Relationships: The Heart of Language and Literacy .G1987

Authors

Janet S. Hanna, University of Nebraska-LincolnFollow
Kayla M. Hinrichs, University of Nebraska - LincolnFollow
Carla J. Mahar, University of Nebraska - LincolnFollow
John Defrain, University of Nebraska - LincolnFollow
Tonia Renee Durden, University of Nebraska - LincolnFollow

Document Type

Article

Date of this Version

2010

Citation

Hanna, J., Hinrichs, K., Mahar, C., DeFrain, J., & Durden, T. (2010, January). Relationships: The Heart of Language and Literacy. NebGuide G1987. University of Nebraska–Lincoln Extension, Institute of Agriculture and Natural Resources.

Comments

Copyright University of Nebraska 2010

Abstract

StoryQUEST’s Vision: High-quality early relationships and experiences throughout their daily routines provide each infant and toddler with the tools and skills to build a strong foundation for future school readiness. Families, caregivers, and communities as a whole collaborate to enable all children to become highly competent in language and literacy. This series was developed as part of a national research project — StoryQUEST — through the California Institute on Human Services, Sonoma State University.

Learn communication strategies that will help your infant and toddler develop language and literacy skills. This is the fourth publication in a series of nine.

Infants and toddlers learn early language and literacy skills in the context of their relationships with the adults around them, as if they are putting together a puzzle.

Most of the puzzle pieces involve taking turns — your turn, my turn, your turn, my turn.

The turns might be with actions or with talking. The turns might be very quick or rather slow.

The turns might be “peekaboo” or building with blocks or “giving five” or repeating an attempt at a word or an animal sound.

Remember: It is ping-pong, not pool. Young children and adults take turns, one then the other.