S1E19: Literacy is All Around Us w. Dr. Amy Napoli and Wendy Keele
Nebraska Extension Early Childhood Program Area-Emily Manning, Dr. Holly Hatton, Ingrid Lindal, Erin Kampbell, Linda Reddish, Katie Krause, and LaDonna Werth
Author
05/14/2024
Added
10
Plays
Description
In this week’s episode of The Good Life in Early Life, host Emily Manning interviews Wendy Keele with Nebraska Growing Readers a part of the Nebraska Children and Families Foundation and Dr. Amy Napoli, associate professor, and Early Childhood Extension Specialist at the University of Nebraska Lincoln. They discuss how reading to children and exposing them to literacy at an early age can have positive outcomes such as developing creativity and increasing the chances of graduating high school. Reading to children is also a great way to connect with children and open their eyes to a world of possibilities.
Resources:
Nebraska Growing Readers- https://www.singasongofsixpence.org/news/nebraska-growing-readers/nebraska-growing-readers.html
https://www.singasongofsixpence.org/news/nebraska-growing-readers/faqs.html
Read for Resilience- https://child.unl.edu/read4resilience
Nebraska 4-H Reading Stem Connections Program - https://child.unl.edu/nebraska-4-h-stem-reading-connections-program
Books mentioned in this episode:
Pickle Things- Mark Brown
Patrick Buys a Coat- Geoffrey Hayes
You Matter- Christian Robinson
Chrysanthemum- Kevin Henkes
Gaston- Kelly DiPucchio
Saturday- Oge Mora
The Rabbit Listened- Cori Doerrfeld
The Invisible String –Patrice Karst
The Old Man Who Loved Cheese – Garrison Keillor
The following music was used for this media project:
Music: Afterparty Review by Sascha Ende
Free download: https://filmmusic.io/song/2962-afterparty-review
License (CC BY 4.0): https://filmmusic.io/standard-license
"Wholesome" Kevin MacLeod (incompetech.com)
Licensed under Creative Commons: By Attribution 4.0 License
http://creativecommons.org/licenses/by/4.0/
Searchable Transcript
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- [00:00:00.339](upbeat music)
- [00:00:11.280]This is "The Good Life in Early Life,"
- [00:00:14.190]a production of Nebraska Extension.
- [00:00:16.110]I'm your host, Emily Manning,
- [00:00:17.520]an Early Childhood Extension Educator.
- [00:00:19.470]In this episode,
- [00:00:20.550]we are exploring a topic submitted by a listener,
- [00:00:22.860]and we are interviewing two guests
- [00:00:24.330]about pre-literacy skills in early childhood.
- [00:00:27.114]I am a proud book nerd
- [00:00:28.860]and have been my whole entire life,
- [00:00:30.870]so I'm super excited for this episode
- [00:00:32.670]and it should be really fun with the guests that we have.
- [00:00:35.100]And so today we have Wendy Keele.
- [00:00:37.200]She is the Assistant Vice President
- [00:00:38.910]of Nebraska Growing Readers
- [00:00:40.410]through the Nebraska Children and Families Foundation.
- [00:00:42.780]Previous to this position,
- [00:00:44.070]she was a Coach and Coordinator
- [00:00:45.390]for the Hastings Sixpence Child Care Partnership Program.
- [00:00:48.450]Welcome to the show, Wendy Keele.
- [00:00:50.100]Thank you for having me. So happy to have you.
- [00:00:52.088]Also today we have with us is Dr. Amy Napoli.
- [00:00:55.680]She is Assistant Professor
- [00:00:56.953]of the Child, Youth and Family Studies
- [00:00:59.280]at the University of Nebraska-Lincoln,
- [00:01:01.290]and she's an Early Childhood Extension Specialist
- [00:01:03.574]with Nebraska Extension.
- [00:01:05.520]Her work focuses on supporting
- [00:01:07.200]early childhood educators and families
- [00:01:09.032]in creating positive learning environments
- [00:01:11.220]for young children, especially in literacy and math.
- [00:01:14.460]Welcome to the show, Dr. Amy Napoli.
- [00:01:16.470]Thanks, Emily. It's good to be here.
- [00:01:17.640]Thanks for being here, both of you.
- [00:01:19.140]So let's start off with the first question.
- [00:01:21.720]What is a fun childhood memory of you
- [00:01:24.840]or maybe a favorite childhood memory?
- [00:01:26.845]Amy, why don't you go first?
- [00:01:28.920]So a lot of my early childhood,
- [00:01:30.210]my favorite memories are actually centered around books.
- [00:01:32.670]So maybe that's why I'm so interested in this topic.
- [00:01:35.130]I did have some adversity in my early years,
- [00:01:37.500]but I think the one thing that was always very consistent
- [00:01:39.750]was that books were always encouraged and readily available.
- [00:01:42.840]And I think because of that I had a very active imagination.
- [00:01:46.590]So I was always in the front yard
- [00:01:48.724]creating potions and concoctions
- [00:01:50.892]and creating clubs for the neighborhood children.
- [00:01:54.300]So a lot of very active imaginative play for me.
- [00:01:58.200]And that all stemmed from kind of the books that you read.
- [00:02:01.110]They were helping create some of those ideas
- [00:02:03.214]to play out with the children in your neighborhood.
- [00:02:06.870]I think absolutely that was a big part of it.
- [00:02:09.210]Thanks for sharing, Amy.
- [00:02:10.320]For me, I grew up in Omaha and every summer
- [00:02:13.530]my family would get a pass to the Henry Doley Zoo.
- [00:02:16.920]We go two or three times a summer
- [00:02:19.080]and there was something always different
- [00:02:21.000]that was happening at the zoo,
- [00:02:22.230]but there was also a familiarity with it.
- [00:02:24.930]So we always started at the petting zoo
- [00:02:26.580]to see the piglets, went to the prairie dog town,
- [00:02:29.100]otters, orangutans, polar bears.
- [00:02:31.560]There was a Clydesdale horse.
- [00:02:32.880]We always saw him and then ended with the elephants.
