Q: Why is book reading important?
A: Positive book reading experiences impact children’s language and literacy skills
On a whole, children’s development is best supported by a parenting style known as responsive parenting. Through a responsive parenting style that is also attentive to children’s needs and interests, a trust and bond develop between the child and parent, which in turn allow the children to internalize this trust and then generalize their learning to new experiences [1].
One of these experiences between parent and child is book reading. Books offer to children the opportunity to learn new words, broaden their understanding of the world, expand their imagination, and appreciate the aesthetic of book illustrations. With parents as the first ones to introduce books to children, it is important that parents maintain a positive social reading routine that is comfortable and engaging for children. When managed carefully, reading experiences at home and at school can create positive attitudes towards early literature and help motivate the child to learn to read [2].
Responsive parenting [1]: supportive parenting style that provides positive affections and high levels of warmth between parent and child.
–
Q: What is my role as a parent/caregiver?
A: A parent acts as a steady and key role model for children’s language and literacy attitudes and experiences
From birth, children start learning language, learning about language, and learning through language [2]. With their first interlocutors being their family members (especially their parents), they learn how language is used as they listen to adults talking to them and as they interact with others.
Later on, children begin understanding that the print within their environment holds meaning from observing adults engaging in literacy activities such as reading out the instructions on signages, writing letters, or reading the newspaper [2].
Language [3]: Involves listening and speaking within a system that has its own rules and conventions.
Literacy [3]: Involves reading and writing in order to understand print and convey meaning using print.
Input [4]: Parental input involves exposure of verbal speech and feedback from parent to child; input is not only essential in terms of quantity (e.g. number of words), but quality (type of vocabulary and speech style used by parent) as well.
Ultimately, parents wield the most control over the input and the environment that children interact with and develop in. However, how specifically do parents influence children’s development in language and literacy?
Parent involvement in child’s learning and development is a significant predictor of early literacy success and future academic achievement [5]. In terms of promoting early literacy in your child, book reading is an intimate and achievable social routine.
Reading regularly with young children stimulates optimal patterns of brain development and strengthens parent-child relationships at a critical time in child development [6].
Regardless of the setting, at the library or a home, focus on engaging your child’s attention throughout the book reading. Book reading ought to be treated as more than a learning experience, but as an enjoyable one as well.
–
Q: How does book reading contribute to my child’s social development?
A: Parent-child book reading is an intimate experience that requires social skills (e.g. listening, shared attention, interaction during Q&A breaks in the story, and so on)
The benefits of book reading, in terms of language and literacy development, have been well-studied. Reading to your children can start from infancy; for example, holding your baby securely while reading out aloud a book to them with eye-catching illustrations. While your child may not be able to understand the print in the book as a baby, the bright photos are enough to capture their attention and prepare their reaction for future book-reading routines.
Yet, book reading is also essential in children’s social development; when children learn about books and writing, they are inherently involved in social activities [7]. In the simple act of book reading to your child, they utilise social skills such as shared attention, turn-taking, and when to turn the pages. Through repetition, your child learns what is expected from the experience.
Once the story is familiar to your child, you can encourage them to lead the book reading while you act as the listener. By leading the book reading, your child needs to read social cues such as engaging the listener’s interest during the read-aloud and answer questions posed by the parent about the book.
When you read a book to your child, you not only expose them to new words and ways to communicate, but also develop your relationship with them and encourage social interaction.
Social interaction [8]: Positive social interaction involves building relationships through communication.
–
Book Reading in Singapore’s Context
With Singapore’s bilingual education policy implemented from the preschool level, children are exposed to at least two languages in a formal school setting at a very young age. Parents play a vital role in supporting children’s language and literacy skills in both languages. It may be daunting to nurture a child’s language and literacy foundation in two languages, but studies have shown that children are adept in learning the conventions of the two languages simultaneously [9].
