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WHITE HOUSE CONFERENCE ON EARLY LEARNING AND DEVELOPMENT
QUESTIONS AND ANSWERS
GENERAL QUESTIONS ON THE CONFERENCE
Q.
What was discussed at the conference?
The conference highlighted new research on brain development in very young children and
discuss what it means for parents, caregivers and policy makers. We now know that children's
earliest experiences actually affect the development of their brains and are essential to their
ability to learn, develop, and reach their full potential. This conference was a call to action to all
members of society -- including the business, faith and health communities, the media, child care
providers and government -- to use this information to strengthen America's families.
Q.
What kind of impact do you expect this conference to have?
We hope that this conference marks the beginning of a national dialogue on how best to support,
stimulate, and nurture children in the first years of life. That means a national dialogue on how
to provide high quality, affordable child care; how to make sure children have health insurance;
and how to give them early educational opportunities. We also hope to send a simple message to
parents and caregivers: that they should read to, sing to, play with and talk to children in the
earliest years.
Q.
What next steps is the Administration planning to build on the conference and to
target early childhood development?
The Administration will continue to work to enhance early childhood development and
strengthen families, by both reaching parents and caregivers with the best information on early
development and by working on policies that support parents. For example, through the Early
Childhood Development Kits that the President launched at the Conference, the Administration
will continue to work to equip parents with the best information about their children's
development. Additionally, the President announced at the Conference that the Administration
will over the next few months consider ways to improve the quality, affordability and
accessiblity of child care in the United States and that he will convene a White House
Conference on Child Care before the end of the year.
Q.
How can the President reconcile his interest in early childhood development with
the fact that he signed a welfare bill that will throw over a million children into
poverty?
The President signed welfare reform because he believes that we need to end the cycle of
dependency and help all Americans take responsibility for their own lives. The President
1
believes -- and all the evidence suggests -- that children who grow up in households and
communities where there's work will be far better off in the long run than those who don't. The
welfare bill dramatically expanded the availability of child care for people moving from welfare
to work, while preserving health, safety and other quality standards for child care.
Q.
Doesn't this new research mean that women should stay home?
No. What the research suggests is that we should support all parents, those who work outside the
home and those who don't. There are terrifically engaged parents who go to work, and there are
parents who stay home but don't know or chose to spend time talking, reading and singing to
their children. A recent report indicates that children in quality child care settings do just as well
as children whose mothers stay home. What's most important is that children are surrounded by
loving, nurturing caregivers who understand the importance of the first few years of life.
Q.
Doesn't this new research mean that we can stop investing in children once they
reach the age of three?
No. It would be nonsensical to stop spending money on things like crime prevention, schools,
and job training. But we now know that early childhood is a critical time in children's
development. Investments early can reduce the need for investments later, and we ought to set
our priorities with that in mind.
Q.
Doesn't this new research suggest that people should not adopt older children?
No. We know that children develop and grow throughout their lifespan and that a warm and
loving home will help children reach their full potential. The President and First Lady are very
supportive of efforts to ensure that all children grow up in a permanent, loving homes and
consistently speak about adoption -- in particular adoption of older children -- as a wonderful
way to build families.
Q.
Given the new research, do you see an enhanced role for government in the lives of
young children?
There are certainly things that government can do. The President fought for Family and Medical
Leave so that workers can take leave to care for a newborn or adopted child, and he has proposed
to expand FMLA to allow people to take up to 24 hours off each year for things like finding child
care or school activities. The President has also expanded Head Start and created Early Head
Start, increased participation in WIC, and raised immunization rates. But parents are responsible
for raising their children. The purpose of this conference is to share information about what we
can all do to enhance our children's development and learning, and to highlight model
community efforts that are working across the country to support children and families.
2
Q.
Isn't this conference just about government intruding into the family?
No. Parents raise children but, like it or not, children are influenced by businesses, schools, the
media, and the government, to take just a few examples. This purpose of this conference is to
share information about what we can all do to enhance our children's development and learning.
The conference will also highlight model community efforts that provide voluntary assistance to
parents and children, although most of these local initiatives do so with financial support from
the federal government.
[NOTE: DOJ supports the New Haven Police initiative; AVANCE receives funding from Early
Head Start, Even Start, and Family Preservation; and The Ounce of Prevention receives Early
Head Start and Head Start funding.]
Q.
Will there be a report on the conference?
Yes. There will be a report coming out of the conference that digests the research and its
practical applications, summarizes the recommendations of the panelists, and provides a resource
guide for parents, caregivers, and policymakers. We are also putting together a web page
devoted to the conference that will be accessible through the White House home page.
Q.
Is this conference part of Rob Reiner's 0-3 campaign?
No. Rob Reiner is working on an important effort -- a national engagement campaign involving
foundations, corporations and media to spread the word about the significance of the first few
years of life. The President and the First Lady support his efforts and believe they complement
the White House Conference, but the two are separate.
Q.
Why didn't any Republicans participate in the Conference?
We invited the three Republican and three Democratic members of the NGA's Children's Task
Force and asked both its co-chairs to participate in the afternoon roundtable discussion. None of
the Republicans were able to attend. We also invited key Republican and Democratic Members
of Congress, and one Republican was scheduled to attend.
Q.
A number of Members of Congress have sent a letter to the President urging him to
devote at least one-third of the discussion to the development of the brains of fetuses.
Did you do this?
Brain development before birth is a relevant topic. In fact, one of the panelists has done
extensive work in this area, and it was discussed at the conference.
3
QUESTIONS ON POLICY INITIATIVES
Q.
The President announced that there is going to be a White House conference on
child care. What will it do?
At the conference, the President and First Lady spoke about the need for an honest discussion
about child care in this country. The White House conference on child care will provide a venue
for this discussion and will explore ways to improve our child care system to work better for all
the American families who rely on it.
Department of Defense
Q.
You are holding the military child care system up as a model. Why is it so good?
The military child care system is noted for its high quality standards, including a high percentage
of accredited centers; a strong oversight and enforcement system, that includes a 1-800 hot line
for parents to report concerns; mandatory training for child care providers; relatively generous
wages and benefits tied to continued training and education; a system of linking up and providing
needed support to individual home care providers; and sufficient funding to make quality child
care affordable.
Q.
Isn't the military child care system so good because the military spends so much to
fund it?
Experts agree that the military child care system is the best in the country for a number of
reasons. It is true that the military recognizes that quality child care costs more than most parents
can afford to pay and, therefore, the Department of Defense provides sufficient funding so that
parents can afford the fees.
[NOTE: The military pays 50% of child care costs with appropriated funds. Parents pay
according to a sliding scale based on income. Last year the average weekly fee was $65 per
week.]
In addition, the military child care system is noted for its high quality standards, including a high
percentage of accredited centers; a strong oversight and enforcement system, that includes a 1-
800 hot line for parents to report concerns; mandatory training for child care providers; relatively
generous wages and benefits tied to continued training and education; and a system of linking up
and providing needed support to individual home care providers.
Q.
What are you doing to ensure that all Americans have access to affordable child
care?
The President has proposed a $500 per child tax credit, expanded the Earned Income Tax Credit
4
to help working families with children and, in the welfare reform law, increased federal funding
for child care by $1 billion, providing services for over 660,000 children -- 65% of whom are
under 5 years old.
Q.
Why should the military use their resources to help civilian child care providers?
There's no doubt that the military's first priority is protecting the national security and
supporting its own service members. This initiative will not undermine that mission. Much of
this can be done without a significant expenditure of dollars. One piece of evidence that that is
true is that the military is already reaching out to civilian child care providers in their
communities, though in a less comprehensive, coordinated way. This initiative will also benefit
the military by providing workers for its child care centers and by increasing the number of
available spaces.
Health Care
Q.
Many Congressional Republicans say they are opposed to new entitlements. How
are you going to convince them to expand health care coverage?
The President's children's health proposal is not a new entitlement, but a capped program which
gives states the flexibility to design innovative ways to extend health coverage to uninsured
children. This carefully targeted investment has been fully paid for in the President's balanced
budget. Moreover, we have seen enormous interest from both Republicans and Democrats in
expanding health care for children, and we are optimistic that we will be able to pass a children's
health bill this year.
Q.
Couldn't you reach these children more effectively through an existing mechanism
such as the Medicaid program, the tax code, or an existing discretionary program?
The President wants to pass bipartisan legislation that will extend health care coverage to up to
five million uninsured children. He is willing to consider any ideas that will enable us to reach
this goal.
Q.
Is it really worth cutting $22 billion from Medicaid and implementing a per capita
cap just to expand coverage to a few more children?
