaxed and playful environment, minimizing pressure and anxiety. Research by Bryant and Bradley (2024) suggests that incorporating play-based phonemic awareness activities into literacy assessments not only enhances engagement but also provides a more accurate reflection of a child’s phonological processing skills.
Writing and Drawing: Encouraging children to write stories, draw pictures, and express their thoughts and feelings through artwork provide additional opportunities for assessing early literacy skills. Children’s writing and drawing abilities can reveal their understanding of story structure, phonemic and phonetic skills, and overall cognitive development. A recent study by Martinez and Flynn (2023) found that analyzing students’ journals over time provides deep insights into their literacy development, including their ability to organize thoughts and develop a narrative voice
Literacy-Rich Environment: A literacy-rich environment is not only vital for fostering children’s love for reading and writing, it offers multiple ways to assess early literacy skills including how children interact with books, writing materials, and reading corners. Educators and caregivers can observe whether children show curiosity, initiative, and a sense of ownership in their literacy activities.
Informal Conversations: Engaging in informal conversations with young children can provide valuable information about their language skills and comprehension. Having open-ended discussions, asking questions about children’s experiences, and actively listening to their responses assess children’s literacy skills and strengthen the bond between them and their educators and caregivers.

To make the most of authentic early literacy assessment, remember to…

Create a Supportive Environment: Authentic assessments are most effective in supportive, low-stress environments where children feel comfortable taking risks and expressing themselves.
Use Multiple Assessment Methods: Using several assessment methods will provide a more comprehensive understanding of children’s literacy skills.
Involve Families: Engaging families can offer additional insights and reinforce learning at home.

Email her at hallma@iu.edu

https://www.iidc.indiana.edu/ecc/index.html

Ask a question today!

Developing Early Literacy through Child-Directed Play

Posted on July 12, 2024 by hallma

Child-directed play has emerged as a significant approach to developing children’s early literacy skills supported by recent research and educational practices. Play is the primary mode through which young children learn and develop. It encompasses various types, including free play, guided play, and structured play. Free play is child-initiated and directed, allowing children to explore and experiment independently . Guided play involves adult participation with the child leading the play, while structured play is more adult-directed with specific learning goals in mind.

Research highlights that play, particularly guided play, significantly enhances children’s vocabulary and spatial skills. Studies have shown that children learn more effectively in guided play settings compared to free play due to the intentional integration of learning objectives within the play activities (NAEYC, 2020). For instance, when caregivers incorporate vocabulary lessons into play scenarios, children are more likely to learn and retain new words.

Effective Instruction and Play

Effective instruction emphasizes the importance of tailoring educational experiences to meet the unique needs of each child. It supports the idea that learning should be engaging, interactive, and meaningful, which also aligns with the principles of play-based learning experiences. Incorporating guided play into early education settings creates stimulating environments that promote literacy and other essential skills including communication, problem-solving, and social interaction, which are critical for literacy development.

The Science of Learning Through Guided Play

Guided play leverages the natural curiosity and exploratory nature of children. It is associated with active, focused engagement, which is crucial to making meaning and internalizing learning. Play helps children acquire content knowledge and develops broader skills like creativity, critical thinking, and collaboration (Raising Children Network, 2020). Furthermore, it provides opportunities for children to practice new skills in a safe and supportive environment and enables children to make neural connections that are essential for literacy and other cognitive skills.

Benefits of Play for Children with Special Needs

Guided play offers naturalistic settings for social communication and interaction. Children with special needs can practice social skills like turn-taking, sharing, and collaboration, which are integral to their overall development (Review Journal of Autism and Developmental Disorders, 2020).

Guided play is a research-based method for fostering children’s early literacy skills and overall development. By incorporating guided play caregivers can create engaging, meaningful, and developmentally appropriate experiences that support children’s growth in multiple domains.

For more information on the benefits of play in early childhood development, you can refer to sources such as the National Association for the Education of Young Children (NAEYC), Child Trends, and the Raising Children Network.

