Helping Children Become Successful Writers

Wasik & Hindman (2010) found that shared book reading alone accounted for only 10 percent of the variability in children’s literacy skills (73). Some studies have revealed that skill-based parent involvement plays an important role in early literacy development (Evans et al., 2000).

Some researchers have found that when picture books are traditionally shared with young children, links do not automatically form between the words on the page and the illustrations (Philips et al, 2008). Here are a few ideas to use when reading to children to build early literacy development.


1. Point to the words as you read to them in order to help develop print awareness (words are separated by spaces, we read from left to right and top to bottom, etc.).

2. Ask questions to connect new vocabulary and to help with sequencing and comprehension.

3. Point out those sight words that are repeated over and over again (I, and, the, etc.). Help children sound out words as appropriate, based on their age.

4. Use the pictures/illustrations to help tell the story.

5. Assist and encourage children to identify letters and/or words on the pages as you read along.

We know that the home-literacy environment plays a more important role than socio-economic status when it comes to academic success (Dickinson and McCabe, 2001, p. 196). The goal of the writing process at all levels is to help children find their own voices and to nurture their writing development with scaffold support until they feel confident taking independent responsibility (VanNess, Murnen, & Bertelsen, 2013). Enjoy this journey with your children.

Children will go through stages as they learn to write:

1. Random Scribbling (ages 15 months-2.5 years): The child makes random contact with paper and exhibits little muscular control. The strokes made are usually the result of large muscle movements with a fist grip.
2. Controlled Scribbling (2-3 years old): Pretend writing is produced as children scribble across paper in a linear fashion. Patterns may be repeated and increased muscular control is observed. Over time they transition from a fist grip to holding the utensil between their thumb and pointed finger.
3. Lines and Patterns (2 1/2- 3 1/2 years old): Children understand that writing is made up of lines, curves and patterns.  To the children, their writing now has meaning!
4. Pictures of Objects or People (3-5 years old): Children naming their creations, children planning prior to drawing with more detail and more control in their fine motor actions.
5. Letter and Word Practice (3-5 years old): The beginning of using letters in their writing. This starts with the letters in their names and also with pretend letters (that often resemble shapes, letters). They are experimenting with (and understanding) that letters and print have meaning.

More tips to encourage writing:

• make art a regular part of your routine
• allow your child to experiment and explore (no instructions needed)
• notice the process....not just the end product
• experiment with art materials as your child nears age 3
• encourage your child's attempts to write (make shopping lists or notes for Grandma or Mom and Dad)
• display your child's work (this is how he/she feels it is valued

UIS Cox Children's Center FAQ

I recently attended the annual NAEYC (National Association for the Education of Young Children) conference that was held in Dallas, Texas. I look forward to this opportunity each year as the conference presents opportunities to network with colleagues from around the world who share in my passion for early care and education. One of my favorite sessions this year related to using social media to strengthen communication with families, staff and the community as a whole. Since returning (and even from the hotel) I have been busy tweeting, pinning and now....blogging about all of the wonderful ideas that I am excited to share with you. That being said, it's time to get our blog up and running again. In this session it became clear that it was important to have a FAQ accessible to parents. I will share with you some of the answers to questions that we are asked most often.

1.  Ratios: While we are required to maintain the ratios set by the state, we aim to meet those recommended by NAEYC. Our infant classroom is licensed for 12 and we have 8 babies with 2 teachers (ratio is 4:1). Our toddler class is licensed for 10 children and we have 8 with 2 teachers (ratio is 5:1). Our two year old class is licensed for 13 and we have up to 13 with 2 teachers (ratio is 8:1). Our 3 year old room is licensed for 8 and we enroll up to 8 with 1 teacher (ratio is 10:1 for 3 year olds). Our Pre-K room is licensed for 20 and we enroll up to 18 with 2 teachers (ratio is 10:1). We believe that you will have stronger and more positive interactions when you have a lower adult:child ratio.

