Literacy from the Start – Page 6 – Linking research to practice

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.

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

Early Literacy- What Do Music and Art Have To Do With It?

Posted on April 12, 2024 by hallma

Music and visual arts are staples in early childhood settings, but did you know that engaging in these activities also supports early literacy development? Music and visual arts like painting, drawing and sculpting help children embrace literacy through multisensory experiences.

The melodies and rhythms of music are the gateway to language and literacy skills during the early years. From soothing lullabies to lively dance tunes, music captivates young children. Repetitive chants, rhymes, and songs lay the foundation for phonemic awareness and vocabulary expansion as children internalize the tone, rhythm and structure of language.

Music also fosters essential pre-literacy skills such as auditory discrimination and comprehension. Children increase their listening skills and ability to discern subtle differences in tone, pitch, and tempo when they listen attentively to musical narratives and engage in call-and-response activities, This not only enhances phonological processing, but also promotes active engagement with storytelling.

Likewise, the visual arts offer a multitude of opportunities to support cognitive development and growing imaginations. From finger painting and collage-making to exploring colors, shapes, and textures, children are on a multi-sensory journey of self-expression and discovery. Through open-ended hands-on activities, children develop fine motor skills, spatial awareness and visual-spatial reasoning which are skills that underpin more advanced literacy acquisition.

Exposure to visual arts also enhances children’s visual literacy (the ability to interpret and comprehend visual information) which is essential in today’s multimedia world. Making sense of pictorial narratives and interpreting visual cues support children’s comprehension skills and understanding of visual storytelling techniques which are valuable skills for later textual comprehension and critical thinking.

Furthermore, when music and visual arts converge to create multisensory experiences, children not only grow their creativity, but also strengthen the neural connections between auditory and visual processing centers in the brain. Providing collaborative activities such as creating illustrated songbooks, where children draw illustrations inspired by the lyrics and/or tempo of their favorite songs or composing soundtracks for their artwork are just two examples.

Incorporating music and visual arts to support early literacy development promotes inclusivity and accommodates diverse learning styles and abilities. Embracing a multimodal approach to literacy instruction empowers children to use their strengths, preferences, and cultural capital to learn.

Email her at hallma@iu.edu

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

Literacy from the Start Begins at Home: Partnering with Families on Their Child’s Literacy Journey

Posted on March 15, 2024 by hallma

Research consistently shows that children who are exposed to language-rich environments from birth are better prepared to read and write when they enter school. Fostering early literacy skills is a collaborative effort between families and early education professionals. Let’s explore strategies for partnering with families to support early literacy for children from birth to five years old.

Educate Families on the Importance of Early Literacy: Parents and guardians may not fully understand the critical role that early literacy plays in their child’s overall development. Provide information about the importance of reading to children from a young age, as well as the impact that early literacy skills have on future academic success to motivate them to prioritize literacy activities at home.
Foster a Culture of Literacy at Home: Encourage families to create a literacy-rich environment at home because it is essential for nurturing a child’s early literacy skills. This can include activities such as reading books together, singing songs, telling stories, and engaging in conversations in families’ home languages [See this previous blog post about supporting home languages: https://blogs.iu.edu/earlyliteracy/2021/09/13/home-language-reading-and-literacy-growth/]. Provide families with resources and guidance on how to integrate these activities into their daily routines so that they become active participants in their child’s literacy development.
Support Access to High-Quality Books and Resources: Access to books is fundamental for developing early literacy skills. Talk with your program director about how you can support all families to have access to a wide range of diverse high-quality books.
Empower Families as Their Child’s First Teachers: Empowering families to take an active role in their child’s literacy development reinforces the idea that parents are their child’s first and most important teachers. Encourage parents to engage in activities that promote early literacy, such as reading aloud (Provide families with information on shared reading and literacy practices), storytelling, and playing language games. Check out this previous blog post on Dialogic Reading: https://blogs.iu.edu/earlyliteracy/2021/09/17/all-about-dialogic-reading/
Create Opportunities for Family Engagement: Building strong partnerships with families requires creating opportunities for meaningful engagement. Ask families what types of interactions, resources, and events are most meaningful and useful to them. Use this information to identify what type (handouts; videos; hands on activities, etc.) of resources and how (email; in-person events; phone call; text) you will share information with them. In-person events can strengthen the bond between home and school while providing families with valuable resources and support. When planning such events, be sure to consider how all families’ scheduling, language, and cultural needs can be accommodated so that everyone is included.
Offer Support and Guidance: Supporting their child’s early literacy development can feel overwhelming, especially if families face limited access to resources or language barriers. Offer personalized support and guidance to families, including information on child development, literacy milestones, and strategies for supporting literacy at home to help alleviate these challenges.

