Families as educators: supporting literacy development.

Families are children's first educators and play a critical role in young children's literacy development. Young children's success as readers is related to their early literacy experiences in the home. Family literacy practices determine young children's literacy skills prior to formal instruction. However, families may not be aware of best practices in literacy acquisition. Educators can help families of young children improve their awareness and knowledge of optimal literacy development. By providing families with specific strategies to support their children's literacy skills, educators are helping families increase their understanding of early literacy development. This article will share practical ways that families can support young children's literacy development.

Supporting Early Literacy Development

Families can establish a positive literacy environment by having high-quality children's books in the home, such as Chicka, Chicka, Boom, Boom; The Very Hungry Caterpillar; If You Give a Mouse a Cookie; and Brown Bear, Brown Bear, What Do You See? In addition to providing appropriate reading materials, families can read to young children, engage in meaningful conversation with them, and model a love of reading and writing.

Read Aloud

Reading aloud to young children, which has an undeniable effect on young children's vocabulary acquisition, oral language development, and attitudes toward reading, is one of the best ways that families can support early literacy (Neuman, Copple, & Bredekamp, 2000; Trelease, 2001). When families read aloud to young children, they are helping them develop healthy reading behaviors and an appreciation of reading. During a read aloud, you ng children become familiar with story structure, the language of stories, and reading behavior--for example, the knowledge that print is read from left to right or that pictures often provide clues to the text--as well as book-handling skills.

Conventional Conversations

Engaging in meaningful and purposeful conversation with young children is critical to oral language development. Families regularly engaging in meaningful talk time with their children is critical to the children's literacy development. Parents and other family members sometimes have a tendency to use "baby talk" around young children. Since young children model what they hear and see, families should use conventional talk when engaging in conversation with their young child. For example, instead of asking "Is it time for din-din?," say "Is it time for dinner?" Instead of asking "Would you like a slice of 'nana?," say "Would you like a slice of banana?" In addition, engaging in meaningful conversation should be fun and purposeful. As young children develop language skills, they need encouragement and support from parents, caregivers, and other family members.

Making Connections

When participating in literacy activities in the home, families should begin with what young children are familiar with: their name, favorite books, educational children's programs, popular children's songs, etc. Beginning with young children's interests activates prior knowledge (Neuman, Copple, & Bredekamp, 2000). For example, to support phonemic awareness development, write the child's name on a sheet of paper, say her name with her, and clap the number of beats (syllables) in her name. Afterwards, write each letter of her name on sticky notes or small index cards and allow her to manipulate the letters to make new words. Another activity that supports phonemic awareness and helps young children make connections involves a common morning activity--breakfast. As young children are enjoying a bowl of cereal, leave the box out for them to read. Cereal boxes are full of words, numbers, colors, and games, and provide young children with a chance to "read" while enjoying their favorite cereal. Other ways families can support their children's literacy development include:

* Taking a family field trip to the local library.

* Playing popular children's songs during housekeeping to turn chores into a fun, interactive activity.

* Taking pictures of items around the neighborhood and asking the child to categorize pictures according to beginning sounds. Families also can play a fun game of "Memory" by writing the letter that each object begins with on an index card and asking the children to match a letter to the beginning sound of the pictured object.

* Having the child draw a picture that tells about a story you read together.

* Inviting young children to assist with simple cooking tasks. Better yet, take pictures of them while engaging in various steps of the baking process. Once the pictures are developed, children can sequence them with the help of a family member. Write a sentence to describe each step. This can be turned into a book of their favorite recipes.

Home-School Partnerships

To assist families in establishing positive literacy experiences in the home, educators can invite families to visit the classroom for a family reading night. During this time, educators can discuss their reading program, provide details about daily classroom literacy activities, and share with families various ways they can support literacy development at home. Educators can demonstrate literacy-building strategies that can be easily implemented, using everyday materials in the home.

One of the best ways that families can learn more about supporting their child's literacy development is by visiting the classroom. Educators can invite families to observe a reading lesson (it may involve guided reading, literature circles, literacy centers, etc.) and to volunteer to read to the class or engage in small-group tutoring sessions. Including families as partners in the classroom not only provides educators with additional assistance, but also helps families gain a better understanding of current best practices in literacy instruction.

Another way that educators can involve families in their children's literacy development is through regular communication. Families can offer valuable insight into their children's literacy experiences, so be sure to ask for information about their children's interests and reading habits at home. When families and educators communicate and work cooperatively, they make positive contributions to children's literacy development and help young children acquire strong reading habits (Bredekamp & Copple, 1997). Listed below are additional ways that educators can help families facilitate their children's literacy development:

* Show a video clip of a parent and child during a shared reading session.

* Send home parent-child reading bags that include a task card with directions for implementing the literacy activity, materials, and a reflection sheet on which families write about their shared literacy experience.

* Include helpful tips in the classroom newsletter and on the class Web site.

* Host a Family Reading Night when standards and best practices in literacy instruction are discussed. Engage families in various literacy activities and allow them time during the session to practice an activity with their child.

Together, educators and families can support children's literacy development by establishing literacy-rich environments and keeping the lines of communication open. By making reading a part of the family's daily routines, families are supporting young children's literacy development and developing positive relationships with reading and writing.

References

Bredekamp, S., & Copple, C. (Eds). (1997). Developmentally appropriate practice in early childhood programs. Washington, DC: National Association for the Edudation of Young Children.

Carle, E. (1987). The very hungry caterpillar. New York: Philomel Books.

Martin, B. (1995). Brown bear, brown bear, what do you see. New York: Henry Holt and Co.

Martin, B., & Archambault, J. (1989). Chicka, chicka, boom, boom. New York: Simon & Schuster.

Neuman, S., Copple, C., & Bredekamp, S. (2000). Learning to read and write: Developmentally appropriate practice for children. Washington, DC: National Association for the Education of Young Children.

Numeroff, L. (1985). lf you give a mouse a cookie. New York: HarperCollins.

Trelease, J. (2001). Jim Trelease on reading. Retrieved September 12, 2001, from www.trelease-on-reading. com/rah_chpt_pl.html

Kantaylieniere Y. Hill-Clark is Assistant Professor, Reading Education, University of Memphis, Memphis, Tennessee.