2.  Food Program: We participate in the USDA federal food program and we must follow their guidelines at all times. We comply with regulations related to food selection, health/sanitation, times of meals, charting/serving of meals, etc. We go through periodic audits and are subject to fines and loss of our grant if found to be out of compliance. The rules apply to all children enrolled at the center. The infants eat breakfast at 8:15, lunch at 11:15 and snack at 2:15. The toddlers/two's eat breakfast at 8:30, lunch at 11:30 and snack as they wake up around 2:45/3:00. The 3-5's eat breakfast at 9:00, lunch at 12:00 and snack at 3:00-3:15. We serve a health, well-balanced meal and all children are encouraged to eat all components. Many of them eat better than they may at home because they see their friends doing it.

3.  Outside/Gross Motor Time: We support the believe that children need at least 1 hour of gross motor play per day and we strive for 2 (depending on the weather). We believe that children and adults need fresh air and we go outside daily when at all possible. If the temperature falls between 25-90 we will go outside so please dress your child accordingly. We are blessed to have access to the gym in the student life building for those days when the weather does not cooperate and you can find us there on those occasions. We have our own equipment in the gym and the children love going there.

4.  Naptime:  As children get older, they may start to outgrow their nap. However, as a state licensed center we are still required to have them rest for 1 hour. If they do not sleep they will then be offered quiet activities to do for the remainder of the rest period while their friends sleep. This rule does not apply to infants and toddlers, who do not follow the same rules regarding naptime. Naptime is based on individual need for infants/toddlers. Some may sleep for 2 hours and some may not. Please work with your child's teacher regarding naptime if you are experiencing problems at home. We want to work with you but please realize, this is a group setting and others do need their nap. It is important that those not sleeping remain quiet and respectful of their needs as well.

5.  Is my child doing .......... Often times we are asked about certain behaviors that a parent may be seeing at home. Parents become concerned and are curious if we too are seeing them at school. Sometimes we are, but often times we are not (and that is okay). Many experts will say that children save that special behavior for the ones they love the most. They feel most comfortable at home so it is only natural to let loose at home. I mean, really.....they can only be good for so long!  What is most important is to maintain open communication so that parents and teachers can work together for the best interest of the child. By sharing information, parents can assist teachers and teachers can assist parents in learning the most effective ways of working through situations that are happening.

6.  Celebration of birthdays/holidays: We are proud to have a diverse center with a unique group of families and cultures celebrated. We tailor our celebrations around the families that are enrolled and strive to make our experiences real and relevant. We hope that all families interested will share customs and traditions with us in the classrooms. When celebrating birthdays, please talk with your child's teacher to make arrangements. Anything brought into the center must be store bought and in its original packaging. There are children with allergies and special diets to be taken into consideration.

7.  Transitions:  Our goal when transitioning your child to the next classroom is to make it as smooth as possible for you and your child. Our transition process typically takes place over a 2 week period. The child's visits gradually build up over this period of time while they slowly get more comfortable in their new classroom and with their new teachers and friends. Often times, the change is harder on the adult than it is on the child. Please share your concerns with us so that we can help you adapt.

8.  Open door policy:  We have an open door policy and encourage you to take an active role in your child's education and care. However, please be aware of certain factors that could play a role in how he/she responds to your visit. For example, parents coming/going can be particularly hard on an older infant and a toddler. They can't quite process that you are just visiting and get confused when it's time for you to leave. Also, we ask that you not come/go when your child is first getting adjusted to the center. Allow your child at least a month to get fully acclimated prior to coming in. We want your first visit to be a happy one for both you and child.

9.  Can my child bring toys to school?  We ask that generally speaking, your child not bring toys to school. However, there are some exceptions. For example, it is okay to bring in toys that help your child self soothe at naptime (blanket, stuffed animal, etc.). There may also be an occasion when you are asked to share items related to a special topic that your child's class is studying. Aside from these exceptions, please do not bring in items from home. When children bring items from home they tend to be very territorial of them and that can lead to conflict. Oftentimes, the conflict can lead to a broken toy and that is never good. Please rest assured that we have plenty of challenging and developmentally appropriate toys to keep your little one happy throughout the day.

10.  Curriculum:  Our curriculum is based on the changing interests of the children and the world around them. We also believe that their environment plays a big role in the learning process. Our goal is to design the environment to support the curriculum and to act as a "3rd teacher" in the educational journey. We encourage you to share your ideas with the teachers related to interests that your child has and goals that you have for him/her in the classroom.