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(Unit 2) Topic 8: Promoting Early Literacy

3 Clock Hour of Early Childhood Education

Literacy Development

​Topic 8 Page 2

The early years are crucial in launching children's literacy development.

The early years in a child's life are profoundly important. The social, emotional, physical, linguistic, and cognitive experiences a child has during this time lay the foundation for a lifetime of learning.  

​Literacy development begins well before formal schooling; indeed, it begins at birth as children begin to communicate through nonverbal gestures, learn and use language, are exposed to print and to the world, and build understandings of self and others.  ​​Experiences children have in their early years lay the groundwork for future learning. Early experiences have long-lasting effects and profoundly influence children’s trajectories as literacy learners.

Young learners are both similar to and different from older learners.

​Learners of all ages need stimulating environments that allow for active exploration and investigation. They need challenges that foster new learning, opportunities to achieve, and choices that reflect and expand their interests. They need engaging learning experiences that connect to the worlds they know while enriching and extending those worlds. They also need consistency in both the physical environment and in the adults who care for them. It is important that their worlds are predictable while at the same time varied enough to allow for unique experiences that foster learning and development. 

​Young learners are different from older learners in that they are more dependent upon adults to provide opportunities and guidance in the variety of domains of learning and development. Adults who work with infants, toddlers, and preschoolers must be exceptionally attentive and supportive as young children learn to regulate their behavior, communicate their needs, interact with others, and make choices. 

​Young learners also need many opportunities to engage freely in self-directed activities, work individually and in small groups, and build close and positive relationships with nurturing adults. Also particularly important for young children is the opportunity to engage in imaginative and sociodramatic play. Those who work with young children must provide sustained time for both free and guided play, recognize adults’ roles in play (including responding to what a child initiates and extending and elaborating on the child’s play), and understand the intellectual, social, and emotional value of play.  

1. Great Books for Infants and Toddlers, State of Vermont Department of Libraries 
2. Great Books to Read to Infants and Toddlers, National Association for the Education of Young Children  
3. What We Know About Early Language and Literacy Development, www.zerotothree.org/BrainWonders
4. The 6 Early Literacy Skills in Books for Babies, Toddlers, and Preschoolers, Melissa Depper, Youth Services Librarian, Arapahoe Library District
5. The Essentials of Early Literacy Instruction, Kathleen A. Roskos, James F. Christie, and Donald J. Richgels, NAEYC
6. Storytime with Infants and Toddlers — More than Literacy, ITSI Institute August 15, 2012

(Unit 2) Topic 8: Promoting Early Literacy * Navigation Menu