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Among modern parents today, a focus on teaching babies to read has emerged. As a result, teachers feel pressure from parents, the media, and society to adapt their practices to meet these new demands. In this article, I suggest strategies to help you address the concerns and demands of parents about their children learning to read. These include clarify- ing for parents that we recommend certain practices as more appropriate than others they may hear about or see on television.

Why Teaching Babies to Read is Not Good Practice

Listed below are just a few of the many reasons why teach- ing babies to read is not good practice:

� It’s not developmentally appropriate. � There is no need to rush. � Babies don’t read; they memorize! � Reading instruction is too formal for babies who learn best through play.

� Other areas of development suffer. � Reading early will not make your baby a genius.

What We Know about Child Development and Early Literacy Development

Literacy includes all the activities involved in speaking, listen- ing, reading, writing, and appreciating both spoken and written language (Armbruster, Lehr & Osborn, 2006). Brain

research tells us that infants are born with 100 billion neu- rons (brain cells responsible for most brain functioning); however, the brain is not fully developed at birth. The brain develops in order from simple to the most complex parts and is strengthened through play and the new connections the child is making as she learns. An infant’s brain allows her to physically hear sounds from all languages with connec- tions for cognitively distinguishing familiar sounds being strengthened during early childhood (Better Brains for Babies, 2011).

Although young children may be able to hear and distin- guish familiar sounds, they lack the ability to coordinate the movement of their vocal apparatus before the age of 4 to say or process the sounds correctly. As a result, they simplify the structure of complex words, which makes it difficult to say certain sounds, sound combinations, or transition from one sound to another. It is only during the mid-preschool years, ages 3½ to 4, that children become intelligible in their speech enabling them to pronounce more consonants at the beginning, middle, and end of words. By 4½ to 5 years, most consonant sounds are used consistently, although they may not be mastered in all contexts. Words that include blends (bl, cr, str…) and digraphs (ch, sh, th…) are not usual- ly mastered until around age 7 (Kipping, Gard, Gilman & Gorman, 2013).

Appropriate language and literacy goals for infants are:

� Responding to frequently-spoken sounds and words � Following simple directions and requests � Using motions, sounds and gestures to begin to commu- nicate

� Using sounds in social situations � Beginning to express themselves freely and creatively using sounds

� Attending to stories � Exploring books � Showing awareness of pictures

Supporting Parents in Guiding Early Language and Literacy Development by Bisa Batten Lewis

Bisa Batten Lewis is an author of articles, college textbooks, children’s books, curriculum, and parent-teacher resource books. She has supervised multiple child development centers and profes- sional development schools and taught students from the elemen- tary to university level. Bisa earned doctoral and master’s degrees in Adult Education at the University of Georgia and baccalaureate and

master’s degrees in Early Childhood Education from Albany State University. An international speaker, parenting advisor, and early childhood trainer, Bisa strives to enlighten the minds of legislators, educators, and parents in the hopes that all children will have sufficient opportunities to learn. Visit her at www.drbisaonline.com.

‘I Want My Baby to Read’:

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By age 3, a child should:

� Like reading with an adult on a regular basis � Listen to stories from books and stories told � Recognize a book by its cover � Pretend to read books � Understand that books are handled in certain ways � Look at pictures in a book and know they represent real objects

� Say the name of objects in books � Comment on characters in books � Ask an adult to read to him or help him write � Begin paying attention to print, such as letters in names � Begin to tell the difference between drawing and writing � Begin to scribble as a way of writing, making some forms that resemble letters

Developmentally appropriate strategies for supporting infants’ language and literacy learning are:

� Reading to baby 3-5 times per day � Allowing baby to engage in reading with you (e.g., point, turn pages, and so on)

� Actively talking with baby, with eye contact, about food, daily routines, outdoors, signs, pictures, books, and print in the environment

� Singing songs, such as “If You’re Happy and You Know It” � Performing finger plays, such as “The Itsy Bitsy Spider” � Reciting nursery rhymes � Talking to baby about family photos � Listening to music with baby � Making sounds with baby using instruments or household objects

� Making writing materials available for scribbling

Engaging infants and toddlers (children from 12-35 months) in a variety of appropriate early literacy activi- ties will later enable them to:

� Handle a book � Turn pages � Finger-sweep � Tell the difference between print and pictures � Name letters � Associate letters with sounds � Read from the top of the page to the bottom � Read words from left to right � Learn and make new sounds � Differentiate sounds � Extend vocabulary � Listen actively � Develop writing skills

Applying Research to Practice

As early childhood educators, we are guided by the princi- ples of developmentally appropriate practice (DAP) in our work with children: “practice that promotes young children’s optimal learning and development” (NAEYC, 2009, p. 1).

Let’s revisit each of the reasons listed above for why teach- ing babies to read is not good practice.

Reason #1: It’s not developmentally appropriate.

Teaching babies to read, in the formal sense, is not develop- mentally appropriate. In fact, it can be counter-productive when reading instruction does begin, because children may associate reading and books with failure (Zero to Three, 2003). Early educators should help parents understand that reading includes more than recognizing, memorizing, and calling out words. The most important reading skill is com- prehension — understanding, which generally becomes manifest in the preschool years (ages 3-5).

Current research on early literacy and brain development offers natural recommendations on what skills and activities infants and toddlers can perform that will enable them to be successful readers, starting in the preschool years, and enjoy reading and books long-term. It is generally agreed that it is during the mid- to late-preschool years when phonological awareness (distinguishing the sounds of language) begins.

Recommended Teacher Response to Parent: Teaching read- ing effectively really does require starting during the infant and toddler years — from birth to age 2; however, how read- ing is taught will either help or hurt your child when formal reading instruction begins in the preschool years — at ages 3-5. To help your child develop into a successful reader, it is important to know when to introduce what skills. Listed below are activities you can do with your child to develop lifelong language and literacy skills.

Resource: Show parents Getting Ready to Read (Parlakian, Lerner & Im, 2008) that outlines age-appropriate activities for early language and literacy learning. Give them the web- site to download a full-color copy (see Resources).

Reason #2: There is no need to rush.

Early educators should remind parents that they have three years to engage children in learning pre-reading skills. There is no need to rush to teach them to read in the first year of life. Parents and teachers should be focusing on the devel- opment of the whole child (physical, cognitive, social, and emotional) using differentiated, active, and interactive activ-

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ities to promote learning. Since the brain develops connec- tions when new knowledge is related to previously-learned information and experiences, parents and teachers should focus on engaging infants and toddlers in new experiences that are derived from familiar knowledge: for instance, shar- ing books that relate to the family pet and later extending learning to farm and zoo animals.

Recommended Teacher Response to Parent: Introducing the right skills and activities at the right time will enable your child to become a successful reader for life and inspire the enjoyment of reading. When is ‘the right time’? The time varies from one child to another. The development of pre- reading skills happens throughout the first three years. Focusing on the appropriate language and literacy skills when he is ready, without rushing him to actually read words, will better position him to recognize and say the sounds of letters and words later on.

Resource: Share with parents everyday activities they can engage in with their infants and toddlers to support lan- guage and literacy development. Examples of developmen- tally appropriate language and literacy strategies and activities are shared earlier in this article.

Reason #3: Babies don’t read; they memorize!

Brain research suggests that the most important activities for babies to engage in with their caregivers are positive, loving interactions that include sharing books, telling stories, singing songs, and talking to one another. Formal reading activities, such as watching videos or having them call words in books and on flash cards, are examples of rote learning (memorizing). Rote learning is achieved through repetition and does not yield concrete, long-term results. The primary goal of reading is comprehension, which does not develop until the brain has the capacity to perform concrete operations (ages 7-11). Before that time, children generally have the ability to learn language usage and to represent objects by images and words. Therefore, memo- rizing is not considered reading.

Recommended Teacher Response to Parent: Teaching a baby to read does not actually begin with the baby physical- ly reading words from a page. Since an infant’s vision is still in early development and the brain is still learning to recog- nize and differentiate images, the best activities adults can use to support true language and literacy development dur- ing infancy are exposing babies to as many sounds, words, and pictures as possible. Singing songs, showing and dis- cussing pictures, and reading books to your baby each day are the best ways to help him develop the skill of reading in

the preschool years.

Resource: Share with parents “Tips for Choosing Books for Babies and Toddlers” (Zero to Three, 2011) to support them in identifying the types of books that are most interesting to and appropriate for infants and toddlers (see Resources).

Reason #4: Reading instruction is too formal for babies who learn best through play.

The primary goal of language and literacy during the infant and toddler years is to help children hear and distinguish the sounds of language in their environment. Instead of focus- ing on teaching babies to read, caregivers should engage them in brain-compatible activities that will reinforce these developing skills. The ability to tell the difference between diverse sounds they hear in infancy will allow them later to name the letters in words, understand the meanings of words, and combine words to make sentences.