First of all, the President has proposed $7 billion in net savings in Medicaid, which represents a
reduction of about 1% off of the current Medicaid baseline over the next five years. Also, the
President's plan to expand coverage to more children is not paid for solely from our savings in
Medicaid. Moreover, because under a per capita cap States would get more dollars when they
cover additional children and because children are relatively inexpensive to cover, we believe
that this policy may well provide States with positive incentives to extend health care coverage to
more children.
5
Q.
Does the President support the Kennedy-Hatch children's health care bill which
finances children's health care expansions by increasing the tobacco tax?
First of all, the President is delighted that there is so much bipartisan interest in expanding health
coverage to children, and he will continue to work with Senators Kennedy and Hatch and others
in Congress to pass a balanced budget this year that extends health care coverage to more
uninsured children.
While the Hatch-Kennedy bill pays for new expansions by increasing the tobacco tax, the
President has a proposal which would expand coverage to millions of additional children and is
paid for in the context of his balanced budget plan. Regardless of the source of financing,
assuring a significant commitment for children's health care will continue to be a top priority for
the President.
That being said, studies of State excise tax increases indicate that they can have significant public
health benefits, particularly for children and adolescents, because the increased cost can
discourage them from starting and continuing to smoke.
Q.
The Hatch-Kennedy children's health coverage bill seems to be losing support even
by some of its cosponsors because of the tobacco tax financing. Are you concerned
about these recent developments?
No piece of legislation in this town experiences smooth sailing throughout the legislative
process. The President continues to be very encouraged by the strong bipartisan support for an
investment in children's health coverage. In addition to the Hatch-Kennedy bill, a number of
others in Congress are coming forward with proposals to expand children's health insurance.
Just this week, Nancy Johnson joined the list of Republicans who have put forth proposals on to
expand children's health care coverage. And we expect there will be many more. This should be
a major priority for this Congress, and it is a top priority for the President.
Safe Start
Q.
What is Safe Start?
Safe Start is a program designed to change the way law enforcement officers respond to children
who are the victims of or witnesses to violence. The program will provide training on early
childhood development to community police officers, prosecutors, probation and parole officers,
school personnel and mental health providers. It prepares the people on the frontline to respond
better to the needs of children who have been exposed to violence, and to intervene in time to
prevent any further evidence.
6
Q.
How much will this program cost?
In fiscal year 1997, the Department of Justice will spend $700,000 of already appropriated funds
on the program.
Q.
How many individuals and communities will be reached by Safe Start?
Safe Start builds on a program that is already in place. In addition to providing additional
intensive training and technical assistance to the four communities already taking part in the
program, the Department of Justice will involve four additional communities and will provide
training on early childhood development to 20,000 law enforcement and other professionals in
more than 50 communities.
Q.
Is President Clinton trying to turn police officers into social workers?
No. New Haven Policy Chief Wearing -- part of the panel at today's conference -- is a cop's cop,
who rose up the ranks from detective to police chief. He will tell you that his department's
partnership with the Yale Child Study Center helps stop the cycle of violence by providing early
intervention to children who are exposed to violence and who, if left untreated, would be more
likely to become violent offenders themselves.
Early Head Start
Q.
Aren't many more children eligible for Early Head Start than are being served?
We estimate that nearly 3 million children ages 0 to 3 are eligible for Early Head Start while only
23,000 are currently served. However, Early Head Start is a very new program. The first Early
Head Start grants were awarded in October 1995. The President's 1998 budget would nearly
double the number of children and families served, from 18,000 in fiscal year 1995 to 35,000 in
fiscal year 1998. The President is committed to continuing to support this program.
Q.
Have the organizations who will receive this new funding been selected?
No. Today, we are announcing a competition for this funding. The Department of Health and
Human Services expect to announce the new grantees in September.
7
Ready*Set*Read Kits
Q.
How were the kits developed?
Fifty reading, literacy and early childhood groups worked with the Department of Education on
the basic design for the kits. The materials were then developed by researchers from the Early
Childhood Technical Assistance Center, and finally a working group of families, caregivers and
early childhood administrators reviewed and commented on them.
Q.
How and when will these kits be distributed?
In May, kits will be mailed to families served by early childhood programs across the country
like Even Start, Foster Grandparents, and Learn and Serve Early Childhood Programs. It will
also be available to the public through the Department of Education's toll-free number at 1-800-
USA-LEARN and will be available on the Internet through the Department of Education's home
page. The kits are available in Spanish and English.
8
MAR 12 '97 10:00PM OFFICE OF SECRETARY
P.2/7
STATEMENT OF EDUCATION
CC EK
UNITED STATES DEPARTMENT OF EDUCATION
NR
STATES of ANOUNT
OFFICE OF THE SECRETARY
JS
March 12, 1997
Jen_
MEMORANDUM TO PAULINE ABERNATHY
Aspremised
FROM: Carol H. Rasco
-Paulue
SUBJ: Early Childhood Components of America Reads
EARLY CHILDHOOD KIT
Per your request I am sending a summary regarding the America Reads Challenge Early Childhood
Kits for Families and Caregivers: Ready*Set*Read. Included is information about the development
of the kit, the components included in the kit, the current distribution plan and activities surrounding
the release of the materials which are not finalized pending a decision from The White House
regarding the release being scheduled for the April 17 conference. We have also included a page
about additional distribution should more funds be made available by outside sources.
We are also discussing with various organizations the potential incorporation of some of the Kit's
components into their own materials for distribution. Examples could include: WIC produces a
yearly calendar featuring nutrition news for parents -- they might incorporate the activities from this
calendar; or the Newspaper Publishers might encourage local papers (especially the small weeklies
around the country and smaller daily papers) to publish the calendar each month. The Early
Childhood Working Group will work to maximize opportunities like these.
SATELLITE TOWN MEETINGS
In addition, we have a monthly Department of Education Satellite Town Meeting presided over by
the Secretary scheduled for June 20 (they are held monthly on the third Tuesday) at 8 p.m. on the
topic of Early Childhood. Development of the format and content is underway but we hope to base
it somewhat on the Kit discussed above. The Early Childhood Working Group of America Reads
will be working on the show; that group is headed by Libby Doggett from the Department of
Education and Joan Lombardi of HHS. Ideas under discussion:
The regional reps for the Department of Education (and very likely those of HHS) work to
set up viewing sites around the country where parents and caregivers meet together to view
the show and hold a follow up discussion. (We're thinking on the West Coast the show
would be a great time for parents to stay at the day care as they pick up their children and
have a sandwich supper.)
Public broadcasting stations around the country also pick these shows up and we would work
to increase this number.
600 INDEPENDENCE AVE.. S.W. WASHINGTON. D.C. 20202
educational excellence throughout the Nation.
MAR 12 '97 10:01PM OFFICE OF SECRETARY
P.3/7
An extensive press packet is prepared with sample op-ed's, ideas for other media outreach,
etc. and sent to all downlink sites.
Congressional members who will be in session here are invited along with appropriate
Cabinet members to do radio interviews pre-and post-meeting.
OTHER EVENTS
I had mentioned to you 1 would include the large Parents As Teachers (PAT) Annual Meeting in St.
Louis as я possible follow up activity for one of the principals. However. I do note for you that
meeting is the same weekend as the Nashville Family Reunion hosted by Vice President and Mrs.
Gore (June 22-23 is the Family Reunion, PAT is June 22-24). I am going from Nashville to St.
Louis that Monday evening to do a workshop on America Reads on Tuesday morning at PAT.
Please note also on the accompanying document referring to the Early Childhood Kit that the
National Center for Family Literacy will hold its National Conference in Louisville, Kentucky April
20 and 21: it. as noted, is the largest annual meeting of administrators and providers of literacy
programs specializing in early childhood.
I hope this is helpful information and that you will call should you need additional information.
MAR 12 '97 10:01PM OFFICE OF SECRETARY
P.4/7
AMERICA READS CHALLENGE
EARLY CHILDHOOD KITS FOR FAMILIES AND CAREGIVERS:
READY*SET*READ
The AMERICA READS CHALLENGE EARLY CHILDHOOD KITS were developed by
early childhood researchers from the Early Childhood Technical Assistance Center through a
joint project of the U.S. Department of Health and Human Service (Head Start Office and Child
Care Bureau) and the Corporation for National Service, coordinated by the U.S. Department of
Education. The purpose of the two early childhood kits for families and caregivers of young
children (birth through age 5) is to help them develop and improve their children's language
skills.
How Were the Kits Developed?
