As you create your plan, you need to determine what you want families to know about early language and literacy development. You may have received valuable information from family surveys. You can use that information to determine the skills and knowledge families already have and identify what you want to help them learn.
Staff and other important stakeholders may also provide valuable information about language and literacy topics. Having ideas and feedback from different members of your team can strengthen your plan. Staff members may have information about families that leaders do not, and they can contribute ideas leaders may not have considered. For example, staff members may have attended a great presentation or read an article about early literacy that would be good to share with families.
These are some specific topics you might consider for supporting early literacy:
For families with infants, toddlers, or two-year-olds
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Understanding early language development and milestones
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Using songs, rhymes, and simple finger plays during the day
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Talking to children while doing routine activities, such as diaper changing and feeding
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Showing and naming the pictures in simple board books or posters and learning to do interactive book reading
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Pointing out and discussing things in their children's environment
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Discussing colors, shapes, sizes, and the function of things
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Learning components and objectives of the curriculum
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Implementing checklists to track their children's progress and plan activities to support their development
For families with preschool children
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All of the above ideas
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Reading simple books and pointing to the text and to letters of the alphabet as families learn to be interactive with children
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Introducing new vocabulary words from books and giving simple definitions of the newly introduced words
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Discussing pictures in books and asking questions such as “What is it?,” “What does it do?,” “How do we use it?,” and “What can you tell me about it?”
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Showing children how writing is used when making grocery lists, writing checks, writing invitations or notes to friends, and then discussing print concepts
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Playing rhyming games or other games that focus on the beginning or ending sounds of words
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Using informal and formal assessments to plan for their children's instruction
All of these strategies are relevant, effective, and essential to learning about early language and literacy. You and your team will need to decide which strategies are most needed at your site or campus. This is where the use of family surveys, questionnaires, and staff input will be invaluable.
After gathering information from staff, families, and other stakeholders, and then identifying topics for family literacy development, you will be ready to take the next steps in formulating and implementing your plan. At this point, it may be helpful to organize a special family literacy committee to assist you in making decisions about (1) which topics or issues to prioritize and (2) how you will engage parents and families in learning about those topics or issues. Your committee may include caregivers, staff, site leaders, curriculum specialists, ELL teachers, a local librarian, and interested parents.
After meeting to select the topics and issues you will focus on, you and your committee should identify the best ways to communicate with families. For some communities, a blog, emails, social networking sites, or electronic bulletin boards (e.g., on the site/campus or district website) are helpful. For others, newsletters sent home, posted in community centers, or emailed to families are effective communication tools. Because families regularly drop off and pick up children at your center, you may also want to designate a communication board where they can find up-to-date information. Keep in mind that some parents and families may have limited literacy skills. You can support these parents and families by presenting information orally, through pictures and videos, and through live demonstrations, rather than only in writing.
The next step is to set a schedule for events. Getting parent input on scheduling events will ensure you are choosing times and dates when attendance is likely to be high. You may decide to have quarterly formal evening presentations on language- and literacy-related topics, or you may choose to have age-level discussions held informally during or after the school day. Another option might be to send regular language and pre-literacy tips home to families or to send these tips via email. Parents and families will need options on the types and times of support. This is another way you can empower your families and increase their engagement with your program and school. Your committee should have an open discussion about the pros and cons of each possibility to reach a collaborative decision.
Next, you and your committee will start working out the important details and logistics. You will need to discuss the following questions and decide on the best fit for your site/campus and your families:
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Who is qualified and available to provide any training?
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Who can locate training places that would accommodate families?
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How long will the event last?
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What language(s) will be used for the presentation?
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Is a translator needed, and who can find one?
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What materials and supplies will be needed?
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What printed materials are needed, and who is responsible for them?
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Who will get the information out to the site/campus and community?
As you and your committee continue making plans and decisions, you will begin to share upcoming events and information with parents and families. A good time to do this is during a back-to-school night, such as an “open house.” You can share how you plan to support all families with language and early literacy information and training throughout the year.
Again, your goal is to create a system that empowers families and provides easily accessible information that helps them support their children in building strong language and literacy skills at home. The goal is also to build an enduring system that will help your site/campus and district achieve a long-term and continuing plan to engage families as they learn about early language and literacy. This system should contain a menu of options so that parents and families can find the best type of support to meet their needs.
As you create this system, remember that working families with very young children face big challenges. Consider how you can support families’ engagement and involvement in your plan. For example, you might call for parent volunteers who can help plan activities and coordinate with other parents they know to encourage them to attend. Perhaps your site or campus can assist with transportation or provide childcare during events. Parents and families will also be more likely to attend if they know information will be available in their native language or if there will be a translator present.
Finally, plan for something specific that families can take away from each event, such as a book, handout, or game that supports what they have learned in the session. Families will become more and more engaged if your events cover topics that are interesting and meaningful to them; provide concrete, useful strategies; and encourage them to voice ideas and beliefs and provide input on their children's learning.
TO LEARN MORE: Click on the links below to find resources that empower parents and families to participate in their children's language and literacy development.