The document discusses language development in young children and strategies for promoting emergent literacy skills. It provides a chart outlining typical language development milestones from 6 months to 5 years. It also discusses theories of language learning, the importance of reading aloud interactively, and strategies shown to be effective for promoting vocabulary, print awareness, writing skills, letter knowledge, and phonological awareness. Overall, the key strategies emphasized are reading aloud to children, fostering conversations, and providing a language-rich environment.

1. Language and Literacy
Promotion in Early
Childhood Settings
Presented By – Fred Weitz

2. The Role of Early Childhood
Programs in Promoting
Children's Emergent
Literacy Skills

3. 10 Signs of a Great Preschool
If your child is between the ages of 3 and 6 and attends a child care center, preschool, or
kindergarten program, the National Association for the Education of Young Children (NAEYC)
suggests you look for these 10 signs to make sure your child is in a good classroom.
1.Children spend most of their time playing and working
with materials or other children. They do not wander
aimlessly, and they are not expected to sit quietly for long
periods of time.
2.Children have access to various activities throughout the
day. Look for assorted building blocks and other
construction materials, props for pretend play, picture
books, paints and other art materials, and table toys such
as matching games, pegboards, and puzzles. Children
should not all be doing the same thing at the same time.
3.Teachers work with individual children, small groups,
and the whole group at different times during the day.
They do not spend all their time with the whole group.
4.The classroom is decorated with children's original
artwork, their own writing with invented spelling, and
stories dictated by children to teachers.
5.Children learn numbers and the alphabet in the context
of their everyday experiences. The natural world of plants
and animals and meaningful activities like cooking, taking
attendance, or serving snack provide the basis for learning
activities.
6.Children work on projects and have long
periods of time (at least one hour) to play
and explore. Worksheets are used little if at
all.
7.Children have an opportunity to play
outside every day. Outdoor play is never
sacrificed for more instructional time.
8.Teachers read books to children
individually or in small groups throughout
the day, not just at group story time.
9.Curriculum is adapted for those who are
ahead as well as those who need additional
help. Teachers recognize that children's
different background and experiences mean
that they do not learn the same things at the
same time in the same way.
10.Children and their parents look forward
to school. Parents feel secure about sending
their child to the program. Children are
happy to attend; they do not cry regularly or
complain of feeling sick.

4. In recent years, several efforts have been undertaken to
synthesize important research on children's emergent
literacy development with the goal of providing educators
and parents with research-based instructional strategies
for enhancing children's literacy experiences during their
preschool years. Two of the most comprehensive
syntheses were released in 1998 and include the National
Research Council's Preventing Reading Difficulties in
Young Children (Snow, Burns, & Griffin, 1998) and the
joint position statement of the IRA and the NAEYC on
early literacy (IRA/NAEYC, 1998). In both of the above
syntheses, the authors recommend that educators employ
a range of strategies to facilitate children's early
literacy development.

5. How Do Children Learn Language?
There are several theoretical approaches to explain how children learn to speak and
understand language. It is most likely that no one theory can explain the entire language
development process. However, important insights can be gained by examining several
major theoretical approaches.
Nativist Theory
Nativists argue that children
have an inborn desire to make
sense of the world. With their
natural drive to attend to the
spoken word and sort out
meanings, children can use
language as a way to make
sense of their world
Social Learning Theory
If children have a desire to learn and
that learning comes without great
difficulty, is that all there is to the
development of language? Social
learning theory explains that children
imitate the words and language patterns
they hear by watching and listening to
the models, caregivers, and family
members in their life (Bandura, 1989).
Some children imitate German words,
others imitate Japanese words, and still
others imitate English words. They
repeat those sounds that are rewarded
with smiles and praise (dada and mama)
and drop out those sounds that are not
rewarded (ngaaw) (Skinner, 1957;
Whitehurst & Valdez-Menchaca, 1988).

6. How Do Children Learn Language?
There are several theoretical approaches to explain how children learn to speak and
understand language. It is most likely that no one theory can explain the entire language
development process. However, important insights can be gained by examining several
major theoretical approaches.
Nativist Theory
Nativists argue that children
have an inborn desire to make
sense of the world. With their
natural drive to attend to the
spoken word and sort out
meanings, children can use
language as a way to make
sense of their world
Social Learning Theory
If children have a desire to learn and
that learning comes without great
difficulty, is that all there is to the
development of language? Social
learning theory explains that children
imitate the words and language patterns
they hear by watching and listening to
the models, caregivers, and family
members in their life (Bandura, 1989).
Some children imitate German words,
others imitate Japanese words, and still
others imitate English words. They
repeat those sounds that are rewarded
with smiles and praise (dada and mama)
and drop out those sounds that are not
rewarded (ngaaw) (Skinner, 1957;
Whitehurst & Valdez-Menchaca, 1988).