Sponsors of the AMERICA READS CHALLENGE: READ*WRITE*NOW1 initiative
including early childhood providers, family members, representatives from early childhood
literacy organizations, researchers, and businesses identified the need and provided the basic
design for these easy-to-read, research-based kits that contain activities, ideas, and information
for families and caregivers of young children. Once the materials were developed by researchers,
a focus group of families, caregivers, and early childhood administrators reviewed and
commented upon the materials and graphics for public use. The kits can be used with all
children, including those with disabilities.
What Is Included In Each Kit?
The AMERICA READS CHALLENGE EARLY CHILDHOOD KITS FOR FAMILIES AND
CAREGIVERS include the following materials:
READY
SET READ For Families: An activities booklet for families of children
from birth through age 5, with ideas for families to do with their children every day to
help them learn about language.
READY
SET
READ For Caregivers: An activities booklet for caregivers of
children from birth through age 5, filled with ideas for activities that caregivers can do
with children every day to help them learn about language.
READY SET READ Calendar for Families and Caregivers: Day-to-day
activities for families and caregivers to do with young children during 1997-1998.
READY SET READ Developmental Growth Chart for Families and
Caregivers: A growth chart for families and caregivers that identifies language skills that
many children can perform during each growth period, describes when families should
request the help of a professional, and provides simple activities to help children grow in
language for each growth period.
MAR 12 '97 10:02PM OFFICE OF SECRETARY
P.5/7
Who Will These Kits Be Distributed To?
Only limited funding is available to send the EARLY CHILDHOOD KITS to families and
caregivers of children in Even Start and Corporation for National Service early childhood
programs. The Department of Education will fund the distribution of 60,000 English and Spanish
versions of the kits for Even Start programs. The Department intends to fund an additional
100,000 copies for the Department's 1-800-USA-LEARN tolltree number to fill public requests
for the kits. The Corporation for National Service will tund 4,000 copies for Corporation-
supported early childhood programs. They are donating an additional 5,000 copies for the
Department of Education's tollfree number.
Additional funding will be needed if the kits are to be sent to Head Start programs, pediatrician's
offices. public day care programs for young children, and public school prekindergarten and
kindergarten programs. See the attached distribution plan for a detailed proposal.
Additionally, the public may obtain copics of all of these materials on the Internet through the
U.S. Department of Education's home page <http://www.ed.gov>,
What Activities Are Planned for the Release of the EARLY CHILDHOOD KITS?
We propose that the EARLY CHILDHOOD KITS be formally announced and released at the
White House Early Learning Conference in April, 1997.
On April 20 and 21, Carol Rasco, Director of the AMERICA READS CHALLENGE will
announce the availability of the kits at the National Center for Family Literacy National
Conference in Louisville. Kentucky -- the largest annual meeting of administrators and providers
of literacy programs specializing in early childhood.
MAR 12 '97 10:02PM OFFICE OF SECRETARY
P.6/7
DISTRIBUTION AND PUBLICATION PLAN FOR
THE EARLY CHILDHOOD KIT
DISTRIBUTION:
NUMBER OF
FUNDING:
TARGETS:
COPIES:
Currently Funded
EvenStart
48,000 color
48,000 copies x
Mailed to EvenStart
English
$1.00 = $48,000
families and
providers
11,000 color
11,000 copies X
Mailed to EvenStart
Spanish
$1.00 = $11,000
families and
providers upon
request
total: 59,000 copies
total: $59,000
Corporation for National
4,000 CNS
4,000 copies X $1.00
Mailed to
Service Early Childhood
facilities X 1 copy =
= $4,000
AmeriCorp, Foster
Projects
4,000 copies
Grandparents, RSVP,
and Learn and Serve
Early Childhood
Programs
5,000 copies
5,000 copies X $1.00
Mailed to 1-800-
= $5,000
USA-LEARN callers
upon request.
total: 9,000 copies
total: $9,000
U.S. Department of
100,000 copies
$100,000
Mailed to 1-800-
Education*
USA-LEARN callers
upon request.
TOTAL
168,000
$168,000
*Intended funding
MAR 12 '97 10:02PM OFFICE OF SECRETARY
P.7/7
Proposed Funding
HeadStart
2,500 facilities X 32
80,000 copies X
Mailed to 2,500
copies (30 family, 2
$1.00 = $80,000
HeadStart centers
caregiver) = 80,000
copies
Childcare Bureau
20,000 facilities X 4
80,000 copies X
Mailed to 20,000
copies (2 family, 2
$1.00 = $80,000
Child Care Bureaus
caregiver) = 80,000
copies
total: 160,000
total: $160,000
Pediatricians
50,000 pediatricians
550,000 copies X
Mailed to pediatric
X 11 copies (10
$1.00 = $550,000
offices
family, 1 caregiver)
= 550,000 copies
Public Pre-K and
26,160 facilities x 6
156,960 copies X
Mailed to pre-k and
Kindergarten Facilities
copies (5 family, 1
$1.00 = $156,960
kindergarten public
caregiver) =
school teachers
156,960 copies
Public Daycare Centers
66,278 facilities X 6
397,668 copies x
Mailed to public
copies (5 family, 1
$1.00 = $397,668
daycare directors
caregiver) =
397,668 copies
TOTAL
1,264,628 copies
$1,264,628
GRAND TOTAL
1,432,628 copies
$1,432,628
040309EJ.
Page 1
EARLY CHILDHOOD KIT
PROPOSED RECOMMENDATIONS (based on conversations internally and with Jen
Klein)
We announce the early childhood kit at the WH Conference on April 17.
We ensure that every participant at the White House (including press) and as
many participants at satellite downlinks as possible have a copy of the kit.
(NOTE: BIG PROBLEM HERE IS DOWNLINK SITES, AND THIS MAY NOT BE
POSSIBLE.)
We announce that the kit will be available beginning on a date to be
determined; i.e. May 1st. (This way, we will not encounter as much
confusion about different groups of people having access prior to others, and
we will have more time to find sponsor(s) and to produce the kit. The only
people who will have received the kit are those attending the conference --
either at the White House or at a downlink site.)
We secure sponsors for the kit BEFORE the WH Conference on April 17 so
that we are sure we can announce it and who will receive it.
See attached breakdown of what is currently-funded, and what we would like to
fund in addition.
PROBLEMS/OTHER ISSUES TO NOTE
April 17: We currently do not know how many satellite downlink sites there
will be, nor do we know how many participants will attend each. Cabinet
Affairs has JUST begun to organize these. Options for preparing for this
piece:
1. Given how late they are getting started, it is not feasible that we ask
coordinators in the field to take camera-ready copy for local reproduction.
2. If we decide to reproduce a quantity estimated to be sufficient for
distribution -- we would need to order the black/white camera ready NOW --
paid for with OERI funds because this is the only available money -- and give
it to a printer outside of the government because they will do a faster job. If
we give it to a printer outside of the government, then the funds for the
actual printing must also come from outside the government. It takes 4 days
to get the black/white camera-ready; then up to one week to do the print job
depending on quantity; then we would need to drop-ship the kits to each site
in time for the 17th. In other words, we would need to know right away
about funding for this piece.
040309EJ.WPD
Page 2
3. If we cannot manage to come up with an estimate of people at sites or
with the funding necessary in time to make the deadline for drop-shipping,
we could send one kit to each downlink site as a model. Perhaps we could
have a sign up sheet there for individuals who want to request the kit;
requests would be filled by the 1/800 #.
Funding: Finding a sponsor may be difficult -- although not impossible given
the potentially high profile of the kit -- but certainly it will be quite difficult to
do for the such short notice required for the downlink sites.
Johnson & Johnson is likely funding the conference report. (Note: Naomi --
you should just continue to talk directly to the White House about this.)
Other businesses involved in the conference, but who still might be willing to
contribute, are: IBM and Kellogg's. Susan: I left a message with Jen about
Lamaz and haven't heard back. If I don't hear first thing tomorrow, you
should certainly get back to them. Sorry to keep you waiting.
040309EJ.WPD
Page 3
CURRENT SCHEDULE/QUANTITIES FOR DISTRIBUTION
DATES READY
April 7:
1000 kits for the White House conference
(Jen Klein is checking on how many they actually need there to
cover audience and press.)
April 28:
59,000 Even Start kits will be ready and will be mailed to Even
Start families
(There will be some leftover; Susan T-H is determining
approximately how many)
May 1:
77,000 kits ready for the Learning Center (1/800 #)
May 1:
GPO will have as many kits as fit demand available for sale for
$5. The White House wants to ensure that the 1/800 # does not
refer people to GPO until they run out of kits.
DATE???
