Presentation on theme: "1 Linking Literacy with Social- Emotional Development Lori Connors-Tadros, Ph.D. Technical Assistance Specialist for Literacy National Child Care Information."— Presentation transcript:
1 Linking Literacy with Social- Emotional Development Lori Connors-Tadros, Ph.D. Technical Assistance Specialist for Literacy National Child Care Information Center Tweety Yates, Ph.D. Co-Project Coordinator Center on the Social Emotional Foundations for Early Learning Southern Stories: Literacy Traditions for Young Children May 7, 2003
2 Child Development Research Key Findings: zHow young children feel is as important as how they think, particularly with regard to school readiness. zEmotional development occurs on a parallel path to early literacy development in the context of positive relationships. Source: From Neurons to Neighborhoods: The Science of Early Childhood Development
3 Language, Literacy, and Social- Emotional Development zHearing words allows a baby to self regulate. zSaying words allows a toddler to self regulate. zExpressing ideas helps a preschooler to self regulate.
4 What is Emergent Literacy? zThe Emergent Literacy perspective emphasizes the gradual acquisition of literacy via formal and informal mechanisms from infancy to school age. zLiteracy develops along a continuum, ranging from pre-reading to reading skills.
5 What is Emergent Literacy? Oral language Phonological awareness Print Knowledge
6 What is Social- Emotional Development? zThe developmentally and culturally appropriate ability to: Manage Emotions Relate to Adults Relate to Peers Feel Good About Self
7 How are they interrelated? “…We have found that emotional and intellectual development cannot be separated; that these two functions come together as the child actively explores the emotional, social, and cognitive challenges at each of these stages.” Stanley Greenspan, M.D.
8 Social-Emotional Development: A Pathway to Successful Reading Children are more likely to learn important cognitive skills when they: are confident; can persist at tasks; and can engage in interactions with other children and adults.
9 Oral Language zChildren learn new words by hearing them read (receptive vocabulary). zWhen an adult explains the word to the child he/she begins to internalize the meaning and will use the word in his/her speech (expressive vocabulary).
10 Quality of Words zThe kinds of words that children hear are important: xRare words, sustained conversation xComplexity of sentence structure zThe tone of the words that children hear is important. Source: Meaningful Differences in the Everyday Experiences of Young American Children
11 Second Language Learners zThe quality of the interaction, not the language of the interaction, promotes very young children’s interest and ability to communicate in meaningful ways. zA strong foundation in language and lots of exposure to literacy activities is the key to ensuring all children are ready for school. Source: Handbook of Early Literacy Research
12 Phonological Awareness zIs the ability to distinguish between units of sound or to identify rhyming words. zSongs, rhyming games, and word play support children’s phonological development. zThese activities also support children’s social-emotional development. Source: Scientist in the Crib: What early learning tells us about the mind
13 Print Knowledge Alphabetic principle yThe alphabet yRelationship between letters and sounds Concepts about print yReading left to right yPrint on a page corresponds to words in a sentence yLanguage related to books - title, author, illustrator
14 Indicators of School Success Social Development Emotional Development Literacy Development Ready for School
15 Reading Aloud “ The single most important activity for building [literacy] understandings and skills essential for reading success appears to be reading aloud to children. ” Source: What Research Reveals
16 Reading Aloud zReading aloud builds children’s literacy skills when children are engaged in the activity. zChildren who are more engaged during reading aloud are more motivated to read and have better literacy skills. Source: Handbook of Early Literacy Research
17 Reading Aloud zChildren are also more engaged when they have a positive relationship with the adult who is reading to them. Source: Handbook of Early Literacy Research
18 Storytelling zStorytelling offers an opportunity to support children’s social-emotional development by building self-esteem and giving legitimacy to cultural practices and traditions. zChildren’s understanding of storytelling contributes to their vocabulary development and understanding of story forms (beginning, middle, end).
19 Recommendations zWe should not debate the relative importance of language/literacy development and social- emotional development. zThey are interdependent and interrelated such that it is not possible to focus on one without focusing on the other. zOur focus should be on learning opportunities that integrate social-emotional and language and literacy development.