A Publication of the
RCC: ECD Programme


Language & literacy development

What Early Childhood Development and Education Programs are all about?

Whether we are thinking about families raising children or Early Childhood Centers and schools educating them the responsibility that is one of the most important responsibilities we have as human beings: to support children’s overall development and equip them with the knowledge, skills, values and sense of self-worth to help them interact effectively with the world and be contributing members of society. Language Development and a Love of Learning

One of the most critical parts of language development is supporting children’s language development and enthusiasm for learning. Many parents, and especially parents from disadvantaged groups, underestimate the significance of their role in supporting children’s language, learning and sense of themselves. Their focus, very understandably, is often on keeping children fed, to carry out their social responsibility and ensure the physical development of their children rather than develop their children’s understanding of the world and supporting their confidence and communication skills. Surprisingly, most parents can hardly wait for their baby to say its first word, but believe that ‘language development’ implies that the child’s acquisition of language is an automatic process. This, however, is not the case. There is nothing that any human being knows or can do that s/he has not learned. This is especially true of language acquisition, which is extremely critical in enabling children to get the most in life and become productive citizens in a rapidly changing world.

The child begins to learn language from the day s/he is born. From the very first moment it is the parents’ responsibility to lay a proper foundation that will enable the child to acquire adequate language skills. Just like parents must ensure that a child follows a healthy and balanced diet for optimal physical development, they must take steps to ensure optimal language development.

Parents should start talking to their little baby from the day s/he is born. Some mothers are by nature quiet and reserved. Others have the unfortunate idea that it is foolish to talk to their babies, knowing that they do not understand. The mother, who does not speak to her child while feeding, bathing and dressing her baby, is laying the foundation for a late talker.

How Children Learn Language
The baby learns language in one way only, and that is by hearing language as the parents or other people around them talk. The more a parent can talk to a child, often repeating the same words, the same phrases, the same structures over and over, the sooner the child will learn language. An important thing to note here is that by the time a baby is about nine months old s/he should be able to understand simple words and commands. S/he may perhaps also be able to say a few simple words already. Invariably, however, one finds that the baby understands much more than s/he is able to say. In fact, this remains so of almost every person throughout his life. One is always able to understand more of any language, even one’s mother tongue, than one is able to use in active speech. This is even more so of any second or third languages that a person is able to speak.

This shows that we have two, more or less separate, masses of language knowledge: our passive knowledge (also called receptive language), and our active on the other. When we listen or read, we make use of our passive vocabulary, and when we speak or write, we use our active vocabulary.

An important thing to note here is that the child’s passive vocabulary comes into being through constant and continual repetition of words, phrases or structures. Once a word, phrase or structure has been repeated often enough, it also becomes part of the baby’s active vocabulary. This shows that the active vocabulary can only be improved via the passive. Research has shown that a child who is just beginning to talk must hear a word about 500 times before it will become part of his active vocabulary. Long before that it will already form part of his passive vocabulary. This means that parents should create as many opportunities as possible in which their baby can hear them talk. Plessis, Susan du, “Talk Your Child Clever.” Audiblox Online Magazine (2005)

Reading for Children Program
Reading to children is one way in which language development can be facilitated. Integrating a ‘Reading for Children’ component in parenting programs can enable parents/siblings to borrow simple, illustrated story books to read to young children. This provides important benefits to young children and also links ECD and literacy/post-literacy and school support programs.

Parents’ reading to their children is a predictor of school success and access to enjoyable printed materials is highly significant for children from disadvantaged communities. Reviews have found that both parents and primary school teachers across Asia emphasize how ‘ready’ for school children with ECD experience are.

Outcomes for Older Children
Where Reading for Children programs operate a more surprising finding has been the equal enthusiasm of the older children. They are often seen not only reading to their younger siblings but also taking the books off to a quiet place to read them on their own.

Outcomes for Parents
For parents who have limited literacy, reading to their own children is an enjoyable way to make sure that they maintain their skills. The children make sure they practice (’Read it again mother’) and the materials are naturally at a suitable level (in terms of vocabulary etc) for new readers.