9,000 kits will be mailed to AmeriCorp, Foster Grandparents,
RSVP, and Learn and Serve Early Childhood Programs
CURRENTLY NOT FUNDED, BUT RECOMMENDED
DATES TO AIM FOR
May 1:
Kits in Spanish
LULAC has expressed strong interest; waiting for word to
Susan T-H or Mario Moreno to confirm
QUANTITY? DATE READY? HOW DISTRIBUTED?
April 14:
Kits for Downlink Sites
We need external funding for this asap.
Jen Klein is getting an estimate.
May:
HeadStart Facilities
80,000 copies
WHAT ABOUT HEAD START FAMILIES?
May:
Childcare Bureau
80,000 copies
May:
Public Pre-K and K Facilities
157,000
May:
Public Daycare Centers
400,000
AMERICA READS CHALLENGE
READY SET READ
FOR FAMILIES
Early Childhood Language Activities
for Children from Birth through Age Five
A Joint Project of the Corporation for national Service,
the U.S. Department of Education, and
the U.S. Department of Health and Human Services
Corporation for national Service
Harris P. Wofford
Chief Executive Officer
U.S. Department of Education
Richard W. Riley
Secretary
U.S. Department of Health and Human Services
Donna E. Shalala
Secretary
ACKNOWLEDGMENTS
This booklet for families of children from birth through age five was developed by the
Americorps Early Childhood Technical Assistance Center as a project of the Corporation for
national Service; the U.S. Department of Education; and the Child Care Bureau, Administration
on Children, Youth, and Families, Administration for Children and Families of the U.S.
Department of Health and Human Services.
We wish to acknowledge Derry Koralek as the principal author of this volume, with
assistance from Ray Collins and Betty McLeod of the Americorps Early Childhood Technical
Assistance Center; Margaret McLaughlin and Jim Ekstrom of the Corporation for national
Service; and Pat McKee, Alan Ginsburg, Adriana de Kanter, Val Plisko, Susan Thompson-
Hoffman, Manny Smith, Brenda Long, Jessica Ellsworth, and Corey Chatis of the U.S.
Department of Education.
Others who assisted in the production of this booklet include Anne Goldstein, Director,
national Child Care Information Center; Jewel Bazillo-Bellegarde, Corporation for national
Service; and Joan Lombardi, Jennifer Chang, and Lillian Sugarman of the Child Care Bureau.
We also wish to acknowledge the graphic design work of Eve Guianan and Loren Holtkamp of
Books and Beyond, with production oversight by Ellie Topolovac and Sue Holtkamp of Books
and Beyond.
Contents
Dear Family Member
2
Getting to Know you: Activities for Young Babies
(Birth to 8 Months old)
4
Enjoying Our Company: Activities for Crawlers and Walkers
(8 to 18 Months Old)
12
Talking About Me: Activities for Toddlers
(18 to 36 Months Old)
20
using Language to Learn: Activities for Preschoolers
(3 to 5 Years Old)
30
Reading and writing Play Materials
40
American Library Association's Suggested Book List
for Young Readers
41
Resources
43
Dear Family Member:
Welcome to READY SET*READ, an AMERICA READS CHALLENGE booklet that is filled
with activities and ideas that you can use to help your young children learn about language.
Families are their children's first teachers. As a family member you begin teaching your
babies about language as you welcome them into the world with smiles and caring words.
you respond to your children's coos, babbles, early words, and simple sentences. By the
time your children are preschoolers, they know a lot about language. you have spent many
hours listening, talking, reading, and writing with them.
Most of the activities in READY*SET*READ are simple to do with materials found in your
home or at the library. The activities can be added to your life at home as you and your
children play, work, and grow together.
The activities are presented for four age groups:
Young Babies (Birth to 8 months)
Crawlers and Walkers (8 to 18 months)
Toddlers (18 to 36 months)
Preschoolers (3 to 5 years)
The ideas for one age group may also work for a younger or older child. using what you
know about your child's skills and interests can help you decide which activities to use. you
can read the section for one age group now and save the others for later.
Children learn about language when their families:
Listen and talk with their children a lot
Read out loud to their children every day
Keep reading and writing materials where children can reach them on their own
Show children how they use reading and writing to learn, have fun, and get jobs
done
Many children are early readers because they have learned from their families that reading
and writing are worthwhile and useful activities.
on the next page are some simple tips to help you teach your young children about listening,
speaking, reading, and writing. These basic, daily activities can make a difference in your
child's language growth.
In this booklet "families" refers to all of the adults who have nurturing relationships with a
child--a mother, father, grandparent, other relative, or close friend.
2
TIPS FOR FAMILIES AS THEIR
CHILDREN'S FIRST TEACHER
Talk with and listen to your children as you play and do daily activities
together.
Read with your children at a regular time every day and when they ask
you.
Take toddlers and preschoolers to the library so that they can choose
books to read at home. Find out about your library's special books and
services.
Create a special place in your home for your children to read and write.
Keep books and other reading materials where children can reach them.
Add new books often.
Keep writing materials such as washable, nontoxic crayons and markers,
paints and brushes, and different kinds of paper where your children can
reach them.
Take books and writing materials for your children with you whenever you
leave home, so that they can read or write at the doctor's office, on the
bus, and in the car.
Show your children how you read and write every day to have fun and to
get things done.
Point out to your children the printed words in your home and in the
community.
Encourage your children to do things for themselves when they are ready.
Let them feed and dress themselves, and clean up after themselves even
if these tasks take more time and are not done perfectly.
3
GETTING TO KNOW YOU:
ACTIVITIES
FOR
YOUNG
BABIES
(Birth to 8 Months Old)
WHAT DO YOUNG BABIES DO?
Cry, make other sounds, and move their bodies.
Listen and respond to the sounds and voices around them.
Coo, gurgle, laugh, and babble to themselves and others.
Enjoy listening to stories.
Smile when people smile at them.
Respond to their names.
Take turns while singing and playing with another person.
Pick up objects with their fingers and thumbs.
Move objects from one hand to the other.
5
HOW DO YOUNG BABIES LEARN?
Katie is in the bathtub splashing in the
water with both hands. Her father sits on
the floor next to the tub making sure she is
safe. "Katie, Katie," he says as he picks up a
washcloth. "Are you ready to play our
special game?"
Katie looks up and sees her father's smiling
face. She smiles at him and laughs. He
says, "Let's play Peek-a-Boo," and puts a
washcloth in front of his face. Katie
reaches out and pats the top of his head.
Her father says, "Peek-a-Boo, Katie, I can't see you." He lowers the washcloth so his eyes are
no longer covered. Katie squeals with delight. He covers his eyes again and says, "Peek-a-
Boo, Katie, I still can't see you."
Katie's father holds the washcloth out toward her, saying, "Your turn, Katie." She takes the
washcloth from his hand and puts it in front of her face. Her father says, "Where's Katie?"
Katie drops the washcloth in the water and splashes with her hands. She babbles to her
father, "Dadadada. Babababa." He says, "I think you're saying that you're tired of playing
Peek-a-Boo. Let's play with your sponges."
Like many young babies, Katie is
Katie's father helps her learn
learning about language:
about language:
She knows that it's fun to play with
He talks with her during a daily
another person.
activity--bathtime.
She looks up when her father says
He says her name again and again so
her name.
that she will learn to recognize it.
She smiles when her father smiles at
He takes several turns in their game
her.
and then encourages her to take a
turn.
He responds to her babbles as if he
knows what she is saying.
6
ACTIVITIES AND IDEAS FOR YOUNG BABIES
AGE
ACTIVITIES
YOUNG BABIES:
Listening and Talking
BIRTH TO 8
Young babies make sounds and move their bodies.
MONTHS OLD
Listen and talk to your baby throughout the day. Get to know
the meaning of your baby's cries and gestures. Listen to the
sounds the baby makes and watch the way the baby's body
moves.
Take your time while feeding, diapering, and bathing your
baby. Sing songs, say nursery rhymes, and smile and COO back
at the baby's smiles and coos. In this way your baby will learn
that you think what he or she says is important and that
people take turns when talking with each other.
How to help your baby's caregiver:
Tell your caregiver how your baby communicates with the family.
Explain the meaning of your baby's cries, babbles, gestures, and
words. Ask the caregiver to tell you how your baby expresses
his or her wants and needs.
7
AGE
ACTIVITIES
YOUNG BABIES:
Young babies listen to the sounds and voices around them.
BIRTH TO 8
Talk to your baby about what you both are doing and what he
MONTHS OLD
or she sees and hears. "I see you looking at your mobile. I'll
touch it gently to make the faces move back and forth."