Email her at hallma@iu.edu

https://www.iidc.indiana.edu/ecc/index.html

Growing Literacy Skills Using Science Activities

Posted on July 11, 2024 by hallma

Hands on science activities are highly engaging to young learners. Such activities also enhance early literacy skills, a connection supported by a growing body of research. Let’s take a closer look at how science experiences support early literacy skills.

#1: Encouraging Curiosity and Inquiry

Science activities evoke children’s natural curiosity. During science investigations, children ask questions, make observations, and seek answers. This process involves not only verbal expression but also listening and comprehension as children share their ideas and listen to their classmates and teachers. Research indicates that inquiry-based science experiences can significantly enhance vocabulary acquisition and language development, which are key literacy components.

#2: Enhancing Vocabulary and Comprehension

As indicated in # 1, science activities introduce children to new and complex vocabulary. Words like “experiment,” “hypothesis,” and “observe” become part of their working vocabulary through hands-on activities. Enriched vocabulary supports later reading comprehension when children encounter these words in texts. A study by Greenfield et al. (2009) found that preschool children who participated in science activities demonstrated improved vocabulary and narrative skills compared to those who did not engage in such activities .

#3: Promoting Critical Thinking and Narrative Skills

Science activities encourage children to think critically and sequentially, which are critical literacy skills. When children conduct experiments, they learn to predict results, make observations, and deduce conclusions. These skills are also needed for reading comprehension and writing. For example, science activities help children learn to sequence events, a key narrative skill, by describing their activities’ tasks and outcomes.

#4: Supporting Reading and Writing Through Science Based Texts

Incorporating science-themed fiction and non-fiction materials into early childhood settings connects science and literacy. Books that describe and explain scientific ideas can spark interest in reading and reinforce scientific vocabulary and concepts. For example, reading a book about the life cycle of butterflies can complement other classroom activities like sorting flying and crawling creatures, using insect puppets, pretending to fly, etc., creating a cohesive learning experience that supports both literacy and science understanding .

Here are just a few strategies for integrating science and literacy…

Plan Hands-On Activities and Experiments

Planning hands-on science activities encourage children to explore and ask questions. Even simple experiments, like mixing colors or planting seeds, provide children opportunities to discuss, describe and record observations.

Have Science-Themed Story Times

Reading books about animals, plants, weather, space, etc. introduces new vocabulary and concepts, thus fostering both scientific curiosity and literacy skills.

Provide Science Journals and Documentation

Using science journals to draw, write, and describe experiments enhances writing skills and documenting observations helps children practice writing and reinforces the connection between spoken and written language.

Engage in Collaborative Learning and Discussion

Discussing science activities as a group allows children to formulate and articulate their thoughts, listen to others, and build on ideas which promotes oral language development and enhances comprehension skills.

Email her at hallma@iu.edu

https://www.iidc.indiana.edu/ecc/index.html

References

Greenfield, D. B., Jirout, J., Dominguez, X., Greenberg, A., Maier, M., & Fuccillo, J. (2009). Science in the preschool classroom: A programmatic research agenda to improve science readiness. Early Education and Development, 20(2), 238-264.
Neuman, S. B. (2010). Sparks fade, knowledge stays: The National Early Literacy Panel’s report on shared reading interventions. Educational Researcher, 39(4), 301-304.
Brenneman, K. (2011). Assessment for preschool science learning and learning environments. Early Childhood Research & Practice, 13(1).
French, L. (2004). Science as the center of a coherent, integrated early childhood curriculum. Early Childhood Research Quarterly, 19(1), 138-149.
Strickland, D. S., & Schickedanz, J. A. (2009). Learning about print in preschool: Working with letters, words, and beginning links with phonemic awareness. The Reading Teacher, 63(1), 88-90.

When Literacy from the Start Gets Stopped: The Impact of Suspension and Expulsion on Literacy Skills Development

Posted on May 31, 2024 by hallma

Disciplinary actions such as suspension and expulsion during early childhood can have significant negative impacts, particularly on children’s literacy development.

