Baby’s Brain, Language Development and Literacy:

Baby’s Brain, Language Development and Literacy: What Every Caregiver Needs to Know Peggy Sissel-Phelan, Ed.D., M.A. Founder and President

Introduction Brain development from birth to age three Language development Emergent literacy skills and school readiness; How does language and literacy impact children’s dddd health and well-being Practice issues THE solution to educational disparity

Overview of the Brain • Part of the central nervous system • Controls many bodily • functions • Voluntary • Involuntary • 2 hemispheres • 4 lobes • Many folds • Different parts, Why folds? different purposes

Overview of the Brain • 100 Billion brain cells at birth • Brain cells are “raw” materials —a • - a framework • Parts of the brain • at different times • Predictable sequence, • - “developmental materials mature milestones”

Baby’s Growing Brain 100 Billion brain cells (neurons) Newborn Brain Weight - Grams

Baby’s Growing Brain 100 Billion brain cells (neurons) 6 months Brain Weight - Grams

Baby’s Growing Brain 100 Billion brain cells (neurons) 1 year Brain Weight - Grams

Baby’s Growing Brain 100 Billion brain cells (neurons) 36 months Newborn 24 months 6 months 12 months Brain Weight - Grams

Baby’s Growing Brain 100 Billion brain cells (neurons) WHAT! There are still 100 Billion brain cells! (only) What Changed? It grows 3 and a half times its original size! Brain Weight - Grams

Baby’s Growing Brain A Brain Cell Cell body Dendrites Axon

Baby’s Growing Brain Brain Cells Connect • The number of neurons remains relatively stable • Each cell becomes bigger and heavier • Dendrites branch out to receive signals from other neurons.

Baby’s Growing Brain Growing Connections

Baby’s Growing Brain Growing Connections A child’s environment has enormous impact on what happens to those cells. Early experiences set the stage for how children will learn and interact with others throughout life. A child’s experiences, good or bad, influence the wiring of his brain and the connection in his nervous system.

Baby’s Growing Brain Making Connections • The brain’s “wiring” is created over time. • Stimulation and experience plays a crucial role in “wiring” a • young child’s brain. • If the connections are not used repeatedly, or often enough, • they are eliminated.

Baby’s Growing Brain Making Connections • Use it or lose it! • Applies to all areas of the brain/body . . . • Motor functions • Balance and coordination • Vision • Cognition • Emotion • Language

Language Development • All normal, healthy babies learn to talk. • All do not get the same stimulation. • Repetition is critical when learning language. • Strengthening and expanding the connections help in • learning more words For example . . .

Again, again, again! What do you say . . . When the parent says: “I’m going crazy! He wants to hear the same book over and over.” That’s how baby learns.

Language Development • At every reading, something new is learned • Words and language are the foundation of all learning • But – not just any words • Not flash cards, memorization, television • Importance of “rich” language environment

Language Development What is a Rich Language Environment? RICH POOR • Responds to baby’s cues, moods • Talk to and with baby • Lots of laptime, facetime • Songs, story telling • Word play – rhymes, silly sounds • Reading, sharing books • Didactic dialog/interaction • Hears complex vocabulary • regularly • Encourage to ask questions • Attends to child’s basic needs • Talk “ at ” baby • Placed in baby seat • Little personal interaction • Put in front of TV • No age-appropriate books • One way communication • Hears mainly TV, music, • sounds in room • Told to hush

Language Development A Rich Language Environment: Why Does It Matter? • By two years of age, children’s vocabulary correlates with later cognitive performance • Low-income status significantly predicts children’s exposure to language (Bloom, 1998)

Language & Literacy A Rich Language Environment: Why Does It Matter? Children’s language evolves primarily through parent-child interactions Literacy develops in real life settings for real life activities Literacy acquisition begins before formal instruction

Language Development

Language and Literacy Reading to Baby = More Words Twice as many verbal exchanges Twice as many words Increased number of unusual and complex words Greater complexity of sentence structure

Language and Literacy Reading = Cognitive Development Memory Creativity Comprehension Vocabulary and Language development Each ensures that connections persist

Language & Literacy Reading Aloud • Critical to child’s brain development and healthy outcomes • Age-appropriate books are key developmental tools • Builds “emergent literacy skills.” These are: • How and why we use written words in daily life • Holding books • Listening to • Pointing at • Interacting with the book

Language & Literacy Early Literacy Experiences • These skills are necessary precursors to “real” reading • Essential for formal reading instruction. • Not been read to regularly = Not ready for school. Guess What? • What percentage of families in poverty have no books in the home? • How often are children read to from birth to age 5? • 25 1,500 60%

Language and Literacy Reading Aloud and School Readiness Less than 3 times weekly 3 or more times weekly Percent of Children Recognize Count Write Pretend Master All Letters to 20 Name to Read 3-4 Skills /Tell Story

Literacy Development Risky Business • Children at risk for reading difficulties are those who start school with: • lower verbal skills • less phonological awareness • less letter knowledge • less familiarity with the processes of reading

Literacy Development Risky Business • Nationally, 35% of first graders are labeled as “slow” and placed in remedial reading programs. • Dyslexia—prevalence 4-10% • Most of these children, who are not dyslexic, remain in these programs throughout school. • Creates a vicious cycle for school failure and failure in life.

Literacy Development Risky Business • In general, children living in poverty: • Are 1.3 times more likely to exhibit developmental delays • Are 1.4 times more likely to be diagnosed with a learning disability • Are 2 times more likely to repeat a grade

Literacy Development Percent of 4th Grade Children with Reading Difficulties - by Income (NCES 2003) < 185% poverty > 185% of poverty

Literacy and Life • The Effects of Low Literacy • Low Literacy and Poverty • Low Literacy and Poor Health Status • Low Literacy and Mental Health

Literacy Development Reading is Doctor Recommended

Baby’s Brain, Language Development and Literacy: