LECTURE EXTENSION Early Experiences with Books (p. 247)
Infants and toddlers first experience books as objects, toys, or possessions. Well-designed first books invite sensorimotor exploration. These books are sturdy enough to be tasted and sometimes offer features to sniff or stroke. Books for very young children often feature holes, pop-up devices, half-pages, and textures to investigate. Bright, bold illustrations capture the child's attention. Early experiences with books are usually shared experiences with adults. Infants and toddlers learn to associate books with warmth, embraces, and security. Time spent with books serves as a temporary withdrawal from the world. The association of reading with positive emotions and temporary withdrawal continues into later childhood and even into adulthood. Children often hide in favorite, secure places to read. Many older children and adults prefer to read in the comfort of their beds or bathtubs. In homes where time spent reading is modeled by parents and siblings, children learn that reading is a valued activity. Looking at books is an opportunity for children to be like significant others in their world. When preschool teachers and caregivers participate in reading activities with children, they reinforce the concept that reading is a valued social activity. Through sharing books with adults, children learn that books are treasured objects and are treated with special care. In sum, children's first experiences with books should be relaxed, informal, exploratory, and enjoyable. Early reading experiences should support children's self-esteem and their desire to participate in socially-valued activities. Whitehead, M. R. (1997). Language and literacy in the early years. London: Paul Chapman Publishing Ltd. LEARNING ACTIVITY Developing an Early Intervention (pp. 236-237)
The text and Lecture Extension 6.8 present some of the ingredients necessary for successful early intervention. Have students play the role of a child psychologist who is developing an intervention for at-risk infants and toddlers. What services will be offered? Will parents and other family members have an opportunity to participate in the intervention? How long will the intervention last? Who will determine who is eligible for services? What complications might be expected? Explain.
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