Today’s families are busy (and scheduled) more than ever. With grocery carts that provide a toy car to ride in (far away from Mom or Dad) and DVD players in cars, there can be too many “no talk” zones. And why is that important? Because, as Dr. Catherine Snow, one of the most expert researchers in the area of early language and literacy learning says, “Everyday conversation is the basic activity in the world for three-to-five-year-olds…. For young children, it’s through the talk that learning goes on.” And that keeps being a benefit as your child grows. The tangible benefits of regular conversations with our children include:

• improved vocabulary
• strong listening abilities
• improved thinking and reasoning abilities
• broadening of knowledge
• understanding of more complex concepts
• strengthened family relationships where learning happens in a comfortable supportive environment

Did you know that the vocabulary level of children in 1st grade can predict at least 30% of their success in comprehending what they read when they are 16 or 17? So, what do the conversations look like in order to have those results? They don’t need to be overly structured; sometimes great conversations are simple ones in which you talk about the sounds of words, make rhymes, play with changing the first letter of your child’s name and being silly together. 

In any case, we need to be careful that our conversations are full of more than just “correcting and directing”. The more complex the sentences, the more unique and interesting words that are used, the more you explore ideas by talking about them, the better the benefit. Reading aloud with your child and talking about what you are reading is also a terrific way to squeeze in some chat time. Don’t be afraid to allow interruptions and ask questions that start with “how” or “why”. You’ll be amazed at what your child tells you! Chat while you function in the world – at the grocery story (have that child up close to you when they are small, walking by you and helping with the shopping as they grow), while driving to the bank, soccer practice, or school. Reconnecting with a quick talk when your child and you meet up in the afternoon or at day’s end keeps you connected. Discuss openly situations you encounter together and help your child understand the world. Talk a bit when you say goodnight. All of this contributes to a literacy-rich environment which will help your child build the tools for coping with the fast amount of information (a lot of it still in text) that we must deal with in our modern society. Carrying on regular, generous, thoughtful conversations takes an effort on the parent’s part. There are few other activities that bring such strong results, before your children are readers, as it establishes a strong foundation that will bridge over into their reading abilities, even as they go on to learn how to read for themselves. One last reminder: Don’t make your conversations too structured. Avoid: “OK, we’re going to talk now because we need to.” The more natural these conversations are, the more your child will integrate these habits and skills into their everyday lives. They will have ready connections between the academic language they are learning to read in school and what they have heard and used at home. And, as I always say about reading, conversation is a tool for life.

Cathy Puett Miller AKA The Literacy Ambassador is a national literacy consultant, author of the new eBook, Powerful Picture Books: 180 Ideas for Promoting Content Learning (available at http://www.inspiringteachers.com/catalog/ebooks)/powerful_picture_books.html and, soon to be released Anytime Reading Readiness: Fun and Easy Family Activities That Prepare Your Child to Read. Visit her website at www.readingisforeveryone.org for even more tips and ideas to grow your children’s literacy in fun, playful ways.  New titles available in November, 2009 at http://www.maupinhouse.com/puettmiller.php.

She shares her own experience seeking a school environment that would better honor the natural pace of childhood- one not imposing the characteristics of academia more appropriate for middle and high schoolers onto children under the age of 10. Here’s an excerpt:

Instead of digging in sandboxes, today’s kindergartners prepare for a life of multiple-choice boxes by plowing through standardized tests with cuddly names like Dibels (pronounced “dibbles”), a series of early-literacy measures administered to millions of kids; or toiling over reading curricula like Open Court – which features assessments every six weeks.

How did we get so confused?

We’ve been told in no uncertain terms what is good for children, and yet we somehow completely misconstrued the message!

Reems of research show that early childhood presents crucial windows for optimum development. But from this opportunity, we’ve come to think that the most valuable learning we can impart during those crucial years is the most academic.

Why? Many think, and I agree, that this is the stuff that can be easily quantitatively measured. With our good intentions – to improve schools overall – we’ve lost sight of the very essential and foundational learning that comes through play and discovery, the learning that prepares a 4 and a 6 year old for the academics to follow.

We at Little Little Little company believe that preschool and school age children, now more than ever, need a variety of play experiences that empower and provide opportunities for trial and error, adventure and cooperation.

Children are wired for discovery! They need unstructured playtime with a few good, open ended “props” to promote their sense of wonder and honor their urge to explore.  It’s up to us parents, grandparents and neighbors to help carve out protected time for play, following the lead of the child.