Presentation on theme: "What Every Caregiver Needs to Know Peggy Sissel-Phelan, Ed.D., M.A. Founder and President Baby’s Brain, Language Development and Literacy:"— Presentation transcript:
What Every Caregiver Needs to Know Peggy Sissel-Phelan, Ed.D., M.A. Founder and President Baby’s Brain, Language Development and Literacy:
Introduction Brain development from birth to age three Language development Emergent literacy skills and school readiness; How does language and literacy impact children’s dddd health and well-being Practice issues THE solution to educational disparity
Overview of the Brain Part of the central nervous system Controls many bodily functions Voluntary Involuntary 2 hemispheres 4 lobes Many folds Different parts, different purposes Why folds?
Overview of the Brain 100 Billion brain cells at birth Brain cells are “raw” materials —a - a framework Parts of the brain at different times Predictable sequence, - “developmental materials mature milestones”
Baby’s Growing Brain Growing Connections A child’s environment has enormous impact on what happens to those cells. Early experiences set the stage for how children will learn and interact with others throughout life. A child’s experiences, good or bad, influence the wiring of his brain and the connection in his nervous system.
Baby’s Growing Brain Making Connections The brain’s “wiring” is created over time. Stimulation and experience plays a crucial role in “wiring” a young child’s brain. If the connections are not used repeatedly, or often enough, they are eliminated.
Baby’s Growing Brain Making Connections Use it or lose it! Applies to all areas of the brain/body... Motor functions Balance and coordination Vision Cognition Emotion Language
Language Development All normal, healthy babies learn to talk. All do not get the same stimulation. Repetition is critical when learning language. Strengthening and expanding the connections help in learning more words For example...
Again, again, again! What do you say... When the parent says: “I’m going crazy! He wants to hear the same book over and over.” That’s how baby learns.
Language Development At every reading, something new is learned Words and language are the foundation of all learning But – not just any words Not flash cards, memorization, television Importance of “rich” language environment
Language Development RICH POOR Responds to baby’s cues, moods Talk to and with baby Lots of laptime, facetime Songs, story telling Word play – rhymes, silly sounds Reading, sharing books Didactic dialog/interaction Hears complex vocabulary regularly Encourage to ask questions What is a Rich Language Environment? Attends to child’s basic needs Talk “ at ” baby Placed in baby seat Little personal interaction Put in front of TV No age-appropriate books One way communication Hears mainly TV, music, sounds in room Told to hush
Language Development A Rich Language Environment: Why Does It Matter? n By two years of age, children’s vocabulary correlates with later cognitive performance n Low-income status significantly predicts children’s exposure to language (Bloom, 1998)
Language & Literacy Children’s language evolves primarily through parent-child interactions Literacy develops in real life settings for real life activities Literacy acquisition begins before formal instruction A Rich Language Environment: Why Does It Matter?
Language and Literacy Reading to Baby = More Words Twice as many verbal exchanges Twice as many words Increased number of unusual and complex words Greater complexity of sentence structure
Language and Literacy Reading = Cognitive Development Memory Creativity Comprehension Vocabulary and Language development Each ensures that connections persist
Language & Literacy Critical to child’s brain development and healthy outcomes Age-appropriate books are key developmental tools Builds “emergent literacy skills.” These are: How and why we use written words in daily life Holding books Listening to Pointing at Interacting with the book Reading Aloud
Language & Literacy These skills are necessary precursors to “real” reading Essential for formal reading instruction. Not been read to regularly = Not ready for school. Early Literacy Experiences What percentage of families in poverty have no books in the home? How often are children read to from birth to age 5? 25 1,500 Guess What? 60%
Language and Literacy Less than 3 times weekly 3 or more times weekly Percent of Children Reading Aloud and School Readiness Recognize Count Write Pretend Master All Letters to 20 Name to Read 3-4 Skills /Tell Story
Literacy Development n Children at risk for reading difficulties are those who start school with: – lower verbal skills – less phonological awareness – less letter knowledge – less familiarity with the processes of reading Risky Business
Literacy Development Nationally, 35% of first graders are labeled as “slow” and placed in remedial reading programs. Dyslexia—prevalence 4-10% Most of these children, who are not dyslexic, remain in these programs throughout school. Creates a vicious cycle for school failure and failure in life. Risky Business
Literacy Development n In general, children living in poverty: –Are 1.3 times more likely to exhibit developmental delays –Are 1.4 times more likely to be diagnosed with a learning disability –Are 2 times more likely to repeat a grade Risky Business
Literacy Development Percent of 4 th Grade Children with Reading Difficulties - by Income (NCES 2003) 185% of poverty
Literacy and Life The Effects of Low Literacy Low Literacy and Poverty Low Literacy and Poor Health Status Low Literacy and Mental Health
Literacy Development Reading is Doctor Recommended