However, one of the most striking findings has been the way Reading for Children programs have transformed parents relationships with their children. Parents who previously had felt they could do nothing to really support their children’s overall development because of their own lack of education suddenly had very concrete evidence of what they could do. Parents report that they now talk more with their children, listen to them and take more interest in what they are doing.

Implementation Strategies
One of the strengths of Reading for Children Program is its flexibility. A few examples of the programs it can be integrated with are:

1) ECD centers (library from which parents can borrow books)
2) Parenting programs
3) Children’s organizations e.g. children’s clubs, youth groups
4) Primary schools
5) Community reading centers
6) Women’s groups
7) Health centers

Key Issues for Implementation
1) High illiteracy rates

2) Lack of suitable, attractive and affordable books for young children – no books at all in many houses.

3) The risk of some parents trying to make the child read and the experience ending up as a negative one. It is important to emphasize that the purpose is simply that children have the chance to look at books together with a caregiver. The idea is that the caregiver reads to the child and that they look at the pictures together, talk about the story etc. Research has shown that children who are read to as young children learn to read more easily when they enter school.

4) Over-worked parents have limited time

5) Parents underestimate their importance in supporting children’s development – and especially language and cognitive development. Parents should not be made to feel bad if they have little time to read to or tell stories to their children. It is important for all parents to feel that they can play an important role in supporting their children’s development through talking with and listening to their children and using everyday activities as opportunities for conversation and support for their children’s development.

“Reading for Children”
is in essence a very simple idea – but often it is the simplest ideas that bring the greatest benefits for children.

Benefits of Reading To Your Children
If you are a parent who admits that you don't read to your children enough, or if you feel that you are just too busy for this activity, there are several reasons for which you should read to your little ones:


1) Learning to read. If you need just one reason, this should be it! All parents want their children to learn to read and by reading to them you are giving them an early start.


2) Learning new words and language skills. Think for a second -- if you are reading a book about cats and the word "feline" is in the text, chances are that your child will begin to know that "feline" is another word for "cat" -- even without you specifically saying this.


3) Developing their imagination. Young children will listen to the words that you read and they will imagine them in their minds. Later, they might think back to the story and imagine even greater tales involving the characters, places, and feelings you read about.


4) Learning about the world around them. Books can expose us to locations and situations that we may never experience ourselves first hand.


5) Learning about moral concepts. Many stories teach about honesty, service, kindness and choosing right from wrong. Enjoying a good book together can end up teaching your child these valuable concepts.


6) Feeling close to each other. Since reading is a calm and soothing activity, it gives parents something to engage in with their children without spending a lot of money or even a lot of energy.


SOURCE: www.babyuniversity.com

Activities to Encourage Language Development

Share an Experience
When parents talk about an incident and discuss anecdotes about themselves or their children it ensures good communication, understanding and interaction between parents and children.

The way conversations take place has a huge influence on the richness of language development. The tone parents use and the body language that accompanies it, develop the ability of how they manage and express the children’s feelings.

For solid communication to develop parents and other adults have to send messages of “you matter” and “what you say is interesting and important”. Children also need to be with and communicate with children older and younger than them.

Talk about Photographs
Look at photograph albums. The best ones are the oldest ones. Talk about what kind of clothes people wore then, what they did together and how you spent your childhood.

To cultivate interesting conversations with children parents have to learn how to ask appropriate and sincere questions. When talking about incidents and experiences help children by asking ‘what’s happening’, ‘what next’, ‘what if’ etc and be open to their ideas and decisions.

We learn to talk most effectively when we are not put under pressure to perform. We need to be with people who are tolerant and welcoming in our efforts to put ideas, thoughts, feelings and relationships into words and signs. It is the same with children as is with adults.

Children can only learn to increase their vocabulary if they are with people who offer them new words during the conversation. Help your children enrich their understanding of new words by:

1) Naming. That’s a ball.
2) Explaining. Balls can be thrown and played with.
3) Talking about feelings. You like playing with the ball, don’t you?
4) Describing. The ball is yellow and round. It bounces as well.
5) Talking about what you just did. You threw the ball in the air and I caught it.
6) Talking about the future. I will roll the ball towards you and you try and catch it.

SOURCE: Bruce, Tina, Developing Learning in Early Childhood, London: Paul Chapman Publishing, 1988