Suspension and expulsion practices refer to those that temporarily or permanently remove children from early childhood settings, often due to behavioral issues. These can be overt based on written suspension and expulsion policies or covert under the guise of doing what is best for the child, but actually involve deficit-based practices such as later start times, earlier pick-up times, attending fewer days per week or expulsion phrased as “our program isn’t a good fit” for your child. According to the U.S. Department of Education, preschool children are expelled at a rate more than three times that of K-12 students. This is particularly concerning given the crucial period of early childhood development. Furthermore, research has found that marginalized and underserved populations are disproportionately overrepresented in suspension and expulsion data which highlights how these practices contribute to inequitable education opportunities.

Early literacy skills are comprised of those that precede formal reading and writing. These foundational skills include vocabulary breadth , phonological and phonemic awareness, alphabet knowledge, concepts about print, oral language and early writing skills which are essential to later academic success. Research indicates that early literacy development is strongly linked to future reading abilities and overall academic achievement.

Formal and Informal suspension and expulsion practices lead to:

Interrupted Learning: Suspension and expulsion disrupt children’s learning processes by removing them from their educational environments. When children miss out on classroom activities, they lose valuable opportunities to develop literacy skills. Regular attendance is crucial for consistent learning and the reinforcement of new concepts . Simply put, children cannot benefit from instruction they do not receive.

Limited Social-Emotional Opportunities : Early literacy development is not solely about cognitive skills but also involves social and emotional interactions. Children learn language and literacy skills by engaging with their caregivers and friends. Suspension and expulsion isolate children from social interactions, thus limiting their ability to participate in conversations, storytelling, and collaborative play .

Loss of Supportive Relationships: The relationships between children and their teachers impact their literacy development. High-quality, positive teacher-child interactions are linked to better language and literacy outcomes. Being suspended or expelled fractures these nurturing relationships, which can negatively impact children’s motivation and interest in literacy activities.

Psychological Stress: Being suspended or expelled can be traumatic for young children, leading to feelings of rejection and lowered self-esteem. This psychological stress can adversely affect their ability to concentrate and engage in literacy activities. Stress and anxiety are known to impair cognitive functions, including those involved in reading and writing .

The long-term consequences of early suspension and expulsion extend beyond the immediate implications. Children who experience these disciplinary actions are more likely to face academic difficulties and exhibit behavioral problems in later years. There is a documented correlation between early disciplinary actions and higher dropout rates, lower academic achievement, and increased involvement in the juvenile justice system.

So how do we address the issue?

Implement Supportive Practices: Adopting positive behavioral interventions and support systems to address behavioral issues such as the evidence- based Pyramid Model (https://challengingbehavior.org/pyramid-model/ ), providing teacher training, and offering classroom management strategies can help create classroom environments that reduce the behaviors that often precipitate suspension and expulsion.

Family Engagement: Including families in the educational process can help mitigate behavioral issues more effectively. When families engage their children in early literacy activities, such as reading together and engaging in conversations, it reinforces the skills learned at school and fosters a supportive home learning environment .

Policy and Advocacy: Creating and enforcing guidelines that limit the use of suspension and expulsion practices in early childhood settings and investing in programs that emphasize inclusivity and support for all children, regardless of behavioral challenges is critical to extinguishing the use of such practices. See NAEYC’s joint position statement Standing Together Against Suspension and Expulsion in Early Childhood here: https://www.naeyc.org/resources/blog/suspension-and-expulsion-early-childhood

Do you, or someone you know, have an early childhood suspension or expulsion experience to share? Check out this research study !