- [00:02:35.730]It was just such a positive shared experience
- [00:02:38.670]for the whole family
- [00:02:39.630]that it was a very good foundation for our family life.
- [00:02:42.930]Very cool.
- [00:02:43.763]Thanks for sharing that special memory with us, Wendy.
- [00:02:46.020]And I think we're just blessed to be in Nebraska
- [00:02:49.020]and have amazing zoo facilities,
- [00:02:51.270]both in Lincoln and Omaha for children and families.
- [00:02:54.360]I'm gonna share a memory from my childhood,
- [00:02:56.363]kind of along the similar lines with Amy.
- [00:02:58.980]Books were always really encouraged in my family.
- [00:03:02.160]They were really readily available.
- [00:03:04.230]We'd go to the library really frequently,
- [00:03:06.630]but every night during bedtime,
- [00:03:08.206]my mom and I would have a time where we would read together.
- [00:03:11.610]And that continued throughout my childhood.
- [00:03:14.220]Even when I was capable of reading like novels on my own,
- [00:03:17.400]we still kept that shared time where we would read together.
- [00:03:20.760]And so it was just really fun on like,
- [00:03:22.680]what book are we gonna do next?
- [00:03:24.077]And just having that shared time every single night together
- [00:03:27.570]was just a really fun bonding experience.
- [00:03:29.640]So yeah, my book nerd phase started really early
- [00:03:32.490]and it was very encouraged by everyone in my family.
- [00:03:35.100]So yes, I have plenty of stories that I can talk about,
- [00:03:37.860]but we'll let you all talk instead of me. (laughs)
- [00:03:41.220]So let's talk about literacy skills
- [00:03:43.800]and why are they so important.
- [00:03:45.870]So I actually think really a great segue
- [00:03:47.820]from the memory that you shared, Emily.
- [00:03:49.440]I think I kinda look at it
- [00:03:50.910]in like two different but very similar ways.
- [00:03:54.030]So I think a lot of times we tend to think about
- [00:03:56.312]what literacy does for children in the longer term,
- [00:03:59.490]and sometimes forget children are humans now,
- [00:04:02.310]and what we're offering them now is valid
- [00:04:04.830]and important just for who they are as people.
- [00:04:06.497]And so like you were talking about the experience
- [00:04:08.870]that you have with your mom and reading,
- [00:04:11.070]I think that is one of the biggest things.
- [00:04:12.510]So I always like to remind people
- [00:04:14.130]that the skills are important,
- [00:04:15.720]but really the building of the skills,
- [00:04:17.430]creating that opportunity
- [00:04:19.260]for bonding with the adult and the child
- [00:04:21.150]and making it a really positive experience,
- [00:04:23.550]I think is just as,
- [00:04:25.170]if not more so important for children to just have that,
- [00:04:28.380]you know, sometimes we hear from people like,
- [00:04:30.337]"Oh my toddler's not paying attention.
- [00:04:32.190]I'm trying to encourage their skills,
- [00:04:33.810]but I sit down to read, but they're wandering away."
- [00:04:36.060]Or "My infant is biting the book
- [00:04:37.860]and they don't wanna actually listen."
- [00:04:39.390]And I'm like, that's the part that's the important part
- [00:04:41.490]is that connection between you and them.
- [00:04:43.350]And it doesn't, they can be wandering, if you're reading,
- [00:04:45.960]they're still listening
- [00:04:46.793]or if you're going through the pictures together,
- [00:04:48.480]things like that.
- [00:04:49.313]So maybe not exactly answering your question,
- [00:04:51.480]but I do always like to kind of have that reminder
- [00:04:53.639]about that bonding experience.
- [00:04:55.920]Associating reading with a positive experience.
- [00:04:58.830]Because the more that you enjoy something
- [00:05:01.050]and you have that association of this
- [00:05:02.690]is a positive thing for me,
- [00:05:04.050]the more likely you're gonna wanna do it in the future.
- [00:05:06.570]And I was thinking about how literacy
- [00:05:09.150]is all around us in science,
- [00:05:11.610]in blogs that you might be reading, the news,
- [00:05:14.040]you know, different kinds of instructions.
- [00:05:15.840]And so there's just a functional part
- [00:05:18.120]of having good literacy that's important,
- [00:05:20.430]but also it's something
- [00:05:22.110]that can connect us to our own culture
- [00:05:24.750]and also help us see into other people's cultures
- [00:05:27.960]and different experiences.
- [00:05:29.670]I think literacy helps to give us curiosity
- [00:05:33.150]and can transport you to a different place
- [00:05:35.730]than what you are right now.
- [00:05:37.230]Like Emily was talking about with reading
- [00:05:39.960]and Amy was talking about with her playing outside.
- [00:05:43.410]And so I just think that those are the kinds of things
- [00:05:45.683]that go on beyond the books
- [00:05:47.610]that we have to remember and literacy is just everywhere.
- [00:05:51.150]I love that too, Wendy.
- [00:05:51.983]'Cause I think also like being in Nebraska,
- [00:05:54.420]we don't have access, like immediate access to oceans
- [00:05:56.730]or like your experience at the zoo with your family.
- [00:05:59.370]Like we don't, you know, if you go to the zoo
- [00:06:01.110]you could see penguins and things like that,
- [00:06:02.307]but they're not in our natural environment.
- [00:06:04.230]And so books give children that access
- [00:06:06.210]to literally anything in the world
- [00:06:07.531]that creativity and interest
- [00:06:09.475]and whatever it is that they're interested in,
- [00:06:11.581]books can really foster that. Yeah, they open the door
- [00:06:14.752]to like different worlds of possibilities
- [00:06:17.254]and different experiences.
- [00:06:18.930]Totally.
- [00:06:19.763]Amy, could you speak a little bit to the literacy skills
- [00:06:22.500]and how that sets children up for success later in life?
- [00:06:25.080]You hinted at it a little bit
- [00:06:26.490]and I'd love to dive
- [00:06:27.390]into just a little bit of that research.
- [00:06:29.820]You are not gonna let me get away
- [00:06:30.900]with just talking about children (laughs), no, of course.