Recommended Teacher Response to Parent: The brain learns by connecting a child’s new experiences to what is already familiar. The most effective ways to prepare your baby for reading involve playing games and sharing books that relate to familiar animals, toys, objects, characters, sounds, and actions. Try making familiar, and later new, ani- mal sounds, showing and pointing to pictures in books, and repeating key words (like dog and cat), inviting your baby to play with language. Children can learn new information in many ways; however, the way in which the brain learns best is through interaction with others.

Resource: Encourage parents to sing songs and recite age- appropriate nursery rhymes with their babies and toddlers, as well as point-out and discuss pictures in books. Give them a list of nursery rhymes and songs you implement in your lesson plans. Invite parents to the classroom to observe how you playfully engage babies and toddlers in literacy-learn- ing.

Reason #5: Other areas of development suffer.

Children are resilient and can learn from almost anything that is presented to them. However, the question for care- givers is: Should I teach that skill to this child now? In order for children to become successful lifelong learners, they need to learn skills in the appropriate order. And some children learn faster than others. The answers to questions about when and how are based on our understanding of the individual child. Parents and teachers must understand that, if they skip steps A and B and jump to C, children will lack the necessary foundation for learning.

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Recommended Teacher Response to Parent: Because each child is different and learns at her own pace, adults must develop a plan for her learning based on what she can already do and what she will be learning next in each devel- opmental domain. Observing children’s current level of per- formance in each area will guide us in our presentation of new material and skills.

Resource: Share with parents the Better Brains for Babies (2011) interactive charts “Helping Promote Healthy Brain Development” outlining the skills infants and young children are developing at each age and what adults can do to sup- port their development. These charts are available in both English and Spanish (see Resources). Clarify for parents that when their little ones show consistent achievement of one skill, it is developmentally appropriate for them to move forward with activities that support the next related skill.

Reason #6: Reading early will not make your baby a genius.

Products that suggest babies can read instill a false sense of confidence in parents. Parents don’t need to purchase expensive toys, videos, or courses to stimulate early literacy development in their young children. Parents can simply motivate and support learning by playing with their children, encouraging exploration, and showing affection.

Recommended Teacher Response to Parent: We know there are many products on the market that suggest babies can and should engage in formal academic instruction. Whether the product focuses on teaching a baby to read or perform- ing mathematical operations, we want you to realize that these products and activities will not make your baby smart- er, now or in the future. You can better support your child long-term in achieving academic goals by turning everyday situations into learning experiences.

Resource: Give parents the Zero to Three (2007) handout, “Everyday Ways to Support Your Babies’ and Toddlers’ Early Learning” (see Resources).

Conclusion

Engaging infants and toddlers in a safe, healthy environment where they interact with adults and peers learning to hear and distinguish sounds of language in a loving, natural, play- ful way will enable them to develop into confident readers and writers with the belief that they can overcome any challenges that may come their way.

Although it may be important to some parents that their babies read, early childhood educators must be child

advocates by sharing appropriate activities for each child at the right time with parents. Parents can be helped to under- stand that infants and toddlers are not intellectually or physically ready to begin reading. Share with parents that when a child consistently demonstrates achievement of a developmental milestone, it is developmentally appropriate practice to begin engaging the child in interactive activities to support his achievement of the next milestone. Promoting the accomplishment of early literacy skills at the right time and in the right order will strengthen the child’s ability to read and comprehend.

References

Armbruster, B., Lehr, F., & Osborn, J. (2006). A child becomes a reader: Birth through preschool (3rd ed.). Portsmouth, NH: RMC Research Corporation. www.nichd.nih.gov/publications/ pubs/upload/reading_pre.pdf

Better Brains for Babies. (2011). Connections. www.fcs.uga.edu/ext/bbb/play.php

Kipping, P., Gard, A., Gilman, L., & Gorman, J. (2013). Speech and language development (3rd ed.). [Wall Chart]. Austin, TX: PRO-ED, Inc. www.expressiveminds.net/wp-content/ uploads/2013/11/speechandlang.pdf

NAEYC. (2009). Position statement: Developmentally appropriate practice in early childhood programs serving children from birth through age 8. www.naeyc.org/files/ naeyc/file/positions/PSDAP.pdf

