What is the practice?
Many everyday family and community activities are good times to introduce infants to places and people that are sources of literacy-rich learning activities. This practice guide includes everyday routines and activities for learning communication, language, and the beginnings of reading and writing.
What does the practice look like?
This practice involves child participation in everyday activities that provide opportunities to be part of hearing sounds and words, seeing familiar pictures and symbols, and being introduced to reading and writing. This can be something as simple as looking at a cereal box at breakfast or something more formal, like infant reading times at a public library.
How do you do the practice?
The lists of family and community activities at the end of this page include things that children in your care might already do on a regular basis. Increasing children’s involvement in such activities and providing them guidance and assistance while taking part in the activities is the heart of the practice.
How do you know the practice worked?
- Does involvement in an activity get the child to communicate using gestures or sounds?
- Does the child seem to understand or get excited when you use words to describe what he is doing?
- Does he show more interest in starting or continuing an activity?
- Start by identifying which activities are most likely to be fun and enjoyable to the child. The more interesting the activities, the more likely he will learn communication and language skills during them.
- Plan on being part of the activities with the child by becoming aware of what he is most likely to do. Look for child vocalizations, pointing, reaching, excitement, and other behaviors that show his interest in and enjoyment of an activity.
- Talk about what the child is doing. Describe what he is looking at, touching, and playing with. Use short, descriptive sentences (“You see the kitty. Nice kitty! Her fur feels soft”).
- Respond to any attempt on the part of the child to communicate or vocalize. Repeat what he does or says. This tells him that his attempts to communicate with you are successful.
- Encourage the child to take the lead and “show you” what he is doing or looking at. The more he has opportunities to “get your attention,” the better the chances that he will want to “tell you” what he is doing.
Take a look at more activities in classroom and community
Rhymes & Singing
Seven-month-old Sandra has become especially interested in any kind of parent-child play that involves rhymes and singing. Her home visitor taught her to play Peek-a-Boo. Hearing Baby’s Eyes or listening to her mother recite Rock a Bye Baby makes her squirm and chuckle with excitement. Sandra’s mother brainstormed with her home visitor to come up with times in their everyday routine to include moments of play with rhyming and singing. Now she plays Peek-a-Boo while changing Sandra’s diaper. She plays I’m Gonna Get You while feeding Sandra and This Little Piggy while dressing and undressing her. She recites These Are Sandra’s Fingers while they play together on the floor. These are just a few of the ways Sandra’s day is now filled with these language and literacy-learning activities.
Action Plan
Twelve-month-old Bryan and his mother spend a lot of time in their community visiting friends, running errands, food shopping, and taking part in community events. One of Bryan’s favorite activities at home is having mom or dad read him stories. Bryan’s home visitor has helped his mom find a fun way to make this interest part of what she and Bryan do when they’re “on the go.” Mom and the home visitor made a list of places they often go that can provide Bryan reading and storytelling experiences. They include the local library, bookstore, community recreation center, supermarket, a neighbor’s house, and a community theatre. Bryan so much looks forward to what he will get to do next!
Exhibit:
Examples of Literacy-Rich Classroom and Community Activities
- Scribbling with crayons/magic markers
- Playing with blocks/letter magnets
- Listening to music
- Playing Peek-A-Boo and So-Big
- Playing finger games/clapping games
- Playing rhyming games
- Playing with puppets/stuffed animals
- Talking on the telephone
- Having pretend phone conversations
- Visiting the library
- Going food shopping
- Family car and bus rides