- [00:06:34.278]And I'm sure Wendy has a lot
- [00:06:35.910]that she could share about this too.
- [00:06:37.260]But there is early literacy
- [00:06:39.571]and especially the home literacy environment
- [00:06:42.240]is one of the longest
- [00:06:43.680]and well-researched early childhood experiences.
- [00:06:46.230]So we know that the more children are read to,
- [00:06:49.080]the more access they have to books
- [00:06:51.060]and to print materials.
- [00:06:52.380]Like Wendy was saying,
- [00:06:53.213]the print and literature is everywhere.
- [00:06:55.200]It's not just sitting down with a book,
- [00:06:57.000]but cereal boxes and newspapers
- [00:06:59.700]and when you're on the bus, it is everywhere.
- [00:07:02.700]And we know that the more children have positive experiences
- [00:07:05.850]with print and literature,
- [00:07:07.200]the more likely they are to be good readers later,
- [00:07:09.750]the more likely they are to graduate high school,
- [00:07:12.150]go to college.
- [00:07:12.983]So it's related to a plethora of other things
- [00:07:16.560]that a lot of families really want for their children,
- [00:07:19.522]for their later attainment, educationally, and otherwise.
- [00:07:22.470]So, you know, at very young ages,
- [00:07:24.630]it really lays the foundation for children
- [00:07:26.370]to be able to further develop skills later.
- [00:07:29.340]Thanks, Amy.
- [00:07:30.173]Wendy, did you wanna add on
- [00:07:31.380]to anything that Amy just shared now?
- [00:07:33.510]Well, I would go back and emphasize what she said
- [00:07:36.360]before about literacy skills and that what's so important
- [00:07:40.710]is that especially when children are very young,
- [00:07:43.290]that they have a environment
- [00:07:45.600]where they feel secure
- [00:07:46.980]and they feel like their needs are being met.
- [00:07:49.380]So even for an infant,
- [00:07:50.940]you're starting that even with a newborn baby.
- [00:07:53.400]So a baby knows that when they cry,
- [00:07:55.440]a parent or an adult is gonna come and take care of them.
- [00:07:58.710]They know that when they smile, a parent's gonna smile back.
- [00:08:02.040]They get used to hearing the parent or adult talk to them.
- [00:08:05.700]All those kinds of things help
- [00:08:07.140]to make that child secure within themselves.
- [00:08:10.380]And then that helps with their social emotional development
- [00:08:13.062]as they get older.
- [00:08:14.700]And all these kinds of things are so important for children
- [00:08:18.330]to feel secure in themselves
- [00:08:19.650]so then they can start expanding into different things.
- [00:08:22.830]Like start having a curiosity
- [00:08:24.660]about what other people's lives are like
- [00:08:27.210]or realizing at some point that it's not just them.
- [00:08:30.270]And so those kinds of things are so important.
- [00:08:32.940]And if they have that kind of foundation,
- [00:08:35.040]by the time they get into preschool and school,
- [00:08:37.463]they are ready to learn,
- [00:08:39.990]they want to learn
- [00:08:40.980]and then introducing them
- [00:08:42.210]to all the different types of reading and so forth.
- [00:08:45.142]It comes together.
- [00:08:46.950]Amen.
- [00:08:47.910]I agree with that.
- [00:08:48.990]And I just wanna throw back
- [00:08:50.220]to one of our previous episodes that we did on the podcast
- [00:08:52.830]where we interviewed Dr. Ross Thompson, episode 12,
- [00:08:56.220]and he also talks about attachments
- [00:08:57.850]and how important they are
- [00:08:59.520]for building the base for children.
- [00:09:01.320]And you echoed that, Wendy,
- [00:09:02.858]that children need to feel safe and secure
- [00:09:05.127]and that there is someone who is responding to their needs
- [00:09:07.410]so that they can go out and explore the world.
- [00:09:09.450]I just want to say also, Emily,
- [00:09:11.873]and I know that parenting is very stressful, been there,
- [00:09:15.660]but now it's so easy to give your child your phone
- [00:09:18.720]to look at when they need to learn
- [00:09:21.210]how to learn patience and so forth.
- [00:09:23.850]And so I think,
- [00:09:24.930]I think we can be really good with the very young children,
- [00:09:28.260]like meeting the infant's needs and those kinds of things.
- [00:09:31.110]But I don't want us to forget that space
- [00:09:32.701]in between like 18 months
- [00:09:34.830]and three years old where they're not really,
- [00:09:37.710]maybe they're not really,
- [00:09:38.928]they haven't developed their skills to sit down
- [00:09:41.070]and look at a book by themselves or so forth,
- [00:09:43.290]but it's really easy to distract them
- [00:09:45.180]with some kind of electronic device
- [00:09:47.580]and that is not increasing that bond
- [00:09:50.910]between the adult and the child.
- [00:09:52.860]And so it's too easy for us to go that way
- [00:09:55.440]because we wanna look at the phone ourselves.
- [00:09:57.614]Yeah, there's a lot of co-regulation that occurs,
- [00:10:00.600]the modeling and yeah, co-regulating
- [00:10:02.625]and like you were saying
- [00:10:04.230]about speaking to children and singing,
- [00:10:06.030]I think all of that really,
- [00:10:07.290]it's kind of an opportunity for both,
- [00:10:08.910]for all the singing or talking that you can do
- [00:10:11.340]with children is lending itself both to their early,
- [00:10:15.030]their pre-literacy skills
- [00:10:16.290]and then also that regulation, that bond,
- [00:10:18.360]to teaching them patience and all of that.
- [00:10:20.730]So what do we recommend for parents
- [00:10:22.399]who might be using screens?
- [00:10:24.990]And we know that parenting is hard and it is stressful.
- [00:10:27.870]What can we do?
- [00:10:29.010]What are some strategies that we can give to parents
- [00:10:31.110]that support pre-literacy skills?