However, Singapore is also unique whereby the Mother Tongue that the child learns at preschool may not be the ethnic home language. Such cases include the parents choosing to enrol the child in a preschool with a Mandarin-only Mother Tongue curriculum, when the parents themselves are not ethnically Chinese. These children are then described as simultaneous trilinguals – such children may need extra support in order to perform alongside their bilingual peers but essentially, they will reach the same developmental milestones, as do bilinguals with their monolingual counterparts [9].
Mother Tongue: In the context of the Singapore education system, Mother Tongue is the ethnic language prescribed to a child based on their father’s ethnic group; it can be Mandarin, Malay, or Tamil.
–
Milestones in Early Literacy
In order to establish an enriching and age-appropriate book reading routine with your child, it is essential as a parent that you are familiar with their developmental milestones in language and literacy development.
In a typically-developing child, developmental milestones would consist of:
| Children’s Development | Parent Responses |
|
Infancy (Ages zero to two) Explores items (including books) by putting them into their mouth Loves stories about familiar objects and people |
Use books made out of non-toxic, soft, waterproof material that can go into the baby’s mouth Reading books with one word and picture per page to pique the baby’s interest |
|
Toddler (Ages two to three) Able to use pictures in books to tell you what is happening in the story |
Reading interactive pop-up books (where toddlers can open and close the flap themselves) entertain them |
|
Young Preschooler (Ages three to four) Discusses or acts out story parts at times |
Encourage them to act out scenes of stories through use of dolls, puppets or dramatisation Reading books with many pictures and short stories (illustrations help children imagine the scene)
|
|
Older Preschooler (Ages four to five) Create own stories |
Parents can prompt child to start out with drawing and writing out their favourite scene in a book before moving onto writing their own version of a story (with a different ending or different characters) Scaffold child’s efforts in creating their own story and writing them out in a simple book (discuss with them the characters, setting, plot of story)
|
–
How Else Can You Support Your Child?
How to Choose Books
There are diverse genres available in children literature. The table below suggests relevant book genres based on their age-appropriate and engaging characteristics. Do take note that some books may fall into two or more categories.
| Type of Book | Features children enjoy |
|
Storybooks Of family & home Fairy tales Animal stories Fables and folktales |
Familiar storylines with happy endings Gives children a peek into a fantasy world, with a sense of adventure and excitement |
|
Wordless books Comprising of photos or illustrations without accompanying text |
Encourages children to use their own words to describe the photos or to tell the story Builds on their imagination |
|
Interaction books Built with features for active child participation |
Appeals to children’s senses (of sight, touch, sound) Have manipulatable features (e.g. picture flaps) that sustain children’s attention |
|
Alphabet and word books Word books that have the name of the object printed alongside the object |
Introduces alphabet letters and words Children learn new meanings and can associate the word with the object |
|
Multicultural and cross-cultural books Culturally conscious books |
Introduces to children a variety of people (of different races, ethnicities) |
–
Home-School Partnership
When parents and educators work together in the child’s development, they establish a mutual, close relationship known as home-school partnership [10], which contributes greatly to the child’s long-term success. By sharing information of the child’s development and interests across the two environments, both parties gain a better understanding of the child. Therefore, both can cater to the child’s needs, interests, and developmental growth.
Learning from school can be extended to the home environment. Learn more about the themes that your child is learning from their teachers for a comprehensive understanding. The teacher may disseminate this information through the parent communication book, regular handouts, or through parent-teacher conferences. Ask them about the central book being used in the lessons or seek their help in suggesting books relevant to the current theme. Teachers would be more than happy to help, knowing that you have a strong interest and influence in the child’s learning and development.
–
Fun & Meaningful Activities with Your Child
My Name is…
Through the story of Chrysanthemum, children learn that everyone has a unique and meaningful name. After reading the book, discuss with your child the meaning behind their name and how special their name is. Get your children to spell out their name through methods such as moulding the letters of their name using playdough or tracing their name with paint (keep in mind your child’s developmental abilities). Frame the finished piece so your child remembers how special their name is!
Who is Your Favourite Character?
Read through together with your child one of their favourite stories. Look through the book together once more and ask them about their favourite character. Facilitate your child’s responses by supplying with positive adjectives (e.g. funny, kind, strong, happy) and share with them your own favourite character from the book. Get the child to draw out their favourite character.