Partnering with families to support early literacy for children from birth to five years old is a collaborative effort that requires dedication, communication, and support from educators, caregivers, and communities. By fostering a culture of literacy at home, educating families on the importance of early literacy, providing access to high-quality books and resources, empowering families as their child’s first teachers, creating opportunities for family engagement, and offering support and guidance, we can ensure that every child has the foundation they need to become proficient readers and successful learners. Together, we can build a future where every child has the opportunity to thrive through the power of literacy.

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

Breaking Barriers by Supporting Children with Identified Disabilities to Fully Participate in Early Literacy Activities

Posted on March 8, 2024 by hallma

March is Developmental Disabilities Awareness Month. Therefore, this entry will focus on strategies that support young children with identified disabilities to fully participate in early literacy activities. Literacy is the thread that weaves together imagination, communication, and learning. For children with disabilities, this thread is uniquely shaped by their needs, abilities, and modes of engagement. Educators and caregivers have a responsibility to ensure that every child has equitable access to the joys and benefits of literacy activities. Let’s explore how to adapt literacy activities for children with disabilities so that they can be fully included and meaningfully participate.

Step 1 is to understand diverse needs and recognize the broad spectrum of disabilities children may experience. These can range from physical impairments to sensory processing disorders, developmental delays, or cognitive challenges. All children, but specifically those with disabilities, have unique abilities and preferences that require personalized approaches to support their literacy journey effectively.

Step 2 is to ensure your environment is accessible. Creating an inclusive literacy environment begins with physical and sensory accessibility. Spaces should be wide enough for wheelchairs to maneuver, well-lit, and free from obstacles. Provide tactile materials, such as braille books or textured objects for children with visual impairments. Use high-contrast colors and clear signage to aid those with low vision. Consider the sensory needs of children with autism spectrum disorders by offering quiet spaces or noise-canceling headphones.

Step 3 involves adapting literacy activities:

Multisensory Storytelling: Engage children through multisensory storytelling experiences. Incorporate props, puppets, music, and movement to bring stories to life. For children with visual impairments, use descriptive language and tactile elements to enhance comprehension. Encourage active participation by allowing children to touch, feel, and interact with story components.
Communication Supports: For children with speech or language delays, incorporate augmentative and alternative communication (AAC) systems. Use picture communication boards, sign language, or communication apps to facilitate participation and comprehension. Encourage peer interaction and modeling to support language development.
Adaptive Technology: Leverage adaptive technology to enhance literacy experiences. Explore accessible apps, audiobooks, or screen readers for children with visual impairments or dyslexia. Provide adaptive keyboards, switches, or touchscreens for children with motor impairments to facilitate independent interaction with digital materials.
Individualized Supports: Tailor literacy activities to meet the unique needs of each child. Offer choices and flexibility in materials, formats, and pacing. Provide additional support, such as visual schedules, prompts, or one-on-one guidance, as needed. Celebrate progress and effort, focusing on each child’s strengths and interests.
Family Engagement: Collaborate closely with families to support literacy development at home. Share adapted materials, strategies, and resources to reinforce learning beyond the classroom. Encourage families to create inclusive environments where literacy is integrated into daily routines and activities.

See this previous blog post on Universal Design for Learning for more information about creating inclusive early literacy environments: https://blogs.iu.edu/earlyliteracy/2023/08/04/unlocking-early-literacy-with-universal-design-for-learning/

Research shows that inclusive literacy practices benefit all children, fostering empathy, understanding, and appreciation for diversity. By embracing inclusion, educators and caregivers can create enriching environments where every child feels valued, empowered, and capable of achieving their dreams.

