It’s the end of the day. Dinner is done. The dishes are put away,
and you’re feeling exhausted. Just one thing left to do before you can
click on the television, prop up your feet and unwind: put your toddler
to bed.
“Mommy, read me a story!” he says, while you tuck
him between the sheets. And before you know it, he’s wrapped in your
arms while you turn the pages together, giggling at the funny duck in
his favorite book.
These are cherished moments, a chance for you and your child to slow
down and connect emotionally and physically. Sharing books in a tender,
supportive and enjoyable way to help your toddler develop his emergent
literacy—to build the attention, enthusiasm and focus he needs to learn
to read and write.
Whether it is a five-minute story before bed, or an afternoon-long
visit to the local library, when it comes to literacy, the important
thing is to make reading a positive experience. That starts with the
connection a child feels when he is sharing a book with you.
Reading starts at
home.
In the past, many people believed that literacy began when children
entered school and started to learn specific skills. We now know
differently. Children actually start developing the skills they need to
read and write much earlier in life, well before they reach
kindergarten. (Sulzby & Teale, 1991; Teale, 1987; Whitehurst & Lonigan,
1998)
School is a great place to learn, but what happens at home is one of the
most important factors in a child’s development. Sharing books with your
child plays a critical role in language growth, literacy and reading
achievement at school. (Bus, van IJzendoorn, & Pelligrini, 1995)
Reading books together isn’t the only way to make a difference. By
sharing common everyday moments like reading recipes, magazines or even
cereal boxes, you are showing your child how reading works in your life.
Another way to reinforce your child’s interest in literacy is by letting
her experience stories through her own hands with crayons, paints,
pencils, markers or chalk. Encourage her to be a storyteller and let her
scribble, draw, paint or write her story in her own way. Experimenting
with writing opens another way to connect and further develop literacy
skills.
When children are given the opportunity to choose their own books, a
visit to the local library may become a favorite pastime. Encourage him
to choose his own books for quiet times, bedtime or even while waiting
in a doctor’s office.
Bonding through
books starts early.
Even
though young children are unable to read themselves, it’s never too early to
introduce them to the world of written language. Shared reading time is a
good way to help strengthen the bond or attachment between you and your
child.
Research has shown that children who formed attachments with their mothers
during infancy were more enthusiastic and better able to focus during shared
reading with their mothers at 24 months. (Frosch, Cox, & Goldman, 2001)
After all, young children may not be able to understand or even enjoy books
without the help of an adult. It is up to parents or other caregivers to
show their child how books and reading are enjoyable and make them part of
the child’s normal routine.
Stop if it’s
not working.
Keep in mind that more is not always better. The way you
interact with your child during shared reading times may be even more
important than how often you read together.
Getting through the book from start to finish is not the goal. If your
child wants to read the same page over and over again or look at the
pages out of order, don’t be afraid to follow. Spend time talking about
the pictures and words. Ask and answer questions about the story and
characters. Encourage your child to participate and let him lead the
way, even by finishing sentences if it is a familiar story.
“Hey Diddle Diddle, the cat and the fiddle, the cow jumped over the…,”
you pause.
“Moon!” your child shouts enthusiastically.
“That’s right! The moon!”
Be sure to praise your child for trying even if he doesn’t get it right.
If your child gets bored with a book, or wants to make up his own story,
that’s okay too. The important thing is to make reading together a
positive experience. If he is tired or hungry, reading might not be the
first order of business. Getting impatient, or demanding that your child
pay attention, won’t make reading a positive experience for either of
you. Be patient and sensitive to your child’s needs as he learns. If
reading is fun, your child will want to read more often.
Helpful Parenting Tips
Reading together every day can be a great way to build a parent-child relationship and provide a valuable opportunity to expose children to literacy early in life.
Start reading to your child right from birth and read together as often as you can.
Be warm, supportive, encouraging and responsive to your child as you read together.
Select books that you enjoy and that include characters and themes that your child likes.
Take your child to story time at the library and get him a library card of her own.
Be enthusiastic, playful and animated while reading a story.
Talk to your child and ask questions about the story and pictures in the book.
Encourage her participation. “That’s right—it’s a bunny!”
Let your child choose books. Read the same book again and again if that is his choice.
If she becomes restless or is no longer interested, stop reading and start over later when she is ready to enjoy the experience.
Don’t discipline your child during reading times—he may learn to associate books with negativity. Avoid being impatient, abrupt or angry with your child while reading together.
Make reading together enjoyable and part of your daily routine.
References:
Bus, A. G., van
IJzendoorn, M. H., & Pelligrini, A. D. (1995). Joint book reading
makes for success in learning to read: A meta-analysis on
intergenerational transmission of literacy. Review of Educational
Research, 65(1), 1-21.
Frosch, C. A.,
Cox, M. J., & Goldman, B. D. (2001). Infant-parent attachment and
parental and child behavior during parent-toddler storybook
interaction. Merrill-Palmer Quarterly, 47(4), 445-474.
Sulzby, E., &
Teale, W. H. (1991). Emergent literacy. In R. Barr, M. Kamil, P.
Mosenthal & P. D. Pearson (Eds.), Handbook of reading research.
New York: Longman.
Teale, W. H.
(1987). Emergent literacy: Reading and writing development in
early childhood. In E. Readance & R. S. Baldwin (Eds.),
Thirty-sixth yearbook of the national reading conference (pp.
45-74). Rochester, NY: National Reading Council.
Whitehurst, G. J.,
& Lonigan, C. J. (1998). Child development and emergent literacy.
Child Development, 69(3), 848-872.
Even
though young children are unable to read themselves, it’s never too early to
introduce them to the world of written language. Shared reading time is a
good way to help strengthen the bond or attachment between you and your
child. 
Start reading to your child right from birth and read together as often as you can.