Zero to Three. (2003). Early literacy. www.zerotothree.org/ child-development/early-language-literacy/earlyliteracy- 2pagehandout.pdf

Resources:

Better Brains for Babies (2011). Helping promote healthy brain development (English). www.fcs.uga.edu/ext/bbb/ images/BBB.Brochure_English.swf

Better Brains for Babies (2011). Helping promote healthy brain development (Spanish). www.fcs.uga.edu/ext/bbb/images/BBBbroch_Span.swf

Parlakian, R., Lerner, C., & Im, J. (2008). Getting ready to read: Helping your child become a confident reader and writer starting from birth. www.zerotothree.org/child- development/early-language-literacy/cradlingliteracy_ ready2read_8-14-09.pdf

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Zero to Three. (2011). Tips for choosing books for babies and toddlers. www.zerotothree.org/early-care-education/early- language-literacy/choosing-books.html

Zero to Three. (2007). Everyday ways to support your babies’ and toddlers’ early Learning. http://main.zerotothree.org/ site/DocServer/early_learning_handout. pdf?docID=3081&AddInterest=1153

Reservations about the Benefits of Reading to Babies

by Janet Gonzalez-Mena

As a mother, I never thought about reading to babies. I love reading, and I enjoyed snuggling with a good book when my children were old enough to somewhat put the pictures and words together. I never considered it important to start much younger. If I were a mother of a baby now, with all the information out about pre-literacy skills, I would probably feel it was my duty to read to my baby right away so he would become a successful reader someday. Of course, I would love the snuggling part and enjoy the fact that books for babies now are quite compelling and some are just precious!

Certainly, exposing babies to books early is a good idea. Those of us concerned with infant-toddler care and parent education are bound to consider letting parents know that. My concern is that though I have good feelings about snuggling a baby with a book, that’s not true for everybody. I wouldn’t want to try convincing every parent and every caregiver that reading to babies is a vital ‘readiness’ activity. What about parents who can’t or don’t like to read?

I know about people who hate to read out loud. I discovered them by accident when I came up with a new idea in one of my early childhood community college classes. I announced to the students that we would take turns reading to the class. I passed a book around expecting everyone would agree. Some loved it, but several had a negative reaction when the book reached their hands. One got up and left before it got to her. I heard afterward what it was like to be humiliated like that in front of their peers. Only one person outright refused, but some read very poorly and one read in such a shaky voice, it was impossible to understand her. Another got confused and gave up quickly. I tried to imagine how these students would take the message that it is important to read to babies. That might be not be the same as reading for peers, but what if it was? What if they had been humiliated as children when reading aloud in class? What if they had never read aloud before? What if reading was a skill they were still working on? Imagine the unspoken messages a baby might pick up about books from a nervous, upset adult reading aloud.

A picture comes to mind about any campaign focused on getting everybody to read to babies. The picture comes from a video I was asked to comment on some time ago. It was made to convince Spanish-speaking parents to read to their children starting at a young age. The video opened with a picture of a mother proudly holding a book in one hand with her very young baby clutched upright in the other arm. She was reading alright, but the baby wasn’t looking at the book. The baby was doing everything she could to look at her mother’s face. She was frustrated because she couldn’t see her mother’s face. The mother, oblivious to her baby’s efforts, just kept on reading. I wanted to say to the mother “Read the baby — not the book!” Obviously, that was a bad example. I wish the people who made the video had settled the mother and baby comfortably, so the mother could see the baby and the baby could look at the mother’s face during book reading.

So here’s my thought: Be cautious when spreading messages about the necessity of reading to babies from birth on. Of course, it’s really about exposing babies to books and letting them explore them long before they can read the actual words in the book. For families with an oral tradition, storytelling may be more meaningful than books in the early years. I have wonderful memories of my grandmothers telling me stories about when they were children.

My urgent message is to realize that some people have had unfortunate experiences learning to read, so passing on negative feelings to very young children can create more problems than benefits. Why not emphasize (even in the case of adults who are good readers) interacting with babies from birth, putting spoken language into the interactions? Interacting is a two-way process — not just a monologue from the adult. Talking to the baby and waiting for a response is teaching ‘conversation,’ even though the baby may not have any words for some time. It becomes a conversation when adults respond to a baby’s facial expression, movement, or body language. Conversation is a great pre-reading skill! Conversation can happen with a book, but it can also happen during diapering, dressing, feeding, and any other time!