Sharing Books with Young Children
Sharing books... - Helps create a special bond between parents and children. - Introduces children to art through the illustrations. - Enhances children's listening skills. - Introduces children to a wide variety of experiences. - Helps prepare children for learning to read. - Improves and enriches the quality of children's lives. - Provides fun and enjoyment for children and adults. |
source: Association for Library Services to Children publications "How to Raise a Reader" and "Born to Read"
When to share books:
- Begin when your child is born.
- Set aside a special time each day, such as nap time, bedtime, or after meals.
- Share books when you and your child are in a relaxed mood.
- Limit sharing time if your child becomes fussy or restless.
- Take advantage of "waiting" times to share books--on trips, at the doctor's office, in line at the grocery store.
- Soothe a child who is sick or cranky.
source: Association for Library Services to Children publications "How to Raise a Reader" and "Born to Read"
When to share books:
- Begin when your child is born.
- Set aside a special time each day, such as nap time, bedtime, or after meals.
- Share books when you and your child are in a relaxed mood.
- Limit sharing time if your child becomes fussy or restless.
- Take advantage of "waiting" times to share books--on trips, at the doctor's office, in line at the grocery store.
- Soothe a child who is sick or cranky.
source: Association for Library Services to Children publications "How to Raise a Reader" and "Born to Read"
How to share books:
- Find a comfortable place to sit (a rocking chair is wonderful). - Recite or sing rhymes from your favorite books. - Turn off other distractions--television, radio, or stereo. - Hold the book so your child can see the pages clearly. - Involve your child by having him or her point out objects, - Talk about the pictures, or repeat common words. - Read with expression. - Vary the pace of your reading--slow or fast. - Find other titles by the authors and illustrators included in this list. - Have your child select books to read. - Reread your child's favorite books whenever asked. source: Association for Library Services to Children publication "Born to Read" |
Types of books to be shared with infants include:
- Books with rhyme, rhythm, and repetition
- Books with pictures of other babies
- Informational books
- Poetry books
- Books with textures or touch and feel books
- Mother Goose and nursery rhyme books
- Concept books - ABC's, Colors, Shapes, Numbers, etc.
- Folktales
- Books that feature familiar items or events in baby's world
- Books that feature sounds
- Books babies can manipulate, such as lift the flap books or books with holes (12 - 18 months)
- Books of different sizes and shapes (18-30 months)
- Books with "parent appeal"
source: Books and Babies.
A connection is made in a child's brain when a parent or caregiver reads a story to a child or has a conversation with her. A connection is reinforced with repetition. Repetition is how children make learning permanent and it is a critical part of a child's journey to knowledge. Every time children hear the same story, they learn something new. source: Better Brains for Babies.
Reading to young children promotes language acquisition and correlates with literacy development and, later on, with achievement in reading comprehension and overall success in school. The percentage of young children read aloud to daily by a family member is one indicator of how well-prepared young children are for school.
source: National Center for Education Statistics.
Family participation in literacy activities provides valuable developmental experiences for young children. In addition to developing an interest in reading, children who are read to, told stories, and visit the library may start school better prepared to learn. Engaging young children in literacy activities at home also enables parents and other family members to become active participants in their children's education at an early age.
source: National Center for Education Statistics.
According to the 2005 Early Childhood Program Participation Survey (ECPP) of the NHES, 86% of 3-5 year olds not yet in kindergarten were told a story by a family member in the past week, 95% were taught letters, words, or numbers, and 98% of family members participated by reading to their child. (Iruka & Carver, 2006, p. 67, Table 16).
source: Literacy Information and Communication System.
The Early Childhood Longitudinal Study found that in spring 2000, the children who were read to at least three times a week by a family member were almost twice as likely to score in the top 25 percent in reading than children who were read to less than 3 times a week. (Denton, p16)
source: Literacy Information and Communication System.
- Books with rhyme, rhythm, and repetition
- Books with pictures of other babies
- Informational books
- Poetry books
- Books with textures or touch and feel books
- Mother Goose and nursery rhyme books
- Concept books - ABC's, Colors, Shapes, Numbers, etc.
- Folktales
- Books that feature familiar items or events in baby's world
- Books that feature sounds
- Books babies can manipulate, such as lift the flap books or books with holes (12 - 18 months)
- Books of different sizes and shapes (18-30 months)
- Books with "parent appeal"
source: Books and Babies.
A connection is made in a child's brain when a parent or caregiver reads a story to a child or has a conversation with her. A connection is reinforced with repetition. Repetition is how children make learning permanent and it is a critical part of a child's journey to knowledge. Every time children hear the same story, they learn something new. source: Better Brains for Babies.
Reading to young children promotes language acquisition and correlates with literacy development and, later on, with achievement in reading comprehension and overall success in school. The percentage of young children read aloud to daily by a family member is one indicator of how well-prepared young children are for school.
source: National Center for Education Statistics.
Family participation in literacy activities provides valuable developmental experiences for young children. In addition to developing an interest in reading, children who are read to, told stories, and visit the library may start school better prepared to learn. Engaging young children in literacy activities at home also enables parents and other family members to become active participants in their children's education at an early age.
source: National Center for Education Statistics.
According to the 2005 Early Childhood Program Participation Survey (ECPP) of the NHES, 86% of 3-5 year olds not yet in kindergarten were told a story by a family member in the past week, 95% were taught letters, words, or numbers, and 98% of family members participated by reading to their child. (Iruka & Carver, 2006, p. 67, Table 16).
source: Literacy Information and Communication System.
The Early Childhood Longitudinal Study found that in spring 2000, the children who were read to at least three times a week by a family member were almost twice as likely to score in the top 25 percent in reading than children who were read to less than 3 times a week. (Denton, p16)
source: Literacy Information and Communication System.
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