Over the course of my professional life, supporting parents of a school’s youngest students has been an important part of the process, especially during the months of August and September when both children and parents are adjusting to a significant life transition. Questions regarding academics pop up quite often, and one area of learning that concerns or interests most parents of young children is When do the children begin to read?
Attitudes towards the process of reading begin in the home, of course, and I am always delighted to learn about the role literacy plays in family culture. Parents who read to their children every day from infancy increase the odds of raising a reader themselves. After all, the term ‘reader’ is generally understood as someone who can not merely engage in the process of reading, but who loves to do so.
Reading brings extra joy into their life. It raises their awareness of individuality, diversity and community on a global stage in an infinite universe. It ignites imagination and promotes thought. How can we as parents and educators inspire and support these budding readers?
Given that very young children are excited by the marvels of this very real universe, it is important to focus on tangible objects, real experiences and the beauty of nature when choosing reading material.
It must strengthen the connection between the reader (or the student) and the infinite universe. If reading and learning are rote, and without personal meaning, then the child’s investment in the process itself is in danger of being weaker, which is harder to strengthen as time goes on.
During the first few years of life, when the newness of the earth is so engaging to a young mind, it is crucial to connect learning to that which is accessible to the five senses. Experiences that introduce new sights, new sounds, new smells, new tastes and new textures are at the top of a developing human’s list of interests. By engaging in copious and diverse experiences, parents can support this natural developmental need.
It follows that a life rich with experience nurtures a young mind’s interest in learning more. In this context, the process of reading will have meaning. Children who have been taken outside to play in the park, to pick strawberries in the early summer, to gather seashells, to dig in mud and to observe a robin on a garden fence arrive at school in a state of adjustment to the real world that has frequently cultivated a sense of security and motivation.
Even at the age of five, they have been guided in coming to familiarize themselves with the environment that will be their habitat for life. Many of them know that spiders can often help human needs and should therefore not be stamped on. Many of them realize that some fungi are poisonous to humans and should not be touched except under adult supervision. They have already begun to develop a respectful relationship with nature. The information they have been offered in the home has been relevant to their age and developmental needs. Consequently, they display poise when they walk and confidence when they speak.
Sometimes, this foundation in the real world can confuse parents, especially if they are adamant that their child is obsessed with superheroes, addicted to science fiction or, by their own admission, living in a fantasy world. How can the real world possibly compare to this? Occasionally, parents have even questioned whether reality might actually be too boring for their child.
There is a time and a place for the world of fantasy and imagination, of course. It is usually more appreciated by children once they have arrived at a point when they can clearly distinguish between that which is real and that which is not. In developmental growth, this usually occurs around the age of five or six, and is often accompanied by independent assertion eg. That’s not actually a real person or requests for adult clarification eg. That’s not actually a real person, right?
In the meantime, a child’s need to feel connected to the universe in a meaningful way is real. Our work is to support the strengthening of this sense of connection, to raise confident young humans, to guide inquisitive young minds, and to provide opportunities for engaging with experiences that inform and motivate. In doing so, we will be raising true readers.
About the Author
Susan Shea, after more than twenty years in a Montessori learning environment, has taken time out of the classroom to develop a new series of nature-themed readers for young families who enjoy the outdoors and appreciate the value of literacy. Find out more about these beautiful hardcover books at www.phoneticplanet.com, where you can also explore other nature-themed learning resources.
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