Do you have a child under the age of 8 who has had one of the following experiences with a childcare or preschool in Indiana:

been sent home early more than once,
suspended
expelled
told that they weren’t a “good fit” for the program

Earn $50 for a one-hour interview. You must be an Indiana resident and we can only pay by mailing a check to an Indiana address.
Use this link: https://iu.co1.qualtrics.com/jfe/form/SV41pwCOLd30bgPBA or scan the QR code below to sign up:

Study #: 22292

Email her at hallma@iu.edu

https://www.iidc.indiana.edu/ecc/index.html

What Do the Numbers Say? The Math and Literacy Link

Posted on May 14, 2024 by hallma

In early childhood education, math and literacy are often viewed as completely separate learning domains. However, while math and literacy may seem like completely different skills sets, they are actually interconnected and can support the development of one another. Furthermore, some research has found a strong link between children’s numeracy skills and their reading skills. Strong number sense is the foundation to all mathematical operations and includes things like number identification, comparing numbers, number knowledge and one-to-one correspondence. Let’s take a closer look at the link between math and literacy activities.

Offering opportunities to count objects, sort items and explore patterns support vocabulary acquisition, comprehension, and critical thinking. For example, when children engage in counting activities, they are not only learning about numbers but also developing important language skills such as number names, sequencing (needed for sequencing stories by beginning, middle, and end), and one-to-one correspondence (needed for identifying individual words in books). Similarly, exploring geometric shapes introduces children to descriptive language and spatial reasoning, which are essential for literacy development.

Incorporating math activities into daily routines provides opportunities for rich language interactions between adults and children by encouraging children to ask questions, explain their thinking and practice problem-solving strategies while engaging in meaningful conversations. For example, you can intentionally 1) line children up using a pattern and see if they can identify/ complete the pattern, 2) have too few utensils for snack and have children identify the problem and help solve it (how many are we missing/do we need?- how could we get them or what else could we do?), 3) count steps/stairs when walking in the hallway, 4) bring measuring tools to the playground to compare the size of different items, and so much more. Conversations during these activities not only strengthen language skills, but also deepen mathematical understanding.

Understanding the connection between math and literacy can help educators and families to engage in activities that promote the development of both skills simultaneously. Planning intentional math experiences, especially those focused on numeracy skills, fosters language-rich interactions and develops the foundational skills children need to be successful throughout their educational journey.

Check out article from NAEYC for more information on making math meaningful for young children: https://www.naeyc.org/resources/pubs/tyc/oct2014/making-math-meaningful

Adapting math activities for children with special needs requires individualized approaches to meet each child’s unique needs. It involves sharing information in multiple ways and using various sensory modalities including visual aids, manipulatives, or tactile materials. Offering individualized supports like visual schedules or simplified instructions can also help children fully participate in activities. As with all curricula, taking the time to ensure that math activities incorporate children’s strengths and interests can enrich their learning experiences. Finally, partnering with families, special educators and therapists can help make sure that your math activities are accessible and meaningful to children with special needs.

Email her at hallma@iu.edu

https://www.iidc.indiana.edu/ecc/index.html

The Hidden Power of Pretend Play

Posted on May 3, 2024 by hallma

It may appear as simple make-believe to adults, but pretend play is actually made up of intricate scenarios that foster young children’s early literacy skills. Creating imaginative narratives and acting as diverse characters support language acquisition and communication skills.

Dramatic play is a form of storytelling involving action and imagination. It may include costumes, fort/structure building, recreating scenes from favorite stories or even inventing new encounters. During dramatic play, children engage in rich language experiences using narrative comprehension elements (setting; characters; plot; conflict; theme). Role-play invites children to explore vocabulary, sentence formation (syntax), and narrative structure (sequence) which are all fundamental aspects of literacy development.

In the world of make-believe, children explore new words and phrases as they take on different characters and situations. All characters (superheroes, community helpers, animals, family members, etc.) bring their own vocabulary and communication needs. As they interact with their peers during these activities, children naturally expand their vocabulary by incorporating infrequently used words into their exchanges.

Dramatic play offers risk free opportunities for children to experiment with language and communication. As they portray different personas, they learn to express thoughts, emotions, and intentions using words and gestures. Cooperating on make-believe adventures and resolving conflicts within their imaginary worlds enable children to develop their communication skills which they will need for effective future verbal and written expression.