Tell your baby through your words and actions how much he
or she is loved and valued.
Give your baby simple directions with words and gestures.
Point, look toward something, or hold out your hand while
talking to the baby. Ask, "Are you hot?" Then, lift up your
arms and say, "Please lift up your arms so I can take off your
sweater."
B
is
x
X
x
8
AGE
ACTIVITIES
YOUNG BABIES:
Reading
BIRTH TO 8
MONTHS OLD
Young babies like being close to their families.
Many people say you should start reading to your baby at birth.
Even though your baby doesn't understand your words, he or she
loves to sit on your lap, hear your voice, and have special time
with just you. You will feel relaxed and the baby will learn to
think of reading as a pleasant activity.
Let your baby set the pace for your reading times. When the
baby loses interest in reading, play a game, or do something else
together.
How to help your baby's caregiver:
Tell your caregiver about your baby's favorite books and show your
caregiver the words to songs and rhymes in your home language, so
that your baby can feel secure at home and at child care.
Young babies use all their senses to learn.
Babies are likely to crumple, shake, and chew books just as they
do with other things. Look for soft cloth or vinyl books that can
be washed.
Choose books with simple, large pictures or designs set against a
solid background on each page. Ask your librarian to suggest
books for babies, and look for children's books in good condition
at yard sales and neighborhood bazaars.
q
AGE
ACTIVITIES
YOUNG BABIES:
Developing Muscles For Writing
BIRTH TO 8
MONTHS OLD
young babies are learning to use their hands and fingers.
Help your baby develop hand and finger muscles. Place a simple
rattle in your 3-month-old baby's hand. Hold out a sponge for your
5-month-old to grab. Give your 8-month-old a piece of paper to
crumple.
Encourage your baby when he or she tries to do things such as
pulling off socks and holding a bottle while sitting in your lap.
Play with your baby. Shake a rattle then hand it to the baby to have
a turn shaking it. Hold out your hand SO that the baby can hand the
rattle back to you.
How to help your baby's caregiver:
Ask your caregiver what toys and materials your baby plays with at
child care. Discuss often the new things your baby is learning to do
without help at home and at child care.
10
AGE
ACTIVITIES
YOUNG BABIES:
Young babies are learning that they can make things happen.
BIRTH TO 8
MONTHS OLD
Watch your baby to see what he or she likes to do. Provide play
materials that match the baby's skills and interests. Offer toys the
baby can use to make noise, such as plastic keys on a ring to hold
and shake, soft toys that squeak when squeezed, a wooden spoon
to hold and bang on the floor.
A cradle gym tied to a crib or playpen will encourage your baby to
reach out and try to touch the items and make them move. Remove
the cradle gym when the baby gets strong enough to pull it down.
11
ENJOYING OUR COMPANY:
ACTIVITIES
FOR
CRAWLERS AND WALKERS
(8 to 18 Months Old)
WHAT DO CRAWLERS AND WALKERS DO?
Use sounds and gestures to say hello or get attention.
Point at things they want.
Say a few simple words.
Like rhymes and simple songs.
Enjoy reading with a favorite person.
Turn the pages in sturdy cardboard books.
Put objects such as nesting cups inside each other.
Fill containers with water or small objects, then dump them out.
Hold large crayons and make marks on paper.
13
HOW DO CRAWLERS AND WALKERS LEARN?
Marcus picks up a book with cardboard pages and
a duck on the cover. He puts the book in his
mouth for a moment, then waves it in the air.
Marcus looks at his big sister, Maria, and makes
noises that sound a lot like words. Maria says, "Do
you want to read? Bring the book to me. We can
read together."
with book in hand, Marcus crawls to Maria. She
lifts Marcus into her lap and holds the book so
that he can see it. She points to the duck on the
cover, "That's a duck. Let's see what's inside."
Marcus turns the page. He pats the picture and says something that sounds like words.
"That's right," says Maria. "The baby is in the bathtub."
After looking at a few more pages, Marcus squirms and wiggles. "Okay," says Maria. "Have
you read enough? Let me help you down." She puts Marcus on the floor and he crawls away.
Like many other crawlers and
Marcus's sister. Maria, helps him
walkers, Marcus is learning about
learn about language:
language:
She responds to his sounds and
He knows that people will respond to
actions as if he were saying words.
his sounds and actions.
She lets him turn the pages of the
He thinks it's fun to look at books with
book.
another person.
She talks to him about what he seems
He knows how to wait for his turn
to be saying.
while talking and reading with his
sister.
She lets him find something else to do
when he has lost interest in reading.
14
ACTIVITIES AND IDEAS
FOR CRAWLERS AND WALKERS
AGE
ACTIVITIES
CRAWLERS AND
Listening and Talking
WALKERS: 8 TO 18
Crawlers and walkers are learning that it's fun to be with other
MONTHS OLD
people.
Help your baby learn about taking turns the way people do when
they talk with each other. Sing songs and play games such as
Peek-a-Boo, hiding the toy under the blanket, and handing
objects back and forth. At first you may have to take more
turns than the baby does.
When your baby babbles, talk back. Make the same sounds the
baby makes or teach new ones.
Respond when your baby wants to play a familiar game: "Oh
good, you brought me the ball. Let's sit down and roll it on the
carpet."
Crawlers and walkers use gestures and actions to "talk" to you.
Respond when your baby shakes his or her head, points to
something out of reach, or lifts his or her arms. Talk about
what the baby seems to want to say. "Do you want to get out of
my lap? Here's a wet cloth so you can wipe your hands."
name the things your baby points to. "That's a muffin. Do you
want a muffin?" Say the words for feelings and actions. "Aunt
nikki is funny, isn't she?" "I saw you climb up the stairs."
How to help your baby's caregiver:
Tell the caregiver about the gestures your baby uses to ask
questions, make requests, say hello, and get someone's attention.
Ask the caregiver to tell you the words and phrases your baby
seems to understand.
15
AGE
ACTIVITIES
CRAWLERS AND
Crawlers and walkers learn to say a few words.
WALKERS: 8 TO 18
Show your excitement when your baby begins to talk. Talk with
MONTHS OLD
your baby about the names of objects, actions, and feelings.
Look at and listen to things together with your baby. Talk about
what you see and hear. "See the bird. She's flying up to her
nest in the tree. Do you hear the truck? I'll lift you up to the
window so you can see it."
Listen carefully to your baby's tone of voice. The baby may use
the same word to mean different things. For example:
Alphonso stands at the window looking
outside. He asks, "Sandy?" Grandma says
what she thinks Alphonso means, "Where
did Sandy go?" Then Grandma answers his
question, "Sandy went outside."
Let your baby know that you think books and reading are fun.
Comment when you see your baby "reading." "Is the monkey in
your book taking a bath? Does he splash in the water the way
you do?"
16
AGE
ACTIVITIES
CRAWLERS AND
Reading
WALKERS: 8 TO 18
MONTHS OLD
Crawlers and walkers can join in during story times.
Read with your baby every day. Babies enjoy short, simple
stories, rhymes, and songs. Read the same books over and
over, and also read new ones. Because your baby probably
won't pay attention for long, it's best to read for a short while
many times during the day.
Point to the pictures and name the objects. Ask your baby to
point and name things, too. Smile, change your tone of voice,
nod, and make faces when you read. Your baby will have fun
copying your words and actions.
Let your baby choose the books and set the pace for reading.
Read books with thick, cardboard pages so that the baby can
turn the pages. YOU don't have to look at every page, read the
whole page, or finish the book at one sitting.
How to help your baby's caregiver:
Volunteer to help the caregiver make a book about the things
babies do at child care. Paste photographs or simple drawings on
cardboard, cover with clear adhesive paper, punch holes in the
cover and finished pages, and bind with a piece of string. Make
new books during the year.
Crawlers and walkers like to look at books on their own.
Provide books that appeal to your baby. Babies may like books
with simple drawings and photographs of familiar objects,
animals, and scenes from daily life such as taking a bath,
eating, or playing outdoors.
Store cardboard, cloth, and plastic books on low, open shelves
along with other safe toys. Encourage your baby to choose a
book to look at and help your baby return it to the shelf
afterwards.
17
AGE
ACTIVITIES
CRAWLERS AND
Developing Muscles For Writing
WALKERS: 8 TO 18
MONTHS OLD
Crawlers and walkers can use their fingers, thumbs, and hands.
When your baby learns to move a bottle or a toy from one hand
to the other, hand a toy to the baby and say, "now give it back
to me."
