Early literacy is not about formal reading instruction in infancy or toddlerhood, it is about laying the foundation for communication, curiosity, and a love of language. In childcare classrooms, teachers play a vital role in shaping these early experiences. Through intentional practices, developmentally appropriate methods, and engaging daily routines, childcare professionals help even the youngest children begin their journey toward literacy.
Developmentally Appropriate Practice (DAP)
Child development experts emphasize the importance of developmentally appropriate practice (DAP) in early education. DAP means teaching in ways that match a child’s age, individual needs, and cultural background. For infants, this might look like providing soft, chewable books, talking to them during diaper changes, and singing lullabies. For toddlers, DAP often includes encouraging exploration of picture books, labeling objects in the environment, and supporting early attempts at scribbling or “pretend writing.”
Teachers know that at this age, literacy is not about flashcards or memorization, it is about building meaningful connections between sounds, words, and experiences.
Play-Based and Supported Learning Models
In many childcare centers, literacy emerges naturally through play-based learning. Programs like the High Scope Curriculum and the Reggio Emilia Approach encourage teachers to follow the child’s lead while offering gentle scaffolding. For example, if a toddler is stacking blocks, a teacher might add a storytelling element: “You built a tall tower! Let’s make it the castle for your toy animals.” In this way, language, imagination, and literacy are seamlessly woven into play.
Teachers also use songs, rhymes, fingerplays, and puppets, interactive methods proven to build vocabulary and phonological awareness in fun, engaging ways.
Intentional Literacy Activities in the Classroom
While much of early literacy happens organically, teachers also plan structured literacy experiences to nurture key skills:
- Print Awareness
Teachers read aloud daily, pointing to words and pictures, and modeling how to hold and turn the pages of a book. They might track the text with their finger so toddlers can see that print carries meaning and flows left to right. - Phonological Awareness
Through rhyming games, silly songs, and sound play (“What starts with b-b-b?”), teachers encourage children to notice and experiment with the sounds of language. Even infants enjoy sound games when caregivers repeat babbles or sing with rhythm. - Interactive Use of Print
Teachers highlight environmental print, labels on toy bins, signs in the hallway, or logos on children’s favorite foods. By drawing attention to these everyday examples, they help children understand that print is everywhere and meaningful.
Why These Practices Matter
The goal in the 0–3 age group is not for children to read words on a page, but to build positive associations with books and language. Teachers nurture children’s natural curiosity, ensuring that literacy is woven into every aspect of the day. By reading, singing, labeling, and encouraging conversation, childcare providers create a literacy-rich environment where children feel excited about communication.
When these practices are consistent, children arrive at preschool with stronger vocabularies, greater print awareness, and a deeper love of learning, an invaluable head start for later academic success.