7. Enhancing the Language Development of Young
Children
Interactionist Theory
• Proponents of the
interactionist theory argue
that children need more than
a desire to speak, more than
an inborn LAD, and more than
a model to imitate.
Interactionists suggest that
children need to interact with
others (Bohannon &
Bonvillian, 1997). They need to
speak and be spoken to.
Neither one, alone, is enough
Brain Research
• New advances in brain research
have allowed scientists to
understand how the physiology of
the brain enables human beings
to learn language. It appears that
the brain is most plastic, or
flexible, in young children. This
plasticity is connected to a critical
period for learning language
easily. This critical period makes it
easiest to acquire language
before age eight or nine, when
the ability begins to shut down.

8. For decades, many researchers, educators, and parents
operated under the assumption that learning to read and
write were processes that began with formal school-based
instruction in kindergarten or first grade (Neuman &
Dickinson, 2001; Whitehurst & Lonigan, 1998). Today,
however, there is broad consensus among researchers that
the developmental precursors of formal reading and writing
(i.e., emergent literacy) emerge during the preschool years.
Unfortunately, millions of children grow up in home
environments that fail to provide the support needed to
foster children's early literacy development (Barnett,
2001). Children who do not receive adequate support from
parents and other adults in the home environment must
depend on outside sources such as early childhood programs
to fill the gap.

9. Research-Based
Strategies for
Promoting Children's
Emergent Literacy
Skills

10. Strategies that have been shown to be
effective at promoting children's early literacy
development include reading aloud to children
in an interactive style (Bus, van Ijzendoorn, &
Pellegrini, 1995; Dickinson & Smith, 1994;
Hargrave & Sénéchal, 2000); fostering
children's understanding of print concepts
(IRA/NAEYC, 1998; Teale, 1984; Stanovich &
West, 1989); arranging the classroom
environment so that children have an
opportunity to interact with books and other
print materials (Morrow & Weinstein, 1986;
Neuman & Roskos, 1997); providing
opportunities for children to experiment with
writing (Richgels, 2001; Whitehurst & Lonigan,
1998); familiarizing children with letters of the
alphabet and their corresponding sounds
(Adams, 1990; IRA/NAEYC, 1998); and
involving children in activities that promote
children's phonological skill development
(Snow, Burns, & Griffin, 1998).

11. While all of the above strategies have been
shown to be effective, many experts contend
that the single most important teaching
strategy for promoting children's early literacy
development across multiple domains (e.g.,
vocabulary growth, print awareness) is reading
aloud to children in an interactive style that
engages them as active learners (Bus, van
Ijzendoorn, & Pellegrini, 1995; Halle, Calkins,
Berry, & Johnson, 2003; Hargrave & Sénéchal,
2000; IRA/NAEYC, 1998; Whitehurst, Arnold,
Epstein, Angell, Smith, & Fischel, 1994;
Whitehurst & Lonigan, 2001). When children
are encouraged to become active participants
rather than passive listeners, they are more
likely to experience improvements in their
vocabularies and comprehension abilities
(Hargrave & Sénéchal, 2000; Karweit & Wasik,
1996; Whitehurst, Arnold, Epstein, Angell,
Smith, & Fischel, 1994).

12. Florida Core Competencies For Early Care and Education
Practitioners
•Tier I
• 1. Provide formal and informal book reading experiences that
encourage both listening and talking
• 2. Use age appropriate techniques to support language and
literacy such as reading, singing, talking,
• labeling, and word and picture recognition
• 3. Help children use words or communication devices to
express their thoughts
• 4. Model appropriate speech and listening techniques
• 5. Respect other languages and support English language
learners

13. Tier II
6. Encourage and support children’s communication
interactions with one another in a variety of ways
7. Provide a print rich environment in the classroom,
providing opportunities for children to see writing and
to
use beginning writing skills
8. Implement book reading experiences to support
learning goals for children
9. Demonstrate awareness of common resources and
materials that support language and literacy
10. Describe typical and atypical language abilities of
infants, toddlers, and preschoolers

14. Tier III
11. Use concrete experiences and play to
extend language and literacy development
12. Plan and implement language experiences
and activities throughout the day
13. Understand typical and atypical language
acquisition skills of children who are learning
two or more
languages and implement curriculum supports
14. Collaborate with specialists, as needed, to
address individual language and literacy needs