Provide toys and household items that the baby can put together
and take apart, fit inside each other, or fill and empty (e.g.,
large plastic snap beads, a set of plastic measuring cups, or a
box filled with bean bags).
Encourage your baby's independence. When your baby can pick
up small objects with the index finger and thumb, offer finger
foods such as pieces of banana. Grasping food will build the
muscles in the baby's hands and fingers. your baby will feel
good about doing things without help. Allow the baby to pull off
socks and shoes, and give the baby a spoon to help feed him- or
herself.
How to help your baby's caregiver:
Ask the caregiver to suggest some inexpensive household items
that are safe play materials for crawlers and walkers.
8
18
AGE
ACTIVITIES
CRAWLERS AND
Crawlers and walkers can scribble with crayons and markers.
WALKERS: 8 TO 18
MONTHS OLD
Give your baby large, nontoxic crayons and large pieces of scrap
paper such as brown paper bags from the grocery store. At
first, babies often put the crayons in their mouths, but show
your baby how to use the crayons to make marks on paper.
Introduce large, nontoxic markers when your baby has learned
to keep crayons out of the mouth most of the time.
19
TALKING ABOUT ME:
ACTIVITIES
FOR
TODDLERS
(18 to 36 Months Old)
WHAT DO TODDLERS DO?
Learn new words every day.
Speak using groups of words ("ned go out").
Take turns while talking with people.
Ask many questions ("What that?").
name objects in picture books ("Ball").
Follow two-part directions ("Pick up the socks and put them in the basket.").
Say "no" and "not."
Copy adult voices and actions.
Follow simple stories.
Look at books on their own.
Join in when a book has rhymes and repeated words.
Scribble with crayons and washable markers.
21
HOW DO TODDLERS LEARN?
Rosa tugs on Ms. Vega's arm and says, "Wet."
Ms. Vega says, "Your diaper is wet. Let's go
change it."
Rosa lies down on the changing table. Ms.
Vega washes her hands and tells Rosa what
she is doing. "I'm washing away all the
germs so you will stay healthy. I'm taking
off your shorts. They're red, like your
sneakers." Rosa says, "Red sneakers."
Ms. Vega takes a diaper from the shelf. She replaces Rosa's wet diaper with a dry one. "All
done," says Ms. Vega. "Wash hands?" asks Rosa. "Yes," says Ms. Vega, "let's wash our
hands."
Rosa heads for the sink, singing. "This way, wash hands, wash hands, wash hands." Ms.
Vega sings along, then says, "Rosa, you learned a new song to sing." "Sing song," says Rosa.
Like many toddlers, Rosa is learning
Rosa's caregiver helps her learn
about language:
about language:
She communicates her needs using
She responds to Rosa's request by
groups of words.
answering with a group of words.
She repeats words she hears adults
She describes what she is doing and
speak.
names a color-red.
She learns a simple song.
She asks a simple question that Rosa
knows how to answer.
She asks questions.
She sings with Rosa, then
She answers questions.
congratulates her on learning the
song.
22
ACTIVITIES AND IDEAS FOR TODDLERS
AGE
ACTIVITIES
TODDLERS: 18
Listening and Talking
TO 36 MONTHS
OLD
Toddlers are learning to talk about the present, past, and future.
Young toddlers tend to talk about the present. "Me want cookie."
you can help your toddler learn new words to talk about what he
or she did in the past and will do in the future.
"Yesterday you went down the slide at the
park. That was fun."
"Tomorrow we're going to the store. you can
help push the cart."
Talk with your toddler about what happened during the day:
"You had a busy day. This morning, you and
Sam played in the sprinkler. YOU ate a peanut
butter sandwich for lunch. After your nap we
visited Poppy. What else did we do?"
Talk with your toddler about what you will do tomorrow. "I think
it's going to be sunny tomorrow. What would you like to do?"
How to help your toddler's caregiver:
Ask the caregiver what happened during the day. Talk to your
toddler about the day's events at child care while eating dinner or at
bedtime.
23
AGE
ACTIVITIES
TODDLERS: 18
Toddlers want to learn more about talking.
TO 36 MONTHS
OLD
Some toddlers learn new words and phrases rapidly. Others still
use gestures and sounds to tell their families what they want and
need. Talk and read with your toddler, name the things the
toddler points to, and tell the toddler the words he or she can
use to make requests. "Say, 'Milk, please'."
Most toddlers understand more words than they can say. Give
your toddler simple directions and praise the child for following
them:
"Please go to the bathroom and get your
hairbrush."
"Great! you got the brush. now you can
brush your hair."
24
AGE
ACTIVITIES
TODDLERS: 18
Toddlers use words to have fun and to learn.
TO 36 MONTHS
Play make-believe with your toddler. YOU can pretend to talk on
OLD
the phone, feed a doll or stuffed animal, or go shopping. Talk
while you play, and encourage your toddler to talk back:
"Brring, Brring. Hello. Yes, Todd's here.
Would you like to talk to him? Okay, I'll give
him the phone."
Offer props such as a doctor's kit to help your toddler talk about
her fears. She can be the doctor, while you are the patient. "Oh
good! That shot only hurt a little."
Say silly rhymes, such as, "The bed is on her head." Make up
nonsense words like, "It's time to skidaddle to bed." Add a new
verse to a song: "...and on his farm he had a pickle...'
Ask your toddler silly questions to which the answer is "no"--one
of every toddler's favorite words. "Do puppies wear pajamas?" "Is
the sky green?"
25
AGE
ACTIVITIES
TODDLERS: 18
Reading
TO 36 MONTHS
OLD
Toddlers like listening to stories.
Have a special time for reading with your toddler every day. Some
families read after dinner or as a part of their bedtime routine.
Toddlers may want to read a favorite book-again and again--
because they love the story and love feeling close to you. When
they get older they will have new favorites.
Read when your toddler asks you to, so that your toddler will
know that you think reading is important. If you can't stop what
you are doing, suggest that the child look at a book alone for a
while or ask another family member to read to the child.
Take your toddler to the library so that the child can pick out his
or her own books. Keep the books in a special place at home so
that they won't get lost or damaged. Watch for secondhand
children's books to buy at yard sales and local bazaars.
How to help your toddler's caregiver:
Tell the caregiver about the books you and your toddler like to read
at home. Ask for suggestions of books your toddler would enjoy.
Look for these books at the library or borrow them from the child
care program.
Toddlers like to join in while you read out loud
Look for books that let your toddler do something such as touch
and feel the pictures. Some books can be scratched and sniffed,
or squeezed to make noises. Some books have pull-tabs that
make things pop up or move to reveal hidden pictures. Books like
these may wear out before your toddler gets tired of reading
them.
Choose books with repeated words, rhymes, and phrases that
your toddler can remember. If you read these books again and
again, the child might join in at the right time and feel that he or
she is reading too.
26
AGE
ACTIVITIES
TODDLERS: 18
Ask your toddler questions about the pictures in a book. "Who's
TO 36 MONTHS
that?" "Where do you think he's going?" "What do cows say?"
Have the child point to people and objects in the pictures.
OLD
"Where's the...?"
Talk about your toddler's real-life experiences. "That looks like
your raincoat. What did you do when you played in the rain
today?"
Toddlers like to look at books on their own.
Keep your toddler's books on low, open shelves or in an open box
or basket on the floor so that the child can reach them without
help. Stand the books upright so that the covers are easy to see.
Keep books in different places--in the bag that goes to child care,
in the bathroom, in the car, and next to the child's bed.
Suggest books your toddler might like to look at alone. The child
can talk about the people and animals in a favorite book, make up
a story about what's happening in a wordless picture book, or
name the objects in a book filled with pictures.
Help your toddler learn to care for books. Show your child how to
turn the pages so they won't tear. Remind your child to put away
books after reading them. Some well-loved books will wear out.
Ask your toddler to help you fix his or her own damaged books.
your child can show you which pages are torn and hold the book
open while you patch the pages.
27
AGE
ACTIVITIES
TODDLERS: 18 TO
Building Muscles For Writing
36 MONTHS OLD
Toddlers can build the muscles in their fingers while playing with
homemade toys.
Make a simple puzzle for your toddler by glueing a picture to
cardboard and cutting it into five or six pieces. Provide dress-
up clothes with buttons and zippers. Offer scrap paper to be
torn.
Make play dough that your toddler can roll, pound, and squeeze.
Mix together 2 cups flour, 1 cup salt, 1 cup water, and 1 table-
spoon of vegetable oil. Put food coloring in the water if you like.
Add more flour if the dough is sticky. Store in an air-tight
plastic bag or container.