- [00:10:32.880]Talking, I think is the,
- [00:10:34.050]you know, we've talked a lot about reading,
- [00:10:35.820]but I think talking is as important,
- [00:10:38.040]talking in the child's home language,
- [00:10:41.160]especially encouraging that development, singing,
- [00:10:44.047]"Sesame Street" has some really good
- [00:10:45.644]kind of interactive singing
- [00:10:48.120]or like songs to help teach children patience
- [00:10:50.790]and work on that.
- [00:10:51.623]I think also if you're thinking about screen time,
- [00:10:54.150]I think that there's a time and place for it
- [00:10:56.520]and I think being very intentional about the programs
- [00:10:59.760]or what it is that they're absorbing, listening to.
- [00:11:02.580]Because you know, there are a lot of different shows,
- [00:11:05.220]for example, that teach positive things
- [00:11:07.260]and then some that are,
- [00:11:08.580]we know research shows less good
- [00:11:10.380]for children's self-regulation and skills like that.
- [00:11:13.350]So I think being intentional about what it is
- [00:11:15.450]that you're selecting when you are giving screen time,
- [00:11:17.730]and then also there's a lot of positive experiences
- [00:11:19.920]that can happen over screens.
- [00:11:21.330]So talking with them while you're watching
- [00:11:23.340]or interacting with them
- [00:11:24.690]about what they're seeing on the screen.
- [00:11:26.490]So I think it is that balance of the intentionality.
- [00:11:29.820]With Nebraska Growing Readers,
- [00:11:31.437]the initiative that I'm working on,
- [00:11:33.270]we recognize that not every child has access to books.
- [00:11:38.040]And so one of our goals is to expand access to books
- [00:11:41.700]for families through early care and education providers.
- [00:11:45.510]So for Nebraska Growing Readers specifically,
- [00:11:48.090]we're working with licensed childcare providers,
- [00:11:50.940]both centers and in-home across the state.
- [00:11:54.060]Our goal is 1,000 providers
- [00:11:56.032]and we have just reached that goal.
- [00:11:58.230]So every month, these providers get books,
- [00:12:01.318]they're very simple picture books
- [00:12:03.750]that have clear bright pictures
- [00:12:05.730]and then simple writing or reading next to them.
- [00:12:09.150]So every month the families can come to their provider
- [00:12:12.090]and select whichever book their child is interested in
- [00:12:14.880]so they can take that book home
- [00:12:16.380]so that it's part of their home library.
- [00:12:18.990]And anyone who's had a child that they've read with
- [00:12:21.540]will remember that you read the same book
- [00:12:23.700]over and over and over again
- [00:12:25.170]until you're about ready to scream.
- [00:12:27.450]But for a child, that's very important for them to learn.
- [00:12:31.620]I mean, they found something they like
- [00:12:33.060]and they wanna hear it again and again.
- [00:12:34.980]And so I'm not saying that you have
- [00:12:36.930]to always constantly be changing books,
- [00:12:38.940]but it's nice to have a variety of books
- [00:12:40.649]and also understand
- [00:12:42.090]that you're gonna read a book over and over.
- [00:12:44.002]The other thing that one of our goals
- [00:12:46.050]is to support the adoption of shared book reading
- [00:12:49.230]in home early care and educational settings.
- [00:12:52.290]And for us, just as Amy was talking about
- [00:12:54.733]a one-year-old chewing on a book
- [00:12:57.600]or looking at a book upside down
- [00:12:59.447]or skipping pages is all part of reading.
- [00:13:03.446]That's how they're learning about a book.
- [00:13:05.697]And so we want parents to understand
- [00:13:08.430]that reading is so much more than sitting down
- [00:13:11.100]and flipping from one page to the next.
- [00:13:13.200]It's the basis for all kinds of conversations.
- [00:13:15.720]And to help that child take what's in that book
- [00:13:18.150]and apply it to their lives.
- [00:13:19.620]You know, "Oh look, this is a book about a cat.
- [00:13:21.750]What's our cat's name?
- [00:13:22.794]Does our cat look like this cat?"
- [00:13:24.570]There's all different kinds of things that parents can,
- [00:13:27.337]other adults can help their child to expand their world.
- [00:13:32.250]And the last thing I wanted to say is that our final goal
- [00:13:34.920]is to increase access to culturally
- [00:13:37.170]and linguistically responsive books
- [00:13:39.150]that affect Nebraska's diverse population.
- [00:13:41.670]And as our population in Nebraska
- [00:13:44.400]does have more variety and cultures in it,
- [00:13:47.280]we want a child to be able to see themselves in that book.
- [00:13:50.670]And so whether that's using their native language
- [00:13:53.040]or just something about their culture
- [00:13:55.230]that they can relate to,
- [00:13:56.640]and then so that child sees themself,
- [00:13:59.040]another child is exposed to another culture through that
- [00:14:02.760]and it just is a way to open up
- [00:14:05.626]and expand their ideas and thoughts about the world.
- [00:14:09.360]Thanks for sharing about your program, Wendy.
- [00:14:11.010]I love to hear about this initiative.
- [00:14:12.900]I think it's an amazing program.
- [00:14:14.340]I do have a quick follow up question for you.
- [00:14:16.560]So you've reached your goal
- [00:14:17.550]of 1,000 early childhood educators.
- [00:14:20.430]Are you still accepting more applications for people
- [00:14:23.850]who fill that application out on your website?
- [00:14:26.100]Yes, yes, we will.
- [00:14:27.358]Right now we know our funding will go through December,
- [00:14:30.780]so everyone will receive books through December
- [00:14:33.390]and we're working on getting funding
- [00:14:35.430]to last beyond that as well.
- [00:14:37.050]Wonderful.
- [00:14:37.883]That is excellent news.
- [00:14:39.000]And so we're gonna be putting that website
- [00:14:40.980]into our show notes
- [00:14:41.940]so that you can find the Nebraska Growing Readers Initiative
- [00:14:45.300]and fill out an application
- [00:14:46.710]if you are interested in joining that program.
- [00:14:48.900]Thank you, Emily.
- [00:14:49.733]We appreciate that.
- [00:14:50.566]Yeah, we having you on here to talk about this.
- [00:14:52.980]This is an amazing program, everyone should know about it.