Email her at hallma@iu.edu

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

The Many Ways to Read a Book

Posted on February 23, 2024 by hallma

From the moment they first encounter a book, to the magical moments when they decode words independently, the process of learning to read is a fascinating adventure filled with discovery and wonder. Let’s explore the different ways children “read” books:

Touching: For infants and toddlers, books are not just stories but tactile experiences. Little fingers eagerly grasp at the pages, exploring textures, shapes, colors and even sounds. Board, foam, and cloth books are perfect for tiny hands to manipulate. They provide sensory exploration and develop fine motor skills.

Listening: Long before children can make sense of words on a page, they are captive listeners. Reading aloud to infants and young children exposes them to the intonation and rhythm of language which builds the foundation for comprehension and vocabulary development. Reading to children helps them associate the sounds they hear with the words on the page. Keep in mind that infants and toddlers are busy with short attention spans, so don’t feel the need to finish an entire book or even a page if a child’s attention drifts to something else. It’s okay to come back to the same book over and over again. It’s also okay to read to children while they are engaged in other activities like building if sitting for a story isn’t something they are interested in yet.

Seeing and Saying: Picture books usually offer illustrations that intrigue young children. Before reading the text, children often enjoy taking a “picture walk” through the book, examining the illustrations and experiencing the story from the images alone. This pre-reading strategy enhances comprehension and fosters critical thinking skills. It’s a great opportunity to introduce new vocabulary and have children name objects/feelings/actions.

Story Retelling: As children grow and their language skills develop, they can retell familiar stories in their own words. Whether it’s a favorite bedtime story or picture book, the process of narrative retelling strengthens memory, sequencing abilities, and oral language proficiency.

Playing Letter and Word Games: As preschoolers become more familiar with letters and their corresponding sounds, they often enjoy activities that support decoding words. Simple phonics activities, word games, and exposure to sight words help children make connections between letters and their sounds, laying the groundwork for early reading skills. Children might enjoy being letter/word detectives and searching for particular letters or sight words in a book (you can add a small magnifying glass to make this activity even more exciting).

Shared Reading: One of the most powerful tools in nurturing literacy skills is the practice of shared reading. Sitting together with a caregiver or educator, children engage in interactive reading experiences where they actively participate in the storytelling process. Through discussions, questioning, and predictions, children deepen their understanding of narrative structure and develop crucial comprehension strategies.

Check out this resource on Dialogic Reading (an evidence-based shared-reading strategy): https://ursdayton.org/wp-content/uploads/2020/06/Dialogic-Reading-handout.pdf

As you consider the types of books to share with children, check out this previous blog post on diversifying your library: https://blogs.iu.edu/earlyliteracy/2021/09/09/diversifying-your-library/

All types of reading should be celebrated and children should view themselves as readers as early as possible. Let them know that reading words is just one way to read a book, but there are many others that they can do independently and with caregivers. Children acquire foundational reading and writing skills gradually. It encompasses not only decoding and comprehension, but also oral language development, phonological awareness, and print awareness. By viewing themselves as readers, children build their confidence and competence with early reading skills which can be motivating to read even more!

Email her at hallma@iu.edu

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

Connecting Early Literacy and the Science of Reading

Posted on February 16, 2024 by hallma

The ability to read and comprehend written language opens doors to knowledge, creativity, and personal growth. However, not all approaches to teaching reading are evidence-based. That’s where the Science of Reading comes in. It’s a comprehensive framework rooted in cognitive science and linguistics that provides concrete information about how we learn to read and how to effectively teach this vital skill.

At its core, the Science of Reading involves a deep understanding of the cognitive processes involved in reading. Rather than relying heavily on memorization and guessing, the Science of Reading identifies systematic and explicit instruction in phonics, phonological awareness, vocabulary, fluency, and comprehension to be the key aspects of literacy development. But just how is early literacy connected to the Science of Reading principles?

Early literacy (birth through to 5) builds the foundation of children’s future academic success. During this critical developmental stage, children absorb language and build the neural pathways necessary for reading and language comprehension. Research indicates that the quality and quantity of language exposure during children’s early years significantly impact their language skills and reading abilities as they grow.