Let an older toddler borrow your safe kitchen tools--a wooden
spoon, plastic knives and forks, a cookie cutter-to use with
play dough.
How to help your toddler's caregiver:
Ask the caregiver for recipes for homemade fingerpaint and glue,
and tips on using throwaways such as egg cartons and berry
baskets as art materials for your toddler.
Toddlers use the muscles in their fingers and hands to do things for
themselves.
Plan your day so there's time for your toddler to wash, dress,
and feed him-or herself. The child may take longer to put on
sneakers than you do, but, "Me do it!" is a mark of pride.
Make your home toddler friendly. A refillable pump soap
dispenser is easier for your toddler to use than a bar of soap,
and a small plastic cup fits in the toddler's hand. Keep the
child's toothbrush where he or she can reach it.
28
AGE
ACTIVITIES
TODDLERS: 18 TO
Toddlers learn about writing by scribbling, watching you write, and
36 MONTHS OLD
seeing words around them.
Look for inexpensive large pads of paper and large, nontoxic
crayons, and washable markers. Save scrap paper and paper
bags. Keep a supply of drawing and writing materials where
your toddler can reach them.
Ask your toddler to get some paper and crayons so you can
write together. The child will learn about writing by watching
you make a list, sign a check, or do a crossword puzzle. The
child's scribbles are a way of copying what you are writing.
Talk to your toddler about the scribbles. "You made a line and
a dot. This line is thicker than that one. you used two colors,
red and blue."
Point to written words around you and read them out loud to
your toddler. "Here comes our bus. It says 'northside' on the
front. That's where we're going." "These diapers are too
small. We need a box that says 'over 30 pounds."
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USING LANGUAGE TO LEARN:
ACTIVITIES
FOR
PRESCHOOLERS
(3 to 5 Years Old)
WHAT DO PRESCHOOLERS DO?
Listen to stories and to conversations.
Talk to adults and to other children in complex sentences.
Master many rules of grammar.
Make up silly words and stories.
use language to think, to share ideas and feelings, and to learn new things.
Enjoy the same books over and over and look at new books.
Retell familiar stories to themselves and others.
Think about what the characters in a book might feel or do.
Draw and write with pencils, crayons, and markers.
See print around them and watch adults read and write.
Imitate adult writing by scribble writing.
Copy shapes and some letters.
A
C
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HOW DO PRESCHOOLERS LEARN?
Gina bounces out of bed and hurries to the
kitchen. She opens the cabinet, takes out a
box of cereal, then puts it back. She takes
out another box and says, "Grandpa, this is
my cereal. It has a big 'P' and lots of stars."
Grandpa says, "That's good thinking." Gina
points to a letter on the box, "That's a 'P'."
She traces the letter in the air and says, 'P'
as in Peter. Peter's name starts with a 'P'.
It's on his cubby."
Grandpa makes an offer. "Today, we can have our regular story time and then write
together. I need to write a letter to a friend. you can write, too."
Gina puts her empty bowl in the sink and runs to find her mother. "Mom, I'm gonna read and
write with Grandpa." Her mother says, "That sounds like fun. When I take you to family child
care, I'll tell Ms. Jenkins that you like to write. you can write at her house and at home."
Like many preschoolers, Gina is
Gina's family helps her learn about
learning language:
language:
She knows that letters (the P) and
They have a regular story time every
pictures (the stars) have meaning.
day.
She knows there is a 'p' on her cereal
Grandpa encourages her thinking, so
box and at the beginning of Peter's
Gina continues exploring the letters
name.
on the box.
She knows that people take turns
Grandpa offers to write with Gina.
when talking to each other.
Mom talks to Ms. Jenkins, so that Gina
can write at family child care and at
home.
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ACTIVITIES AND IDEAS FOR PRESCHOOLERS
AGE
ACTIVITIES
PRESCHOOLERS: 3
Listening and Talking
TO 5 YEARS OLD
Preschoolers learn about language by listening and talking.
Start a conversation with your child by asking a question that
has no right or wrong answer:
"What did you think when you saw the tall
tower you built?"
Help your child become a creative thinker by asking, "Suppose
that..." "What do you think..." "What if..."
Encourage your child to talk with older and younger family
members. A child who has lots of opportunities to talk will
learn how to put ideas into words.
Help your child choose a few special television shows that are
just right for children of the same age and interests. Watch
with your child and talk about what you see and hear. "Are
those lions like the ones at the zoo?" Ask questions to find out
what the child is learning. "Does our family do things like the
family in the show? How are we different?"
use television wisely. At family mealtimes, talk and enjoy each
other's company. Make a list of things your child can do
instead of watching television, such as looking at books,
playing with brothers and sisters, or drawing pictures.
33
AGE
ACTIVITIES
PRESCHOOLERS: 3
How to help your child's caregiver:
TO 5 YEARS OLD
Tell the caregiver about the things your child does at home. Doing
this will help the caregiver start conversations with your child
and encourage your child to talk.
Preschoolers learn about language by watching and listening to
you.
Think and plan out loud so that your child can see and hear you
using language to solve problems or make plans.
"Hi Elliott. Are we still on for basketball?"
"Great! I'll meet you at the park."
Visit and talk about interesting places. Go to the library, the
park, or a museum. Talk with your child about what you see
during the visit. Ask questions about what the child sees.
When you return, suggest that the child tell a relative or
friend about the trip.
"Grandpa might like to hear about the
giant insects we saw at the museum."
Ask your child to help you do a chore--replace a battery in a
toy, wash the car, or pull weeds. Talk to the child about what
you are doing. The child will have fun and learn some new
words.
Take your child along when you do errands. The child will
enjoy talking and learning with you at the supermarket, the
laundromat, or wherever else you need to go. Children also
like to look at what's happening in the neighborhoods along
the way to and from these trips.
34
AGE
ACTIVITIES
PRESCHOOLERS: 3
Reading
TO 5 YEARS OLD
Preschoolers like many different kinds of books.
Look for paperback versions of your child's favorite books, in
English and in your family's home language. Encourage family
and friends to swap books and give them as gifts. And
remember that yard sales and neighborhood bazaars often
have very inexpensive secondhand children's books.
Make regular trips to the library to borrow books, tapes, and
other materials. If possible, have your child get his or her own
library card.
Let your child see him- or herself in books. Choose books
about families like yours and people from your culture and
ethnic group.
Ask the children's librarian at your local library to suggest
books for your child. Get ideas from other families,
caregivers, and people who know your child well.
Look for books that match your child's experiences:
a special interest--bugs
something familiar--going to child care
a new event--going to the dentist
a change in the family--the birth of a baby.
How to help your child's caregiver:
Ask the caregiver about book clubs for young children and
programs that offer inexpensive children's books.
35
AGE
ACTIVITIES
PRESCHOOLERS: 3
Preschoolers are more likely to learn to love books if they are read
TO 5 YEARS OLD
to.
Set aside a time each day when you and your child can relax
and read together. Make these special times when you enjoy
each other's company and explore the new worlds and ideas
found in books. Children who are read to are more likely to
love books and to be strong readers.
Read with lots of enthusiasm. Change your voice to fit
different characters and feelings such as sad, excited, or
happy.
Expect and encourage interruptions. Stop to talk about the
pictures and the story in each book, and the ways they relate
to your child's life. Ask and answer questions. Add
information to help the child understand the story.
"Blueberries are easy to pick because they
grow on low bushes. Remember when we
saw blueberries in the supermarket?"
Preschoolers learn about reading when they look at books by
themselves and when they see adults reading.
Set up a reading shelf, basket, or corner where your child can
reach books without help. Store books upright so that the
child can easily find the one he or she is looking for. Almost
any room in the home-kitchen, bathroom, living room, or
bedroom--is a good place to keep books.
Bring along a bag of books when you leave home. your child
can read on the bus or subway, in a car, at the laundromat,
and at the doctor's office.
Show your child that reading is an important and useful skill.
Children love to imitate adults. A child who sees you enjoying a
book or magazine will want to do the same.
Show your child how you use books, newspapers, and other
written materials to find out what time a store opens, what the
weather will be like, or what you need for a recipe.
36
AGE
ACTIVITIES
PRESCHOOLERS: 3
writing
TO 5 YEARS OLD
Preschoolers need to practice using the small muscles in their
fingers and hands.
Encourage your child to do things such as brushing teeth,
buttoning and zipping clothes, and using forks and spoons
without help.
Ask your child to help you do real jobs, such as peeling
carrots, sorting and folding laundry, sweeping the porch, and
making the beds.
Play with your child. Together you can thread beads on laces,
do puzzles, and roll or pound homemade play dough.