15. Tier IV
15. Evaluate the effectiveness of language and
literacy curriculum and modify as needed
16. Plan, implement, and evaluate activities for
English language learners
17. Know and understand language and
emergent literacy theories and strategies
18. Integrate language, literacy, and writing
activities across all aspects of the curriculum
19. Know and understand effects of various
disabilities on language and early literacy
development

16. “ What children need most is
loving care and new
experiences.
Talking, singing, playing and
reading are some of the key
activities
that build a child’s brain.”
—Author Unknown

17. Language Development In
Children
This page presents information on the development of
language in children. The chart below presents typical
language development. There is a wide range of
normal development. Most children will not follow the
chart to the letter. It is presented so you will know
what to expect for your child. If your child seems
significantly behind in language development, you
should talk with your child’s physician regarding your
questions and concerns.

18. Typical Language Development
6
Months
• Vocalization with
intonation
• Responds to his
name
• Responds to human
voices without visual
cues by turning his
head and eyes
• Responds
appropriately to
friendly and angry
tones
12
Months
• Uses one or more
words with meaning
(this may be a
fragment of a word)
• Understands simple
instructions,
especially if vocal or
physical cues are
given
• Practices inflection
• Is aware of the social
value of speech

19. Typical Language Development
18 Months
• Has vocabulary of
approximately 5-20
words
• Vocabulary made up
chiefly of nouns
• Some echolalia
(repeating a word or
phrase over and over)
• Much jargon with
emotional content
• Is able to follow simple
commands
24 Months
• Can name a number of objects common
to his surroundings
• Is able to use at least two prepositions,
usually chosen from the following: in, on,
under
• Combines words into a short sentence-
largely noun-verb combinations (mean)
length of sentences is given as 1.2 words
• Approximately 2/3 of what child says
should be intelligible
• Vocabulary of approximately 150-300
words
• Rhythm and fluency often poor
• Volume and pitch of voice not yet well-
controlled
• Can use two pronouns correctly: I, me,
you, although me and I are often
confused
• My and mine are beginning to emerge
• Responds to such commands as “show
me your eyes (nose, mouth, hair)”

20. Typical Language Development
36 Months
• Use pronouns I, you, me correctly
• Is using some plurals and past tenses
• Knows at least three prepositions, usually
in, on, under
• Knows chief parts of body and should be
able to indicate these if not name
• Handles three word sentences easily
• Has in the neighborhood of 900-1000
words
• About 90% of what child says should be
intelligible
• Verbs begin to predominate
• Understands most simple questions
dealing with his environment and
activities
• Relates his experiences so that they can
be followed with reason
• Able to reason out such questions as
“what must you do when you are sleepy,
hungry, cool, or thirsty?”
• Should be able to give his sex, name, age
• Should not be expected to answer all
questions even though he understands
what is expected
48 Months
• Knows names of familiar animals
• Can use at least four prepositions or can
demonstrate his understanding of their
meaning when given commands
• Names common objects in picture books
or magazines
• Knows one or more colors
• Can repeat 4 digits when they are given
slowly
• Can usually repeat words of four syllables
• Demonstrates understanding of over and
under
• Has most vowels and diphthongs and the
consonants p, b, m, w, n well established
• Often indulges in make-believe
• Extensive verbalization as he carries out
activities
• Understands such concepts as longer,
larger, when a contrast is presented
• Readily follows simple commands even
thought the stimulus objects are not in
sight
• Much repetition of words, phrases,
syllables, and even sounds

21. Typical Language Development
60 Months
• Can use many descriptive words spontaneously-both adjectives and adverbs
• Knows common opposites: big-little, hard-soft, heave-light, etc
• Has number concepts of 4 or more
• Can count to ten
• Speech should be completely intelligible, in spite of articulation problems
• Should have all vowels and the consonants, m,p,b,h,w,k,g,t,d,n,ng,y (yellow)
• Should be able to repeat sentences as long as nine words
• Should be able to define common objects in terms of use (hat, shoe, chair)
• Should be able to follow three commands given without interruptions
• Should know his age
• Should have simple time concepts: morning, afternoon, night, day, later, after,
while
• Tomorrow, yesterday, today
• Should be using fairly long sentences and should use some compound and some
complex sentences
• Speech on the whole should be grammatically correct

22. The State of Preschool 2016
RESEARCH REPORTS http://nieer.org/

23. Conclusion
• When we understand how language
develops, we are in a better position to
promote that development. By first ensuring
that every child has a safe, secure
environment and then by providing
appropriate materials and activities to
facilitate language development, teachers
can maximize each child's innate potential.
Children need to speak and be spoken to,
and engaged in conversation from the very
first.