The Science of Reading emphasizes the importance of early intervention and instruction in foundational reading skills. Educators and families support young learners to acquire the skills they need to become proficient readers by explicitly teaching them how sounds correspond to letters (phonics), helping them recognize and manipulate sounds in words (phonological awareness) and exposing them to new vocabulary,

But the Science of Reading is about much more than just how to teach literacy skills. It also emphasizes the need to use practices grounded in research. Rigorous studies have consistently shown that systematic phonics instruction, coupled with explicit instruction in other key components of literacy improve reading outcomes for all students, regardless of background or ability level. Furthermore, early literacy interventions informed by the Science of Reading have been shown to be particularly effective for children deemed “at risk” for reading difficulties (e.g., dyslexia or other learning disabilities).

Early literacy and the Science of Reading are connected because both attribute to children’s literacy foundation, upon which their lifetime of literacy skills is built. By prioritizing evidence-based practices and providing children with the support they need to develop strong foundational reading skills, we can unlock a world of opportunities for them. Embracing the Science of Reading supports every child’s journey to becoming a proficient and confident reader!

Email her at hallma@iu.edu

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

Celebrating Chinese Culture

Posted on February 9, 2024 by hallma

As you know, it is imperative that you incorporate books into your classroom about the ethnicities and cultures of the children you serve and that some of those books are written by authors and illustrators native to those cultures.

But did you know that it is also important to teach children about cultures they might not be familiar with such as Chinese? Teaching children about diverse cultures helps them to:

1) better understand their culture by recognizing its differences and similarities with all peoples of the world and

2) build awareness, respect, appreciation, and inclusion of diverse beliefs and cultures.

Chinese New Year will be celebrated on 2/10/24 this year. You can use this as an opportunity to either reinforce the presence of Chinese culture in your classroom or introduce children to it by spring boarding with lessons about this holiday (as iterated in previous posts, be mindful to avoid books and lessons that denote or emote stereotypical, derogatory, or otherwise insensitive messages about Chinese culture).

Here are a couple of titles to get you started:

As you continue your efforts to expose children to diverse cultures, consider incorporating short videos into your lessons that are followed up with lots of open questions and opportunities for children to share their ideas to build their oral language and communication skills. It’s okay if children don’t understand the language. There is value in hearing a different language spoken and reflecting on what was watched. You can visit your local or school library and display books in the classroom that correspond to the video content to further build children’s understanding. Here are a couple of short videos to spark conversations about Chinese culture:

https://youtu.be/a8mmyKPhM9o

https://youtu.be/0M7obnowQWA

Children might also be interested in books and videos about:

Animals native to China such as the Giant panda, the Red panda, the Snow leopard, and the Golden snub-nosed monkey
The Chinese zodiac
Chinese cuisine such as Cantonese (stir-fried), Szechuan (spicy), Rice
The Chinese language (7 major dialects: Mandarin by 71.5%, Wu, Yue [Cantonese], Xiang, Min, Hakka, and Gan) and its writing characters
The ancient Chinese Yin and Yang philosophy
China’s stance on religion (Chinese Communist Party rules that China is officially atheist) and the 5 official (legal) religions (Buddhism, Taoism, Islam, Catholicism, and Protestantism)
The Chinese geomancy practice of Feng Shui
Chinese martial arts (Kung Fu)
Chinese family life
Chinese art and music
Traditional Chinese apparel

Ask a question today!

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 also provides developmental therapy to Indiana’s First Steps families. She formerly taught preschool in a variety of settings for over 15 years. Her expertise includes early literacy instruction, early childhood equitable practices, positive behavior support, and inclusive classroom practices. Email her at hallma@iu.edu

Monkey See, Monkey Do- It’s More than Just a Game!

Posted on February 2, 2024 by hallma

Why do we play imitation games with young children? Of course it’s fun, but did you know that the ability to imitate actions and sounds is a crucial aspect of children’s literacy development? Let’s explore why encouraging children to imitate actions and sounds is an important part of their literacy journey.

It Builds Cognitive Skills:

Imitation is a powerful cognitive tool that supports brain development. When children imitate actions and sounds (think Peek a Boo, sticking out tongues, smiling, cooing, stacking and banging objects!), they are actively processing and internalizing information about their environment. This process helps them form neural connections, which strengthens their foundation for future learning. As children observe and mimic gestures, expressions, and sounds, they enhance their memory, attention, and problem-solving skills.

