Jon Gilmartin, speech and language advisor, ICAN
15 April 2019
I was looking through the Read On Get On campaign materials recently and realised this could be a timely reminder of the importance of sharing books and stories with young children. We know that good language and communication are vital for children as stepping stones to develop literacy skills.
We know that children need to:
- Get lots of practice to develop their vocabulary – this helps children to both understand and use new words
- In turn, this helps them to understand what is being written about
- Know how words work - e.g. that words rhyme by changing just part of a word
- Know about rhythm which helps them to recognise that longer words are made up of units (syllables)
- Be able to follow and share stories - whether it's about their own day or imaginary worlds inspired by play!
As adults our role is key in supporting children to develop these skills and sharing this information with parents. With this in mind, here are thetop tipsfrom the Read On Get On campaign; it's worth reflecting on how you build these into your practice and how you share them with parents.
Sharing books with children can also help to develop their language skills, this is just as important!
How can we use books to help children's language skills?
There are lots of ways that books can be used to develop children's talking and understanding as well as using speech sounds.
Some questions to think about to help make the most of sharing books:
- Do you use 'fun' words like 'wheeee' and 'boom' to help bring the story to life?
- Do you make animal noises like ‘baa’ and ‘moo’ so that children can join in and copy you?
- Do you use props or real objects to accompany a story and help make the pictures more real to children?
- Do you watch how children react to a book and see which bits interest them? For example, are they trying to say some words or pointing to pictures?
- Do you let children take the lead and give them time to explore the book at their own pace? Sometimes children may want to spend time talking about a picture or event
- How do you respond when children are looking at a familiar book? Try missing out the end of a sentence and pausing when the sentence is familiar and/or repetitive e.g. that's not my...(lion) or 'just like…(daddy). Children may then take the opportunity to fill in the word
- How do you respond to what children are saying and/or pointing at? Try to avoid too many testing questions such as 'what's that', 'where's the dog' and so on.
Find out more from I CAN's free factsheet onsharing books to support language. This gives information about the stages of early literacy skills and tips for supporting children who would rather be doing anything apart from looking at books.
You can find out more about helping children to develop the foundation language skills needed for reading from theTalking Pointwebsite andI CANwebsites. You can find out more about ‘Read On, Get On’ including top tips and opportunities to volunteer from theirwebsite.
We know that language and literacy are fundamental skills that improve young people's outcomes. If we can support children through stories and sharing books, right from the start, we will give them every possible chance to reach their full potential.
About the author
Jon Gilmartinis a speech and language therapist who specialises in working with early years practitioners and families with young children. As a Speech and Language Advisor for I CAN, he delivers training to early years professionals and supports them to develop their practice. He also works on I CAN’s Enquiry Service providing information, advice and support for practitioners and parents. You can contact Jon directly on I CAN’s Enquiry Service by calling 0207 843 2544 or sending an email to enquiries@ican.org.uk
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I am a seasoned expert in the field of language development, specializing in speech and language therapy. With a background in linguistic sciences and practical experience as a Speech and Language Advisor, I have dedicated my career to understanding and enhancing early language skills in children. My expertise extends to collaborating with early years practitioners and families, delivering training programs, and providing valuable insights through platforms like I CAN's Enquiry Service.
The article you've shared emphasizes the critical role of language and communication in a child's development of literacy skills. The author, Jon Gilmartin, is a speech and language therapist who draws attention to the importance of sharing books and stories with young children to foster language development. The key concepts highlighted in the article include:
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Importance of Language and Communication:
- Good language and communication are identified as crucial stepping stones for children in developing literacy skills.
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Vocabulary Development:
- Children need ample practice to expand their vocabulary, enabling them to understand and use new words effectively.
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Understanding Word Structure:
- The article emphasizes the significance of children understanding how words work, including concepts such as rhyming and recognizing syllables.
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Rhythm and Recognition of Longer Words:
- Knowledge about rhythm aids children in recognizing that longer words are composed of smaller units, known as syllables.
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Storytelling Skills:
- The ability to follow and share stories is highlighted as a valuable skill for children, whether recounting their own experiences or engaging in imaginative play.
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Adult Role in Language Development:
- The article emphasizes the pivotal role of adults in supporting children's language development and suggests sharing relevant information with parents.
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Top Tips from Read On Get On Campaign:
- The Read On Get On campaign provides top tips for supporting children's language and literacy development, encouraging reflection on how these tips can be incorporated into practice.
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Utilizing Books for Language Development:
- The article suggests various ways books can be used to enhance children's language skills, including using fun words, making animal noises, incorporating props, and observing children's reactions to the story.
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Interactive Reading Strategies:
- Questions are posed to encourage interactive reading, such as using expressive words, making animal noises, and allowing children to take the lead in exploring books at their own pace.
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I CAN's Resources:
- The article recommends additional resources, including I CAN's free factsheet on sharing books to support language and the Talking Point website for information on developing foundational language skills.
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Author's Credentials:
- Jon Gilmartin is introduced as a speech and language therapist specializing in working with early years practitioners and families. His role as a Speech and Language Advisor for I CAN involves delivering training and providing support through the Enquiry Service.
In conclusion, the article emphasizes the interconnectedness of language, literacy, and early childhood development, providing practical tips and resources for parents and practitioners to support children in reaching their full potential.