Ask your child's caregiver for ideas she or he may have.
How to help your child's caregiver:
Tell the caregiver about the real jobs your child does at home.
Exchange samples of your child's writing with the caregiver so
that you will both know what the child is doing and learning.
37
AGE
ACTIVITIES
PRESCHOOLERS: 3
Preschoolers learn about writing when they see how people use
TO 5 YEARS OLD
writing every day.
Let your child see you write every day. When you make a note
on the calendar, write a shopping list, sign in at the doctor's
office, or take down a telephone message, talk to your child
about what you're writing: "I'm writing a letter to Aunt Alice.
Would you like to tell her about our walk to the library?"
Show your child the words around us-cookbooks, shampoo,
coupons, buses, street signs, and buildings--and illustrate
their purpose. Hold up two cans of soup and say: "What kind
of soup should we have-chicken noodle or vegetable?"
38
AGE
ACTIVITIES
PRESCHOOLERS: 3
Preschoolers like to do their own writing.
TO 5 YEARS OLD
Make sure your child has writing materials and places to write.
Look around the house for items your child can use for writing--
any kind of paper, crayons, markers, pencils. Put the writing
materials in an open box on a low shelf or in a bottom drawer in
the kitchen so that the child can reach them without your help.
Set up a place for writing in the room where your family spends
the most time. For example, you can shorten the legs on an old
chair and table to make them the right height for your child, or
you can often find secondhand, child-size furniture at thrift
shops and yard sales. Keep catalogs and other writing
materials in shoe boxes on the table.
Talk with your child about how to write. If your child asks you
how to make a letter, spell a name, or write a word, show the
child how to do it. Otherwise, let your child write in his or her
own way. you may not be able to read the writing, but the child
can read it to you. Over time, the child will learn how to write
words that others can read.
39
Reading and Writing Play Materials
Children learn about reading and writing in several ways. They watch adults, try out their
own ideas, solve problems, and figure out for themselves how spoken and written words
are connected.
Families can help by providing a special place where children can read and write and by
encouraging them to include reading and writing in their play activities. Here are some
examples of reading and writing materials for young children.
Create a Special Place With:
Write With and On:
Table (homemade or purchased, sized
Chalkboards (wall and lap)
for young children)
Chalk (white and colored)
Chair(s)
Easels
Desk and chair
Paint
Low, open shelves
Brushes
Bulletin board
Paper (lined and unlined, different sizes,
Clothestine and clothespins (to hang up
colors, weights, textures)
children's writing)
Markers (washable, nontoxic, thick and
thin tips)
Explore Letters and Numerals With:
Crayons
Colored pencils
Magnet boards and alphabet and
Erasable boards, markers, and erasers
number magnets
Magic states
Alphabet and numeral blocks, tiles, and
Ready-made blank books
puzzles
Bookbinding materials (stapler, hole
Alphabet and numeral sponges, stamps,
punch, laces)
and stamp pads
Scissors (for older toddlers and
Alphabet and counting books
preschoolers)
Typewriter
Play Make-Believe With:
Computer and developmentally
appropriate writing programs
Clipboards
Envelopes
Junk mail, catalogs, coupons
Magazines
Empty food containers
File folders and boxes
Mailbag and mailbox
40
American Library Association's
Suggested Book List for Young Readers
This Recommended Book List for young Readers provides suggestions for books that you can
introduce to children at different ages.2 Although some of these books have been
developed for a particular age, many are old favorites that can be enjoyed at any age.
BIRTH THROUGH EIGHT MONTHS
The following books have simple rhymes and poems.
Big Fat Hen, by Keith Baker
Rosie's Walk, by Pat Hutchins
Ten. Nine. Eight, by Molly Bang
Read Aloud Rhymes for the Very
Young, by Jack Prelutsky
Play Rhymes, by Marc Brown
Goodnight Moon, by Margaret Wise
Have You Seen My Duckling?, by nancy
Tafuri
Brown
Tomie DePaola's Mother Goose, by
My First Mother Goose, by Rosemary
Tomie DePaola
Wells
Eye Winker, Tom Tinker. Chin
Chopper: 50 Musical Finger Plays, by
Tom Glazer
EIGHT MONTHS THROUGH EIGHTEEN MONTHS
These books are short with a little text and many rhymes. At this age children really enjoy
holding cardboard books and turning pages.
Moon Bear, by Frank Asch
Peter's Chair, by Ezra Jack Keats
Will I Have a Friend?, by Miriam Cohen
Pat the Bunny, by Dorothy Kunhardt
Corduroy, by Don Freeman
Clap Hands, by Helen Oxenbury
Where's Spot?, by Eric Hill
Seven Blind Mice, by Ed Young
Mama. Do You Love Me?, by Barbara
"More. More. More" Said the Baby, by
Joose
Vera Williams
2 The U.S. Department of Education does not endorse particular books and recommends that parents
review this list and make thier own decision on the suitability of the books for their children.
41
EIGHTEEN THROUGH THIRTY-SIX MONTHS
These books have more text and an easy-to-follow story that moves along quickly.
The Little Red Hen, by Bryon Barton
Millions of Cats, by Wanda Gag
Clifford the Big Red Dog, by norman
Chicka Chicka Boom Boom, by Bill
Bridwell
Martin Jr. and Lois Ehlert
Wait Till the Moon is Full, by Margaret
Curious George, by H.A. Rey
Wise Brown
The Cat in the Hat, by Dr. Seuss
Stellaluna, by Jannell Cannon
The Bunny Planet, by Rosemary Wells
The Very Hungry Caterpillar, by Eric
Carle
THREE TO FIVE YEARS
At this age children can enjoy more complex stories and understand humor.
Country Mouse and City Mouse, by
Make Way for Ducklings, by Robert
Jan Brett
McClosky
Stone Soup, by Marcia Brown
Tikki. Tikki, Tembo, by Arlene Mosel
The Three Bears, by Paul Galdone
The Tale of Peter Rabbit, by Beatrix
Potter
Hershel and the Hanukkah Goblins, by
Eric Kimmel
Sylvester and the Magic Pebble, by
William Steig
The Story of Ferdinand, by Munro Leaf
Lyle. Lyle Crocodile, by Bernard Waber
This reading list was developed at the American Library Association (ALA) under the Born to
Read Project, which builds partnerships between librarians and health care providers to
reach out to new and expectant parents and help them raise children who are "born to
read."
42
Resources
AMERICA READS CHALLENGE: READ*WRITE*NOWI PUBLICATIONS
The following AMERICA READS CHALLENGE: READ*WRITE*now! publications have been
placed on the U.S. Department of Education's Internet Web site
<http://www.ed.gov> for your unlimited use.
READ*WRITE*NOW! Basic Kit: Activities for Reading and writing Fun
READ*WRITE*NOW! Partners Tutoring Program
READ*WRITE*NOW! Early Childhood Kit (of which this booklet is a part)
READ*WRITE*NOW! Just Add Kids: A Resource Directory of Learning
Partners, Reading Sites, and Other Literacy Organizations That Serve
Children and Their Families
READ*WRITE*NOW! Learning to Read, Reading to Learn: Helping Children
with Learning Disabilities to Succeed
FEDERAL SOURCES OF ASSISTANCE FOR CHILDREN FROM BIRTH THROUGH FIVE
Corporation for national Service
Child Care Bureau
Training and Technical Assistance, Rm. 9821
U.S. Department of Health and Human
1201 new York Avenue nw
Services
Washington, DC 20525
Administration for Children and Families
Office of Public Affairs
Even Start
370 L'Enfant Promenade SW
U.S. Department of Education
Washington, DC 20202
Compensatory Education Programs
Office of Elementary and Secondary Ed.
national Institute of Child Health and Human
600 Independence Avenue SW
Development
Room 4400-Portals Building
U.S. Department of health and Human
Washington, DC 20202-6132
Services
national Institutes of health
Title 1
Building 31, Room 2A32, MSC-2425
U.S. Department of Education
31 Center Drive
Compensatory Education Programs
Bethesda, MD 20892-2425
Office of Elementary and Secondary Ed.
600 Independence Avenue SW
national Information Center for Children and
Room 4400-Portals Building
Youth with Disabilities
Washington, DC 20202-6132
P.O. Box 1492
Washington, DC 20013
Head Start
U.S. Department of Health and Human
Office of Special Education Programs
Services
U.S. Department of Education
Administration for Children and Families
600 Independence Avenue SW
Office of Public Affairs
Switzer Building, Room 4613
370 L'Enfant Promenade SW
Washington, DC 20202
Washington, DC 20202
43