- [00:14:54.918]I did wanna talk about pre-literacy skills.
- [00:14:57.840]So we've talked a little bit about literacy skills
- [00:15:00.090]and Wendy kind of hinted a little bit
- [00:15:01.860]about some pre-literacy skills.
- [00:15:03.300]So I'd like to go into that.
- [00:15:04.740]What do they look like?
- [00:15:05.573]What does pre-literacy skills look like?
- [00:15:07.980]And then why are they important to have?
- [00:15:10.110]So I think one of the biggest things
- [00:15:11.520]that we've kind of hinted at is that print motivation
- [00:15:15.000]or that interest in print.
- [00:15:16.140]So that's something that families can foster
- [00:15:17.880]really early with kids and that is a pre-literacy skill.
- [00:15:20.850]So the interest in books and in print
- [00:15:23.040]and engaging with print materials.
- [00:15:24.990]Also the understanding of books and how they function.
- [00:15:27.420]You know, Wendy was talking about holding them upside down
- [00:15:29.460]or flipping through pages, skipping,
- [00:15:31.200]that is a super important developmental period
- [00:15:33.720]for children.
- [00:15:34.553]So knowing the front and back of a book,
- [00:15:36.240]and that's something that they learn by engaging
- [00:15:38.730]with the book, by flipping through,
- [00:15:40.230]by having someone point to them
- [00:15:41.790]and introduce the title and things like that.
- [00:15:43.950]Things like knowing what the author and illustrator do,
- [00:15:46.020]those are also important early print skills.
- [00:15:48.690]And then they develop into more advanced skills over time
- [00:15:51.780]like recognition
- [00:15:53.040]and knowing that letters make certain sounds,
- [00:15:54.882]that they mean certain things when we combine them together,
- [00:15:57.630]they're words and that those mean different things to us.
- [00:16:00.600]Vocabulary is also a huge one.
- [00:16:02.370]So exposing children to different words,
- [00:16:04.860]offering explanations when they point something out
- [00:16:07.580]in an illustration of a book, for example,
- [00:16:09.720]expanding on what they've pointed out.
- [00:16:11.751]Like if they say, "Dog," yes, that's a big white dog.
- [00:16:14.329]Just all of those things
- [00:16:15.720]that really help children learn descriptions
- [00:16:17.545]and enhance their vocabulary.
- [00:16:19.920]So this makes me think of a story
- [00:16:21.360]based on what Amy shared and then Wendy shared,
- [00:16:24.150]so those children wanting
- [00:16:25.950]to read a story over and over again
- [00:16:27.570]because they really like it and then heard from families
- [00:16:30.180]and parents that sometimes they'll memorize the book
- [00:16:32.541]because they've read it so often
- [00:16:34.177]and then they can recite it.
- [00:16:35.817]Is that a pre-literacy skill? Yeah, and that's, I mean,
- [00:16:38.843]that's a good indicator that an adult in their life
- [00:16:40.620]is doing what they should be doing,
- [00:16:41.815]engaging them in that story over and over
- [00:16:43.827]despite the fact that I'm sure, like Wendy said,
- [00:16:46.190]gets annoying at some point.
- [00:16:47.700]But it's also kind of an early indicator
- [00:16:50.040]of reading comprehension and narration,
- [00:16:52.350]the ability to share the story, to provide details,
- [00:16:55.423]kind of either reenact it
- [00:16:57.270]or talk about the events of a story, things like that.
- [00:16:59.700]So it's not exactly reading in the literal definition,
- [00:17:05.910]but it is a very important pre-literacy skill.
- [00:17:08.550]So if you see that, if you see your children doing that,
- [00:17:10.770]you're doing a good job.
- [00:17:11.637]Like that is gold.
- [00:17:13.140]That is awesome if they're doing that,
- [00:17:14.790]it's really neat. (laughs)
- [00:17:16.410]And it's so much fun
- [00:17:17.460]when you've been reading a book to your child
- [00:17:19.800]and they know, even if they don't know the words verbatim,
- [00:17:23.100]they know the stories from the pictures
- [00:17:24.775]and they're sitting down with their doll
- [00:17:27.150]or their younger sibling and they're turning the pages
- [00:17:29.880]and telling the story, their version of the story.
- [00:17:32.580]But I mean to me,
- [00:17:33.413]I always thought once my children
- [00:17:35.190]were engaging in books that way,
- [00:17:37.170]I really thought that they were readers,
- [00:17:40.126]they loved being read to,
- [00:17:41.640]but they were really initiating interaction
- [00:17:44.220]with the books themselves and it was so exciting to see.
- [00:17:48.000]I love the stories you hear too of children
- [00:17:49.740]calling their parents out
- [00:17:50.790]when they try and skip a page or rush to bedtime
- [00:17:53.670]and they're like, "That's not how this story goes."
- [00:17:55.620]And they just know it so well
- [00:17:56.790]that you can't sneak anything by them at that point.
- [00:17:59.760]Right.
- [00:18:00.593]They know that inside and out. (laughs)
- [00:18:02.280]You're gonna read it right, I love that.
- [00:18:05.550]That makes me wanna do a call out to listeners.
- [00:18:07.500]So listeners,
- [00:18:08.333]if you have pictures or videos of your children
- [00:18:10.710]and you wanna share that with us, we'd love to see that.
- [00:18:13.350]Share it with us on our Facebook page
- [00:18:14.658]as much as you're comfortable with or just share a story
- [00:18:17.490]with me via email.
- [00:18:19.200]We just love to hear from you about your children
- [00:18:21.387]and their pre-literacy skills.
- [00:18:23.190]And that brings me to our next question.
- [00:18:25.130]How can parents and families
- [00:18:26.910]support their child's literacy development and efforts?
- [00:18:30.840]Well, some of the things that we've talked about
- [00:18:32.550]is having those books in the home
- [00:18:34.560]so that there are books for them to look at,
- [00:18:36.780]relating what they're reading in the book
- [00:18:39.270]to what is happening in their life
- [00:18:41.032]or to other things that they know about in their life.