Goldilocks and the Three Bears
In your child’s very own retelling of Goldilocks and the Three Bears, encourage your child to suggest other times that Goldilocks could have used in the Bears’ house. Use real examples of objects in the house and supply adjectives to your child for the description of the objects whenever necessary (e.g “This blanket is too hard.” “This blanket is too soft.” “This blanket is just nice.”)
My Very Own Story
Encourage your child to come up with their own story. Remember that they may not be able to finish the story in one sitting, so get them to continue working on the story at a future timing. Allow them to be as creative in their storytelling as they want to! You child may use dolls, handmade puppets, their own drawings and sentences, or dramatization.
–
Further Resources
This parent booklet serves as a stepping stone in your journey of building bonds and language with your children through book reading. Here are some suggested resources that you can utilise to support your child’s literacy growth:
MOE
The Ministry of Education (MOE) Singapore provides a comprehensive guide of the local preschool curriculum named ‘Nurturing Early Learners’, which details the key stage outcomes of preschool education and the domains in which children learn. A guide for parents is available for perusal: you can collect a physical copy from your child’s preschool or access an online version through the MOE website.
NLB
The National Library Board (NLB) not only has public and regional libraries where you and your child can browse and read books together in a conducive setting. The libraries also hold regular storytelling and sharing sessions – plan your visit to the library by checking the available programmes with the library staff or online.
Children’s Bookstores
Independent children’s bookstores focus on children’s literature and is a good place to bring your child to nurture their love for reading. With colourful, life-sized displays and wide range of books across different genres, your child would be spoilt for choice. Reputable bookstores include My Greatest Child and Woods in the Books.
–
References
[1] Landry, S.H (2014). The role of parents in early childhood learning. In: Tremblay RE, Boivin M, Peters RDeV, eds. Tremblay RE, topic ed. Encyclopedia on Early Childhood Development [online]. http://www.child-encyclopedia.com/parenting-skills/according-experts/role-parents-early-childhood-learning. Updated December 2014. Accessed November 20, 2017.
[2] Machado, J. M. (1990). Early childhood experiences in language arts: Emerging literacy. Delmar Publishers.
[3] Republic of Singapore, Ministry of Education. (n.d.). Nurturing Early Learners: A curriculum for kindergarteners in Singapore. Retrieved October 15, 2017.
[4] Cartmill, E. A., Armstrong, B. F., Gleitman, L. R., Goldin-Meadow, S., Medina, T. N., & Trueswell, J. C. (2013). Quality of early parent input predicts child vocabulary 3 years later. Proceedings of the National Academy of Sciences, 110(28), 11278-11283.
[5] Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational psychology review, 13(1), 1-22.
[6] High, P. C., Klass, P., Donoghue, E., Glassy, D., DelConte, B., Earls, M., Lieser, D., McFadden, T., Mendelsohn, A., Scholer, S., & Schulte, E. E. (2014). Literacy promotion: an essential component of primary care pediatric practice. Pediatrics, 134(2), 404-409.
[7] Wittmer, D. S, & Petersen, S. H. (2010). Infant and toddler development and responsive program planning: A relationship-based approach (2nd ed.). New Jersey: Pearson Education Inc.
[8] National Council for Curriculum and Assessment. (n.d.). Learning and developing through interactions [Brochure]. Author. Retrieved October 15, 2017, from http://www.ncca.ie/en/Practice-Guide/Aistear/Learning-and-developing-through-interactions-pp-27-30-and-46-47-.pdf
[9] Berens, M. S., Kovelman, I., & Petitto, L. A. (2013). Should bilingual children learn reading in two languages at the same time or in sequence?. Bilingual research journal, 36(1), 35-60.
[10] ECDA. (2017, November 22). Working together with parents. Retrieved December, 2016, from https://www.ecda.gov.sg/growatbeanstalk/Pages/articledetail.aspx?type=5&category=Partnership with Parents and the Community#.Wh1nDkqWbIU
