This document discusses the importance of early language and literacy development from birth to age 3. It notes that a rich language environment with frequent parent-child interactions, reading, and conversations is critical for brain development and school readiness. Children who are not read to regularly and lack early literacy experiences are at risk for delays in language, literacy and cognitive development which can impact their educational outcomes and life prospects.

1. Baby’s Brain, Language Development and Literacy: What Every Caregiver Needs to Know Peggy Sissel-Phelan, Ed.D., M.A. Founder and President

3. Language development

4. Emergent literacy skills and school readiness;

5. How does language and literacy impact children’s dddd health and well-being

6. Practice issues

11. Baby’s Growing Brain 100 Billion brain cells (neurons) Newborn Brain Weight - Grams

12. Baby’s Growing Brain 100 Billion brain cells (neurons) 6 months Brain Weight - Grams

13. Baby’s Growing Brain 100 Billion brain cells (neurons) 1 year Brain Weight - Grams

14. Baby’s Growing Brain 100 Billion brain cells (neurons) 24 months Brain Weight - Grams

15. Baby’s Growing Brain 100 Billion brain cells (neurons) 36 months Brain Weight - Grams

16. Baby’s Growing Brain 100 Billion brain cells (neurons) 36 months Newborn 24 months 6 months 12 months Brain Weight - Grams

17. Baby’s Growing Brain 100 Billion brain cells (neurons) WHAT! There are still 100 Billion brain cells! (only) What Changed? It grows 3 and a half times its original size! Brain Weight - Grams

18. Baby’s Growing Brain A Brain Cell Cell body Dendrites Axon

20. Each cell becomes bigger and heavier

22. Baby’s Growing Brain Growing Connections A child’s environment has enormous impact on what happens to those cells. Early experiences set the stage for how children will learn and interact with others throughout life. A child’s experiences, good or bad, influence the wiring of his brain and the connection in his nervous system.

26. Applies to all areas of the brain/body . . . Motor functions Balance and coordination Vision Cognition Emotion Language

28. All do not get the same stimulation.

29. Repetition is critical when learning language.

30. Strengthening and expanding the connections help in learning more words For example . . .

31. Again, again, again! What do you say . . . When the parent says: “I’m going crazy! He wants to hear the same book over and over.” That’s how baby learns.

33. Words and language are the foundation of all learning

34. But – not just any words

35. Not flash cards, memorization, television

37. Talk to and with baby

38. Lots of laptime, facetime

39. Songs, story telling

40. Word play – rhymes, silly sounds

41. Reading, sharing books

42. Didactic dialog/interaction

44. Attends to child’s basic needs

45. Talk “ at ” baby

46. Placed in baby seat

47. Little personal interaction

48. Put in front of TV

49. No age-appropriate books

50. One way communication

53. Language Development

54. Language and Literacy Reading to Baby = More Words Twice as many verbal exchanges Twice as many words Increased number of unusual and complex words Greater complexity of sentence structure

55. Language and Literacy Reading = Cognitive Development Memory Creativity Comprehension Vocabulary and Language development Each ensures that connections persist

57. Age-appropriate books are key developmental tools

58. Builds “emergent literacy skills.” These are:How and why we use written words in daily life Holding books Listening to Pointing at Interacting with the book

60. Essential for formal reading instruction.

61. Not been read to regularly = Not ready for school.Guess What? What percentage of families in poverty have no books in the home? How often are children read to from birth to age 5? 25 1,500 60%

62. Language and Literacy Reading Aloud and School Readiness Less than 3 times weekly 3 or more times weekly Percent of Children Recognize Count Write Pretend Master All Letters to 20 Name to Read 3-4 Skills /Tell Story

64. lower verbal skills

65. less phonological awareness

66. less letter knowledge

68. Dyslexia—prevalence 4-10%

69. Most of these children, who are not dyslexic, remain in these programs throughout school.

71. Are 1.3 times more likely to exhibit developmental delays

72. Are 1.4 times more likely to be diagnosed with a learning disability

75. Low Literacy and Poor Health Status