- [00:18:44.430]And it sounds like work, but really it can be very seamless.
- [00:18:48.210]It's just part of the conversation
- [00:18:49.803]that you're having with your child.
- [00:18:51.510]Just like if you set up the schedule
- [00:18:53.310]that every night when you go to bed,
- [00:18:54.912]you're gonna brush your teeth, get your pajamas on,
- [00:18:57.270]and you're gonna read two books, then you do that.
- [00:18:59.700]And so it's just a natural extension out of the books
- [00:19:02.760]that you read that you'll ask more questions
- [00:19:04.740]or that you'll talk about things more
- [00:19:06.579]during the other times that you're together.
- [00:19:08.769]Yeah, I'd also add, like I said before,
- [00:19:11.370]constantly talking, narrating what you're doing,
- [00:19:13.380]what they're doing,
- [00:19:14.213]helping them connect language to actions and movements,
- [00:19:17.880]singing rhymes and things like that.
- [00:19:20.550]So all different exposure to print
- [00:19:22.470]and then also to the oral language as well.
- [00:19:24.630]So oral storytelling while you're driving
- [00:19:26.430]or walking together,
- [00:19:28.680]just continuously sharing and encouraging their language.
- [00:19:31.980]And again, doing that
- [00:19:32.940]in children's home language is super important.
- [00:19:35.460]I think it's also really meaningful
- [00:19:36.690]when families or adults demonstrate for children
- [00:19:39.240]how text is important in their life.
- [00:19:40.740]So if you're making a grocery list,
- [00:19:42.719]giving children the opportunity to write with you,
- [00:19:45.900]even if they're not at a point of actually writing letters,
- [00:19:48.180]but you know, scribbling on the page
- [00:19:49.590]showing them that we're gonna use this
- [00:19:51.060]when we go to the store
- [00:19:51.930]and this print means something to me.
- [00:19:53.370]Or even a text message, that's a print
- [00:19:55.753]that is a form of communication
- [00:19:57.960]that's really meaningful.
- [00:19:59.310]Reading books themselves
- [00:20:00.540]that adults can do modeling for children their love
- [00:20:02.730]and appreciation of literature,
- [00:20:05.280]all of those interactions.
- [00:20:06.360]But it is, again, I think it it,
- [00:20:08.550]like we've said before,
- [00:20:09.383]it always comes back to me for that interaction
- [00:20:11.670]between the adult and the child
- [00:20:12.708]and making it a positive experience
- [00:20:14.496]and also giving children the opportunity
- [00:20:16.440]to tell their own stories to model language
- [00:20:18.769]or use language on their own,
- [00:20:20.760]tell the story when you're reading the book
- [00:20:22.230]and having the opportunity to ask questions
- [00:20:24.300]and interact around the book.
- [00:20:25.590]It's not, again, just the focus on the print
- [00:20:27.870]that's in there, but the conversations.
- [00:20:30.090]Making it a really engaging experience
- [00:20:32.551]and allowing children to ask questions and chime in.
- [00:20:37.770]And also helping contextualize like,
- [00:20:40.507]"Hey, like this happened in the book
- [00:20:42.540]where they went to the store.
- [00:20:43.680]Do you remember when we went to the grocery store last week
- [00:20:46.200]and we saw this?"
- [00:20:47.400]So helping them fit that in with their own experiences,
- [00:20:50.340]which they may not be able to do on their own,
- [00:20:52.110]but that's what we can do where children is helping
- [00:20:55.050]relate their experiences to what's happening in the book.
- [00:20:57.870]And then being very patient
- [00:20:58.887]when they are able to relate their own thoughts
- [00:21:02.880]because young children,
- [00:21:04.260]it takes 'em a while to process things and get it out.
- [00:21:06.930]And so rather than dismissing
- [00:21:09.120]what they're trying to tell you,
- [00:21:10.805]take that little bit of time to really listen
- [00:21:13.003]'cause that encourages them also to express themselves
- [00:21:16.830]and share their ideas.
- [00:21:17.940]And we all need that.
- [00:21:18.773]Yes, we do.
- [00:21:19.620]So just like as a recommendation,
- [00:21:21.990]and maybe you don't wanna put a time limit on it,
- [00:21:24.450]but like how long would you dedicate
- [00:21:26.975]to reading books each night?
- [00:21:29.040]I would say that the length of time
- [00:21:31.830]or the duration is a lot less important
- [00:21:33.540]than the quality of the interaction.
- [00:21:35.085]So I get nervous if we say,
- [00:21:37.500]you should be reading for 20 minutes
- [00:21:39.007]that the adults are trying to force that time.
- [00:21:42.180]If the child is losing interest,
- [00:21:43.890]then again, that most important component
- [00:21:46.080]is that they're engaged and interested
- [00:21:47.422]and if it becomes something that's a chore
- [00:21:49.560]or that's being forced upon them,
- [00:21:51.450]I think it becomes like less than an ideal situation.
- [00:21:54.990]So I would say having books always,
- [00:21:57.363]or you know, that print material always on hand
- [00:22:00.630]so that children can initiate those interactions themselves
- [00:22:03.701]and it's not just something
- [00:22:05.370]that's part of a bedtime routine,
- [00:22:07.620]but it's something that's provided
- [00:22:09.390]and accessed throughout the day
- [00:22:10.560]I think is really important as well.
- [00:22:11.824]So I do hesitate to kind of put a recommendation
- [00:22:14.550]for a time, but-
- [00:22:15.780]Understandably so.
- [00:22:16.830]That makes sense.
- [00:22:17.663]Like have it available at all times,
- [00:22:19.170]don't just limit it to one part of the day.
- [00:22:21.090]Yeah.
- [00:22:21.923]And I mean, it makes a lot of sense for winding down
- [00:22:23.782]and starting to calm bodies
- [00:22:25.440]and things like that at nighttime.
- [00:22:26.640]So I think that's why
- [00:22:27.473]we traditionally about it at that time.
