Marilyn Lopes
Extension Specialist, Family Life Education
Cape Cod Cooperative Extension
University of Massachusetts
Copyright/Access Information
Teaching children to read, write, and speak well is part of literacy
training. Without these skills, children will have a difficult
time in school and in later life. A new educational concept called
whole language combines reading, writing, and speaking into one
area of emphasis. Whole
language is a holistic approach that enhances the abilities that
youngstersare already developing.
Children have a variety of reading and writing skills when they
go into day care or preschool programs. Whole language supports
these skills and helps to advance them.
Whole language provides a print-rich environment for children
to work in. Scribbling, reversed letters, invented spellings,
creative punctuation, and reading and writing "mistakes"
all help children move toward control of the language process.
Whole language provides a more comfortable environment than the
rigid skills-based programs that leave some children far behind.
Traditional programs may move slower readers to lower tracks.
Once a child is identified as a low-level reader, he may get all
low-level materials rather
than the quality literature whole-language supporters advocate.
You can help children in your care learn language skills by
providing a print-rich environment.
BOOKS should be placed in all areas of the home, not just
in the library corner. A soft space - bean bag seats, pillows,
rocking chairs - creates an area where individuals or small groups
of children can read or be read to.
WALLS should be adorned with poems, chants, finger plays,
songs, experience charts, etc. Position the charts low enough
so that children can view them and interact with them. Have a
pointer or "reader friends" available to encourage children
to read them.
COMMON THINGS such as puzzles, pencils, and scissors should
be labeled. Not only will you be connecting print to real things,
but you'll also be establishing some organizational routines for
the children to follow.
COMMENTS FROM CHILDREN should be written down so they can
see that writing has a purpose. Make signs, write notes to parents
or other children, make books, and record daily experiences on
newsprint paper. Include pads, notebooks, pencils, and markers
in every area of your home so that children will be encouraged
to write.
LISTENING CENTERS with favorite stories and tapes should
be available. Try to choose some stories that have a repetitive
pattern and predictable text. You'll find the children reading
them by themselves. Record yourself reading some of the stories;
the children love to hear someone they know reading the story.
WRITING CENTERS should provide a variety of materials that
can be added to or changed throughout the year. Include fat and
thin markers, stencils, alphabet stamps, lined and unlined paper,
small books and pads, manipulative letters, labels for common
objects, a typewriter, pencil
sharpener, and chalk and a small chalkboard.
Incorporating these activities into your daily schedule will
promote literacy for preschoolers.
1. Reading to children every day.
2. Singing songs and learning fingerplays.
3. Writing what children say.
4. Providing a variety of opportunities to use language.
5. Displaying books and providing the time and place for children
to explore.
6. Encouraging children to write.
7. Surrounding children with printed materials, signs, and posters.