I
Early literacy activities are certainly fun—but also valuable. For parents and caregivers who are already reading, writing, talking, singing, and playing with their children, offering tips might seem superfluous. But many aren’t aware that simple, everyday activities—such as listing different food items in the grocery store—can benefit their child’s early language and literacy development and have a lasting positive impact on their learning.
As children’s librarians, we are uniquely positioned to pass on early literacy tips during our programs. Here are some pointers for devising and deploying these tips during storytimes and other interactions in the library to encourage and empower caregivers.
Don’t overthink it. Early literacy tips don’t need to be overly scientific or even very detailed. They just need to be friendly and sincere. For example, you don’t have to educate caregivers about how a child’s finger muscles develop through grasping. But you could mention that materials like Play-Doh, finger paints, and crayons—besides being enjoyable—develop children’s fine-motor skills and help little hands get ready for writing later on.
Be positive. Our tips should be upbeat and absent of pressure and judgment. Their aim is to help a new caregiver feel confident in encouraging language and literacy growth. When talking about a book you’re reading in storytime, for instance, you might point out that children often relate to stories that reflect their daily lives and routines. Being able to relate on a personal level to what happens in stories, such as a character brushing their teeth or taking a bath, helps kids maintain energy and enthusiasm throughout the sometimes long and slow process of learning to read.
Early literacy tips do not need to be overly scientific or even very detailed. They just need to be friendly and sincere.
Be yourself. Don’t prepare a recitation that doesn’t sound the way you usually speak. Your early literacy tips should be conversational and focused on the wonders of early literacy and how children learn rather than delivered as speeches. You can alter or adapt your tips depending on the situation and your audience.
Build on the interesting or exciting. Pay attention to what the children in your storytimes are doing and what they respond to. You can connect those interests to early literacy. You might tell caregivers, “I am impressed with how many new words your kids are saying! Isn’t it great how the books we read encourage new vocabulary? What a bonus that kids with big vocabularies usually have an easier time learning to read.”
Inspire rather than dictate. Caregivers gain confidence when they receive validation that what they’re doing is valuable for their child. By contrast, unsolicited advice might make them feel like they’re doing something wrong. If you have a parent or caregiver in front of you at a library, they have already done something praiseworthy. Let them know it is great they came in. Encourage them to keep discovering your library’s offerings—and show them some. You might direct caregivers to read-alike books that encourage play or steer them toward materials that let them engage with their child in their home language. Or simply let them know, “There are so many things to explore here! I hope you have fun and keep coming back.”
No one is born knowing how to read, nor is anyone born knowing how to support their child’s early literacy and rich language experiences. As children’s librarians, we can make storytime an uplifting place for kids and caregivers to learn together.
Adapted from “Why and How to Offer Supportive Early Literacy Tips” (ALSC Blog, June 16).
