The ways that your child will learn to read and write are similar to how she develops language.
Your child must learn about written language before she can read and write in the traditional way. Very early on your child becomes immersed in writ ten language even if you do not do this intentionally by reading to her. This occurs as she sees environmental print—books, magazines, and advertisements on TV. Words are already a part of her world way before she can read or write them.
Did you know you instinctively engage in reading, writing, and talking experiences with your child on a daily basis? For example, every time you leave a note for your child in her lunch box for the teacher to read, share a story, label objects, communicate, or sign you are engaging in literacy. Interactions between you and your child cannot occur all the time; it is for this reason your child has already started thinking about written language.
Just as your child wants to learn writ ten language, she also becomes excited about using pictures and letters to communicate. She will use symbols invented by herself as printed words; this may include poorly copied words, gestures, or marks on paper.
Reading starts for your child when she gives meaning to the symbols around her, such as stop signs, labels on food, symbols on an electronic device or a restaurant billboard. Take a moment to look at your child’s “writing.” She will write lots of wavy lines; interspersed between the wavy lines you will see a symbol that looks like a circle or another kind of shape.
If you were to ask her what she “wrote,” she may say, “I wrote your name and mine.” This is how your child is showing emerging literacy skills with her at tempt at writing, using symbols to represent print.
Through natural exposure to books and print and through conversations with people, your child will discover that written words are another way to communicate. Three year olds continue to grow in understanding and in their use of language.
As her vocabulary continues to grow, your child will be able to produce longer and more complex sentences. During the preschool period, children’s speech becomes clearer as they master new sounds and new syllable structures.
Learning to read and write must be a gradual process that is nurtured over time. Parents should be intentional in providing activities to support development of these skills. Activities include parents having purposeful conversations with their children and children having purposeful conversations with other children; this will support language development.
Provide your child with access to many dif ferent books and other reading and writing materials. It is important to also of fer opportunities for exploring and engaging in literacy activities, which include reading, writing, and learning letters and sounds.
Your child’s learning in literacy cannot be separated from her learning in other areas (e.g. f ine motor skills). Her interest in various subjects and activities can fuel her verbal language and create opportunities for learning to read and write.
For instance, you might have recently taken a family vacation; on the trip, your child sees dolphins and whales. This experience can result in looking at pictures of dif ferent types of whales, naming those pictures, seeing the names in print, and making up stories about the whales. This is teaching and supporting literacy in a natural way based on your child’s current interests and environment. The more you read and speak and engage with your child, the more her emerging literacy will lead to actual literacy—reading and writing on her own.
Storytelling
Storytelling is developed from social interactions and play scenarios that children have with each other and adults. It is amazing to see how three year olds have learned the art of storytelling: how to sequence events, how to set actions in place and time, and how to organize a story around characters. It is hard to imagine that this is possible when they are still in the midst of developing elementary language skills.
Another way in which children acquire storytelling skills is through talking about the past with their parents. A child might say, “Mommy, do you remember when we went to the ice cream store?” This starts the story, and the adult and child will then build on the story together.
Children tend to talk about experiences they have with others; this builds intimacy between parents and children. Storytelling is a three-phase process in your child’s development; it begins even before she turns three. In the beginning of storytelling, your child will listen to stories that you tell. She will watch your face, listen to your voice, and take cues from you on how the story should end. Next, when your child has learned all she can from you about telling stories, you will hear your child add elements to the story you started that you never imagined. By the time your child has turned three, you have a certified storyteller who captivates the attention of all who will listen.
Organizing Stories
Your child can organize stories when she is able to give descriptions of the setting (faraway place), give detailed information about the characters (he was so big), and provide a sequence of action to communicate a story verbally.
Young children follow different strategies when organizing their stories. One of these is called centering.
With centering, your child will create a story around a central topic. Each object, action, or event included in the story relates to the topic, but the listener may have difficulty recognizing the relationship between them. Your child will give you as much lively detail as she can about the story. You may hear your child say, “A Mars bar bush growing out of the earth.” Remember: You will have difficulty understanding; that is normal.