It Increases Language Development:

Before children can articulate words, they usually imitate sounds (think environmental, animal, vehicle, exclamations [uh oh!, ta da!]and silly voice sounds!) and gestures (think pointing, waving, and sign language!) as a way to communicate. Encouraging these early forms of communication supports language development. Mimicking sounds and actions helps children understand the connection between gestures, expressions, and their corresponding meanings. This pre-verbal communication facilitates language acquisition and boosts their confidence in expressing themselves.

It Supports Social and Emotional Development:

Imitating actions and sounds fosters social interaction and emotional connections. Children learn about social cues, empathy, and cooperation through imitation. This provides them with a sense of belonging and strengthens their bonds with caregivers, siblings, and peers. Imitating expressions helps children recognize and understand emotions- the foundation for emotional intelligence.

It Enhances Motor Skills:

Imitating actions involves physical movement which develops fine (needed for writing and drawing) and gross motor skills. Whether it’s clapping hands, waving, or mimicking daily activities (think sweeping, cooking, wiping tables, sorting laundry!), these actions help children refine their motor coordination and control. This early engagement in physical imitation supports more complex movements as they grow.

It Provides Cultural and Social Integration:

Imitation is a fundamental aspect of cultural acquisition. Children learn about their cultural and social environment by observing and replicating behaviors , customs, and rituals (think pretend play!). Encouraging imitation supports children to integrate seamlessly into their cultural context which fosters a sense of identity and community.

It Boosts Creativity and Imagination:

Imitative play develops children’s creativity and imagination. Imaginative play is crucial for creative thinking , problem-solving, and innovation (think story telling!).

Check out this resource for more information on imitative play with children birth to five: https://www.birthto5matters.org.uk/wp-content/uploads/2021/03/Symbolic-play.pdf

Encouraging children to imitate actions and sounds before they can speak supports the cognitive, linguistic, social, and emotional skills vital to their overall well-being. Supporting young children with disabilities to actively and meaningfully participate in imitative play may require adaptive strategies and individualized approaches. Providing accessible and inclusive play materials, modifying activities to meet individual needs, and offering encouragement and positive reinforcement are essential. Educators, families and therapists should collaborate so that every child, regardless of ability, has opportunities to explore and imitate. Recognizing and celebrating the unique strengths and contributions of each child enhances the overall inclusivity of imitative play experiences, thus establishing a supportive and enriching learning environment for all.

Email her at hallma@iu.edu

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

Abolishing Ableism in Early Childhood Settings

Posted on January 26, 2024 by hallma

In the words of James Comer “No significant learning can occur without a significant relationship”. Therefore, developing early literacy skills requires building significant relationships with children. In order to develop significant relationships with children, they must feel valued, respected, and loved for exactly who they are. It is crucial to create inclusive environments that value all people’s individual strengths. Early childhood settings play a pivotal role in shaping young minds and attitudes, so let’s explore some practical tips on how they can avoid ableism and develop a culture that recognizes, supports, and and celebrates different abilities.

Educate Staff and Caregivers: Start by educating teachers, caregivers, and other staff members about different abilities and disabilities. Ensure training sessions focus on promoting empathy, understanding, and the importance of inclusive practices. Encourage discussions about the various ways children may learn, communicate, and express themselves.
Use an Inclusive Curriculum: Inclusive curriculum accommodates diverse learning styles. It incorporates materials and activities that represent a broad spectrum of abilities. Provide opportunities for children to learn about and appreciate differences, which fosters a sense of unity and shared experiences.
Provide Accessible Physical Spaces: Ensure that physical spaces are accessible to all children. Install ramps, elevators, and accessible restroom facilities. Arrange furniture to accommodate mobility aids, and create sensory-friendly spaces for children with sensory processing differences.
Embrace Assistive Technologies: Integrate assistive technologies into learning environments to support children with varying needs. These technologies can enhance children’s communication, learning, and participation.
Promote Inclusive Language: Be mindful of the language used within your early childhood setting. Encourage person-first language that emphasizes individuals rather than a disability. Avoid derogatory terms or stereotypes that perpetuate ableism.
Foster Peer Relationships: Create opportunities for positive interactions among all children. Help build friendships and peer support so that all children feel included and valued. When age appropriate, implement buddy systems or group activities that promote teamwork and collaboration.
Develop Individualized Support Plans: Develop individualized support plans for children with specific needs. Collaborate with parents, caregivers, and specialists to design tailored strategies that meet each child’s unique situation. Regularly review and update these plans as necessary.
Celebrate Differences: Organize events and activities that celebrate diversity and promote awareness of different abilities. Create an inclusive atmosphere where all children are recognized and celebrated to reinforce the value of each child.

