Preschoolers as Communicators

READING IS GETTING MEANING: What to expect and how to participate.

Pick up a book, ask, "I wonder what this story is going to be about?"

Before you turn a page, ask, "What do you think is going to happen next? or "What is s/he going to do now?"

Invite them to join in on repetitive phrases or fill in gaps of the next word of stories or poetry you have often read.

Children draw first and write later. So, draw a story. Writing development depends upon eye-hand motor coordination, as well as visual perception.

Start with uppercase letters and their first name, as you see development.

Simple things:

Read a bedtime story.
Read the same books over and over.
Give your child markers or paper and pencils.
Give your child a blackboard and chalk.
Write messages to your child.
Label your child's possessions.
Get alphabet books, and make alphabet books.
Put magnetic letters on the refrigerator.

Did You Know?

Young children like to hear the same story over and over again. They need to hear the same story repeatedly to make it their own.
Children like to participate in story reading and story telling. Look for books with flaps to lift or parts that fold out. Let your child turn the pages. Let your child say the words he knows. Children need to see that reading and writing are useful and enjoyable things to do before they begin to work on remembering letter names.
Reading stories and poems to children is the best way to teach them to read.
Children's natural curiosity and desire to make sense of their world are the only motivation they need to learn.
Children learn by doing things -- actively exploring books and print.
FROM: Read to Me: Raising kids who love to Read by Bernice E. Cullinan Ages 1, 2, 3, 4