- [00:22:29.670]But again, like we were talking about
- [00:22:31.830]using it as a tool for regulation,
- [00:22:33.128]for something to do
- [00:22:34.860]while you're waiting for a doctor's appointment
- [00:22:36.660]or waiting to do something,
- [00:22:38.310]you can really share and engage in that at that time too.
- [00:22:41.190]Thanks, Amy, appreciate that.
- [00:22:42.780]Okay, so we are closing out
- [00:22:44.550]kind of on the end of our episode now
- [00:22:47.220]and I kinda wanted to end it on a fun note.
- [00:22:49.039]What is your personal favorite children's book
- [00:22:52.290]or maybe one that you recommend most often?
- [00:22:55.410]Well, I have a favorite
- [00:22:56.850]and I've learned about this book years ago
- [00:22:59.610]when we were part of the Parents Magazine Book club.
- [00:23:02.580]And so quarterly they would send you three new books.
- [00:23:05.340]So one of the books was called "Pickle Things"
- [00:23:07.590]and it's by Marc Brown.
- [00:23:09.300]We read that book so many times, I cannot tell you.
- [00:23:12.720]And here it is almost 40 years later
- [00:23:15.570]and I could still recite things to you,
- [00:23:18.037]"Pickle things you never see,
- [00:23:19.654]like pickles on a Christmas tree,
- [00:23:22.740]pickle ears, pickle nose,
- [00:23:24.224]pickle trees, pickle toes,
- [00:23:26.329]pickle up, pickle down,
- [00:23:28.920]pickle juggled by a pickle clown,
- [00:23:31.350]pickle in, pickle out, pickles from a water spout."
- [00:23:35.100]I could go on, but I think that's enough.
- [00:23:36.870]And it was just so much fun
- [00:23:38.310]because we're all the different ages for several,
- [00:23:41.550]I mean many years the kids liked that book
- [00:23:43.950]because even they were very young,
- [00:23:45.974]you could say, is your nose a pickle?
- [00:23:48.750]And then they got to the age
- [00:23:49.920]where they thought it was really fun to say
- [00:23:51.270]that my nose was a pickle.
- [00:23:52.830]It was so much fun.
- [00:23:53.760]So I think that's a good classic for people to look up.
- [00:23:56.490]Thanks for sharing that, I love that.
- [00:23:58.527]And I was also thinking when you said
- [00:24:00.233]you don't see pickles on Christmas trees,
- [00:24:02.388]I am actually Czech
- [00:24:04.110]and one of the Czech traditions
- [00:24:05.940]is a pickle ornament on the tree
- [00:24:07.980]and like if you can find the pickle ornament first,
- [00:24:10.380]then you get like a special gift.
- [00:24:11.790]So you actually might see a pickle
- [00:24:13.320]on a Christmas tree if you're a Czech.
- [00:24:15.390]So that's kind of fun.
- [00:24:16.320]I wanted to share that.
- [00:24:17.327]That's good, yeah.
- [00:24:18.600]Yeah.
- [00:24:19.433]Amy, how about you? Favorite children's book?
- [00:24:21.540]Oh, how long do we have?
- [00:24:24.000]As long as you want.
- [00:24:24.870]I have all the time for books, so go for it.
- [00:24:28.500]Well Wendy, I have some like recent recommendations
- [00:24:31.470]that came to mind,
- [00:24:32.303]but then Wendy reminded me
- [00:24:33.870]of some of my favorites as a child.
- [00:24:35.520]So "Patrick Buys a Coat" is one I loved when I was little
- [00:24:37.950]and I still have my original copy
- [00:24:39.540]and when I go back and look at it,
- [00:24:40.860]there's like little comments in the book
- [00:24:42.900]that are just kind of geared,
- [00:24:44.310]I think towards adults that I think of like how fun
- [00:24:46.590]to be reading that to a child
- [00:24:47.760]and his little witty, sarcastic comments come through.
- [00:24:50.370]I also really loved "Chrysanthemum" as a child
- [00:24:52.500]by Kevin Henkes, kind of a classic.
- [00:24:54.840]Recently, I love anything Christian Robinson illustrates.
- [00:24:58.389]So his book "You Matter" is one of my favorites.
- [00:25:00.840]I think his illustrations are just beautiful.
- [00:25:02.797]"Gaston" is another one that comes to mind
- [00:25:04.590]that he didn't write, but illustrated.
- [00:25:06.180]And then recommendations
- [00:25:07.860]that I think I give most often
- [00:25:09.330]are from our Read for Resilience collection.
- [00:25:11.490]So "Saturday" by Oge Mora
- [00:25:13.212]and "The Rabbit Listened" by Cori Doerrfeld
- [00:25:15.688]are ones that I think I recommend most often
- [00:25:18.002]from that collection.
- [00:25:19.650]And I think they just all,
- [00:25:20.970]all those are examples of books
- [00:25:22.410]that capture like the things that we love
- [00:25:24.060]about children's books,
- [00:25:25.050]just beautiful illustrations and artwork
- [00:25:27.450]and also really meaningful storylines
- [00:25:30.240]with kind of important conversation starters for children.
- [00:25:33.510]Wonderful.
- [00:25:34.343]I also wanna share like a favorite from my childhood
- [00:25:37.410]and then also maybe like a recent one
- [00:25:38.970]that I've really liked that I've seen.
- [00:25:40.830]So there was a cute book when I was little that my mom found
- [00:25:44.160]and it was called "The Old Man Who Loved Cheese."
- [00:25:46.980]And it was just so funny
- [00:25:48.750]because he would have like,
- [00:25:50.160]he would just be really stinky because he liked cheese
- [00:25:52.710]and like it was causing like family disruptions
- [00:25:55.200]because his family didn't like how stinky he was.
- [00:25:57.517]So it was just a really funny little children's book.
- [00:26:00.750]I will say that
- [00:26:01.583]'cause they have a bunch of different cheese types,
- [00:26:03.900]so you might wanna do your research
- [00:26:05.580]before you read the book to children,
- [00:26:07.200]because there be might be some words in there
- [00:26:08.943]that are like, "Oh, I don't see this every day.
- [00:26:11.070]I wanna make sure I know how to pronounce it."