Abolishing ableism requires dedication, education, and a commitment to celebrating diversity. This contributes to a positive and supportive environment where all children can thrive. Together we can build a future where inclusivity is not just a goal -but a fundamental aspect of early childhood education.

For more information check out this article:

https://www.researchgate.net/publication/328909780_Rethinking_We_Are_All_Special_Anti-Ableism_Curricula_in_Early_Childhood_Classrooms

Ask a question today!

Email her at hallma@iu.edu

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

Winter Literacy Wonderland

Posted on January 12, 2024 by hallma

As the chilly winter season sets in, it’s the perfect time to create a cozy and enriching environment for our youngest learners to explore the wonders of early literacy. Engaging children in winter-themed literacy activities not only fosters a love for reading and language, but also enhances their cognitive and motor skills and embeds opportunities to talk about science and math concepts. Winter literacy activities provide a highly engaging way for young children to interact with language and create lasting memories that lay the foundation for a lifelong love of reading, writing and learning. Let’s explore some ideas designed for children from birth to five years old:

Winter Storytime (Birth to 5):

- Set up a cozy reading nook with blankets and pillows.
- Fill the nook winter-themed books appropriate for different age levels.
- Check out this resource with a downloadable list for ideas: https://blog.allaboutlearningpress.com/picture-books-for-winter/
- Snuggle up in the nook and talk about the books’ pictures and read aloud, emphasizing the joy of storytelling.

Winter songs and fingerplays (Birth to 5)
- Sing winter themed songs and fingerplays during your daily routines and activities. What a great way to soothe a baby during a restless diaper change, help redirect a toddler, and engage with a preschooler while developing their literacy skills.
- Check out this resource with seasonal song and fingerplay suggestions: https://laptimesongs.com/seasons/
Sensory Snow Writing (Ages 2-4):
- Fill a shallow tray with real snow, fake snow or flour.
- Invite children to use their fingers or small tools to write letters or draw shapes in the sensory material.
- Include lots of different scooping, pouring, and filling items.
- Talk about how the material feels and what the children are doing- extend and expand on their ideas.
Snowflake Letter Hunt (Ages 2-5):
- Cut out paper snowflakes and write letters on them.
- Let children decorate the snowflakes with writing tools.
- Hide the snowflakes around the room or play area.
- Encourage children to find snowflakes and identify letters.

Hot Cocoa Rhymes (Ages 3-5):
- Create winter themed rhyming word picture cards.
- Have children match rhyming pairs while enjoying pretend or real hot cocoa.
- Think of all the fun you could have with marshmallows! Create a picture with them and have children tell you about their creation.
- Talk about what happens to marshmallows when they are in hot cocoa.
Frozen Alphabet (Ages 3-5):
- Freeze alphabet letters in ice cube trays.
- Provide warm water and tools for children to “rescue” the letters while naming letters and talking about what is happening.
Winter Vocabulary Scavenger Hunt (Ages 3-5):
- Create a list of winter-themed pictures.
- Have children search for and collect items associated with each picture (e.g., something red for the red sled picture).
Winter Word Wall (Ages 4-5):
- Introduce a winter-themed word wall with words like snow, mittens, snowman, etc.
- Encourage children to use these words in sentences or stories and point out when they hear them in a read aloud or see them in a book.
Frosty Phonics (Ages 4-5):
- Provide word cards and foam or magnetic letters to build simple words related to winter.
- Support children to say the letter sounds and the word.

Adapting winter literacy activities for children with identified special needs requires consideration to ensure inclusivity and engagement. For children with sensory sensitivities, consider using alternative materials for activities like sensory snow writing, such as soft fabrics or foam, providing a tactile experience without overwhelming stimuli. For those with mobility challenges, modify activities like the Frozen Alphabet by adjusting the height or location of the frozen letters, allowing easy access for all children. Flexibility and individualized support are key, and asking family members or specialists for input to meet a child’s specific needs and preferences will help create a warm and inclusive environment for every child to participate and enjoy the winter literacy experiences.

Ask a question today!

Email her at hallma@iu.edu

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