Storytelling is at the core of dramatic play. Children incorporate detailed narratives, complete with characters, settings, and plot twists by improvising and working together. While doing so, they learn to sequence events, understand cause-and-effect and adhere to their narratives. These are essential skills for comprehending and composing written texts later.

When children make-believe, they step into the shoes of others and experience the world from different perspectives. Whether they’re caring for a baby doll or being a firefighter, dramatic play helps develop empathy and understanding of diverse viewpoints. Doing so lays the groundwork for perspective-taking which is important for analyzing and interpreting complex texts in the future.

Beyond supporting oral language, dramatic play also supports the other “High-Five” early literacy skills (phonemic and phonological awareness, concepts about print, alphabet knowledge and early writing) when children engage with the print on prop labels, include rhymes, chants and songs in their play and create homemade signs and menus.

For more information about the “High-Five” early literacy skills be sure to read this previous blog post: https://blogs.iu.edu/earlyliteracy/2023/09/01/the-high-five-early-literacy-skills/

Adapting dramatic play activities for children with special needs requires understanding each child’s unique abilities and challenges. As always, creating an accessible, welcoming and inclusive environment is the first step. Next, modifying activities and adapting materials to accommodate diverse needs may involve providing sensory-friendly materials, such as soft fabrics or textured props for those with sensory sensitivities and/or incorporating visual supports, such as picture schedules or storyboards, for children with communication difficulties. When children have mobility impairments, and this really speaks to accessibility, make sure they can navigate play spaces with wheelchairs or walkers easily and provide adaptive materials such as modified costumes or props. Embrace inclusivity and provide individualized support to create enriching pretend play experiences that empower all children to fully participate and thrive.

Email her at hallma@iu.edu

https://www.iidc.indiana.edu/ecc/index.html

Sensory Play- Is it Worth the Mess?

Posted on May 1, 2024 by hallma

Yes, sensory play can get messy! But is all that mess worth it? Let’s find out…

Sensory experiences makeup the foundation of young children’s cognitive, emotional, and physical development. Every touch, smell, taste, sound, and sight during the early years plays an important part in building children’s understanding of their world. What might seem like simple explorations hold extensive early literacy opportunities. Let’s dig deeper into the connection between sensory activities and developing young children’s early literacy skills.

Sensory stimulating activities not only stimulate the senses, but also lay the groundwork for crucial cognitive processing. Research suggests that sensory-rich environments enhance neural connections which supports the development of language, cognition, and literacy skills. As young children touch, taste, smell, and listen to the world around them, they are simultaneously processing a host of linguistic cues. Even simple activities like exploring the textures in touch and feel books or listening to nursery rhymes introduce children to sounds, words, and meanings that form the building blocks of language.

Sensory experiences can also enrich children’s vocabulary and comprehension skills. Whether it’s identifying a smell or describing a sensation such as squeezing shaving cream between their fingers, sensory activities offer endless opportunities for expanding language. When children hear and use words to describe sensory experiences, they deepen their understanding of abstract concepts and build a foundation for learning the language skills necessary for effective communication and comprehension.

Sensory play is a springboard for enhancing children’s imagination and creativity. It provides opportunities for children to imagine, explore and create narratives beyond the limits of their real world. Molding shapes with playdough, painting, and listening to stories can inspire children’s imagination, and thus, support storytelling and creative expression which are essential to literacy development. Offering engaging sensory-rich experiences that involve grasping, pinching, and manipulating objects helps children refine their fine motor skills and develop the hand and finger muscles and dexterity needed for drawing and writing.

Whether it’s snuggling up with a tactile picture book or going on a nature walk, sensory experiences support children’s sense of wonder and curiosity which fosters a lifelong love of reading and writing by creating positive associations with books, language, and literacy from the start.

Email her at hallma@iu.edu

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