- [00:26:12.570]But yes, I really love "The Old Man Who Loved Cheese."
- [00:26:15.720]And then recently a book that I have liked
- [00:26:19.830]is called "The Invisible String"
- [00:26:22.080]by, I am looking it up, Patrice Karst.
- [00:26:24.990]And it's just a story to help children deal
- [00:26:27.840]with like being absent from their parent
- [00:26:29.850]and knowing that that love is still there.
- [00:26:31.950]So I really love that "Invisible String" story.
- [00:26:34.890]So those are just-
- [00:26:35.723]That was also part of the Read for Resilience collection.
- [00:26:38.370]So another, if you're looking for storybook guides
- [00:26:40.710]with suggestions for conversation starters, prompts,
- [00:26:44.040]activities to do with children,
- [00:26:45.216]those three books are all part of that collection
- [00:26:48.240]where we have some guides that go with them.
- [00:26:49.860]Do you wanna talk about the Read for Resilience program
- [00:26:52.050]just a little bit?
- [00:26:52.883]Just a shameless little plug-
- [00:26:53.716]Yes, please. (laughs) Yeah, so we've talked about
- [00:26:56.783]kind of how books could be good tools for conversations
- [00:26:59.517]and social emotional development,
- [00:27:01.830]self-regulation, all of that.
- [00:27:03.150]So we have, I think especially in light
- [00:27:05.370]of the recent devastating tornadoes in the state
- [00:27:08.190]and in the area,
- [00:27:09.023]the Read for Resilience collection
- [00:27:11.010]could be a good tool for families and educators
- [00:27:13.830]to engage children in conversations
- [00:27:15.510]about kind of understanding disasters or stressful events
- [00:27:19.062]and processing their emotions
- [00:27:21.270]and feelings through prompts and activities.
- [00:27:23.610]So on our child.unl.ed website,
- [00:27:26.296]you can access the Storybook Guides for free,
- [00:27:28.890]and there are, I think about 20 books on there
- [00:27:31.200]that we've identified that we have guides for
- [00:27:33.660]that can really encourage those conversations with children.
- [00:27:36.120]And again, just another reminder
- [00:27:37.680]that it is all about those conversations and interactions
- [00:27:39.876]and less so about the books.
- [00:27:42.240]Thanks, Amy, and I will put the link in our show notes
- [00:27:44.550]that'll take you directly to the Read for Resilience,
- [00:27:46.501]the story guides.
- [00:27:47.940]Also, I wanna do a shameless plug for some resources
- [00:27:50.670]that we have also on the child.unl.edu
- [00:27:53.730]and that's our Nebraska STEM Imagination Reading Program.
- [00:27:56.790]So every year, our team gets together,
- [00:27:58.890]puts together reading guides
- [00:28:00.180]for the library theme for that year.
- [00:28:02.610]So I'll also put the link for our STEM Imagination Guides.
- [00:28:06.300]So there's just a few select books.
- [00:28:08.190]Each one of them has some story guides and activity ideas
- [00:28:11.730]that you can do with children.
- [00:28:12.791]I love it.
- [00:28:13.680]Again, I'm a book nerd, so I absolutely love
- [00:28:15.900]that our team does this and provides it.
- [00:28:17.670]So we'll be sharing those resources
- [00:28:19.121]along with Wendy's Nebraska Growing Readers Initiative.
- [00:28:22.350]That'll all be in the show notes for you,
- [00:28:23.910]so we'll have a ton of resources available.
- [00:28:25.657]All right, ladies, this was a great episode.
- [00:28:28.560]I love doing this with you all.
- [00:28:29.959]Any last final thoughts
- [00:28:32.310]that you weren't able to share with us before we sign off?
- [00:28:35.790]Go read a book.
- [00:28:36.623]That's a great way to end this.
- [00:28:38.340]Go read a book, I love it.
- [00:28:41.040]Thank you, Wendy and Amy, for sharing your time with me,
- [00:28:44.160]sharing the initiatives that you are on
- [00:28:46.740]and the information with our listeners.
- [00:28:49.200]I really appreciate you taking the time out of your day
- [00:28:51.676]to share that with us.
- [00:28:53.400]Thank you so much.
- [00:28:54.330]It's been a pleasure.
- [00:28:55.230]Thanks for the opportunity.
- [00:28:56.370]Thank you both.
- [00:28:57.203]Have a great day and go read a book.
- [00:29:00.060]Next up is a Nebraska youngster
- [00:29:02.070]describing how she plays with her baby dolls.
- [00:29:04.710]What do you do when you play with your baby dolls?
- [00:29:07.530]Well, sometimes we pretend that we're in Italy.
- [00:29:11.040]Well, I think they have trees
- [00:29:13.927]or maybe I'm talking about Africa for some reason.
- [00:29:17.980]First I think we'll eat food
- [00:29:21.030]because it's probably almost going to be dinner time.
- [00:29:24.385]Do you ever do your baby's hair?
- [00:29:27.060]Yeah, I actually do.
- [00:29:28.740]What are some hairstyles you do?
- [00:29:30.481]Well, I sometimes put a hair band on them
- [00:29:34.361]and sometimes I give them (indistinct) or, yeah.
- [00:29:40.290]This has been another episode
- [00:29:41.878]of "The Good Life in Early Life,"
- [00:29:44.353]a Nebraska Extension Early Childhood Production
- [00:29:46.860]with your host Emily Manning.
- [00:29:48.570]For more information on early childhood,
- [00:29:50.520]check out our website at child.unl.edu.
- [00:29:53.790]If you like the show,
- [00:29:54.630]subscribe and tell your friends to listen.
- [00:29:56.550]The show production team is Emily Manning,
- [00:29:58.535]Dr. Holly Hatton, Erin Kampbell,
- [00:30:00.766]Ingrid Lindal, Linda Reddish,
- [00:30:03.000]Kim Wellsandt, LaDonna Werth, and Katie Krause.
- [00:30:06.240]See you next time and thanks for listening.
- [00:30:08.640]Bye bye.
- [00:30:09.473](upbeat music)
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