Month: August 2017

Early Childhood Education, Illinois Early Learning Project

Learn by Listening to Language: Build Phonemic Awareness Skills

Rebecca Swartz

When we think about young children learning to read, we might imagine children learning letter names, sight words, and exploring picture books. To become skillful readers and writers, children also need opportunities to build oral or spoken language skills in addition to these important opportunities to engage with printed words.

Oral language skills grow through listening and engaging in conversation with peers and caregivers. During these times, young children explore words, phrases, and the meaning of language. Through conversations and stories, children build vocabulary, reason, and make meaning of their world. In these moments, they are also building knowledge about the sounds and structures of language that are important for reading and writing.

Let’s take a moment to think back to how children explore language first as infants and toddlers. You might remember listening to a child coo and babble. First “ooh” and “ahh,” which eventually changed to “ma ma” and “ba ba.” You heard them repeating and playing with the sounds of language they heard around them. As children move into the preschool years, their oral language becomes more recognizable.

As children are learning to use language to express meaning, they become familiar with the sounds that make up language. Exploring the sounds of language is an important part of learning how to read and write. As children explore, they build phonemic awareness skills. Phonemic awareness is the ability to notice, think about, and work with the individual sounds in spoken words. All of these words that children learn are made up of sounds, or phonemes. Phonemes are the units of sound in language. Each b, p, or eh you hear is a single phoneme. These phonemes are blended together to form words.

Most words are made of more than one phoneme. For example, the word cat is made up of three individual phonemes: K-a-t. Each phoneme can be shown by one or more graphemes. Graphemes in English are single letters or combinations of letters. When children are learning to read and write, they need to make connections between the letters they see and the sounds that they hear.

You might hear children playing with the sounds of language making up silly words, songs, and rhymes. This type of language play is important for learning to read and write. During daily routines, there are many opportunities to explore the sounds of language. The IEL project has a new tip sheet that can provides examples of how to help children learn by listening to language. These games will help your child develop an understanding of how spoken words, syllables, and sounds become printed words.

Get started by looking around you for printed words on signs. Talk about the names of people or pets around you. Talk aloud and stretch out the sounds in these words. Ask your child to guess the letter with which names or familiar words start or end. Make up silly rhymes, songs, or chants. Each time you do this, you are helping children develop skills for breaking down words when they read and building words when they write.

Written for the Illinois Early Learning Project: Learn by Listening to Language

Illinois Early Learning Project

Feelings Are Fantastic

Rebecca Swartz

When people describe daily life with young children, they often talk about the emotional ups and downs children display on a daily basis as they make their way through mealtime, naptime, and playtime. Caregivers may describe moments of laughter, excitement, and energy as well as challenging moments such as temper tantrums or crying. These opposite feelings can happen in a single afternoon, and these ups and downs are typical.

Young children are learning to manage their feelings and express them with appropriate language and behavior. Parents, caregivers, and teachers can help young children develop these understandings by taking the time to become “emotion coaches.”

Why would an adult try to be a “coach” for children to help them learn about emotions? Learning about emotions is a bit like learning to swim. Swimming is easiest to learn in the water with someone to guide you and keep you safe. A good swim coach provides encouraging words and support as a new swimmer pulls her arms through the water and provides positive feedback and direction for improvement as she rests on the side of the pool.

Likewise, children learn to manage and express emotions appropriately when someone helps them work through their thoughts and feelings. A good emotion coach provides a child with support and encouragement during challenging moments and helps them reflect on appropriate ways to express feelings and manage emotions during moments of quiet calm. Here are some ways caregivers can be emotion coaches and help children as they develop these important skills:

Give feelings names by using emotion words

Help children learn that their feelings have names. Use words such as happy, sad, angry, frustrated, jealous, embarrassed, or lonely. For very young children, name simple emotions such as happy, sad, and angry when you see photos of faces or notice the child expressing their feelings. As children grow older, reflections might be longer. For example, a caregiver might say, “You look sad today after your cousin left to go home. Maybe you are wishing for someone who would play with you. People call the feeling being lonely. Is that how you feel?”

Describe how to share feelings in socially appropriate ways

Young children listen to how people talk about emotions and learn appropriate ways to show their feelings from the people around them. By narrating your experience, you are helping them learn. Let them hear you use words to talk about your feelings. “I was so disappointed when there was only vanilla ice cream. … I really wanted chocolate!” or “I feel calm when I watch the wind blow the leaves on the branches.”

We all have feelings

Let children know that all feelings are OK to have and talk about. Remind them that it is not OK to hurt others’ bodies or feelings or to destroy property. Say, “I know you feel angry when your brother takes the truck from you. Tell him you are mad and want it back.” Use what you see in books or videos to teach about emotions. “Look at that little girl’s smile! She is so happy when she is swinging in the park!”

Written for the Illinois Early Learning Project: Feelings Are Fantastic

Early Intervention, Early Intervention Clearinghouse

Early Intervention Fits Right In

Rebecca Swartz

No two EI families are exactly alike. The daily activities that families participate in and the places they spend time vary. The Illinois Early Intervention program supports families in ways that are flexible, individualized, and tailored to the family’s preference. Early intervention staff and providers focus on partnering with families to work together to help infants and toddlers learn and develop. The routines and activities common in one family may be different than those in another family. Young children increase their knowledge and skills best when new activities and strategies are a part of that child’s regular routines and daily life.

The early intervention team approach revolves around helping families to use strategies that will help infants and toddlers develop their skills during everyday activities in their natural environments. Natural environments are home and community settings in which children and families with and without disabilities regularly participate. These spaces might look different for different families and different children. One child may spend most weekdays outside the home at a local child care center, while another child might have daily visits to grandma’s house. These places are the child’s natural environment. And early intervention services can fit right into these routines and spaces.

Many things influence the daily routines of infants and toddlers. Daily routines are a part of family life. Family life includes interactions with various family members, shared activities, and shared values and culture. Differences in family life are expected because there are no two families exactly alike. Some differences might include the types of first foods given to young children, whether children are encouraged to feed themselves, their family’s sleeping arrangements, the language used to communicate, and whether a child is encouraged to try to move about on the floor or whether they are carried for longer periods of time.

Cultural differences may influence child care and work arrangements. Some working families will choose to enroll their child in a child care center or home while others are more comfortable with care from a relative or friend. Some cultural influences may be more subtle, such as differences in how caregivers respond to children’s feelings. For example, some caregivers will allow children to fuss when upset and others will rock, bounce, or carry upset children to calm them.

High-quality EI services are provided to all families. Each family’s culture is reflected uniquely in their everyday life. The early intervention program empowers families as their child’s first teacher and learns from families how they embrace their cultural beliefs and practices to offer services that are meaningful.

This sharing begins during the initial screening and evaluation process in which the family describes their everyday routines and talks about their child’s challenges and strengths and continues as families begin to participate in the EI program when their child is deemed eligible.

This rich exchange of information will help the EI team plan interventions and strategies that fit into a family’s lifestyle and help the child learn to develop and grow to his or her fullest potential.

Originally written in collaboration with the Illinois EI Clearinghouse Staff for the Early Intervention Clearinghouse Summer 2017 Newsletter