Questions policymakers
must ask to ensure all kids get a chance to become masters of literacy
By
Martha Farrell Erickson
Discussions
about children's literacy – or, more broadly, about academic achievement
– usually revolve around what schools can do to close the gap between
children who are "successful" and those who are not. What
are the most effective ways of teaching non-readers to read? How can
primary teachers identify, engage, and encourage children who lack the
basic skills or motivation necessary for classroom success? What resources
and strategies will it take to reach an increasingly diverse population
of students and see that they develop the literacy skills that will
become the foundation of nearly all their academic learning?
These
all are important questions. And, as attested to by reading experts
like University Professor Barbara Taylor, there are indeed proven strategies
that can make significant differences in children's literacy when implemented
carefully in the early grades – strategies we should be sure are
understood and used by primary teachers.
Nonetheless,
the usual questions that focus on K-12 education beg the issue of how
the literacy gap comes to be so wide in the first place. That is, what
happens during the first five years of life that renders some children
ready to dive into the printed page with confidence and curiosity, but
leaves others at a loss as to the how, why and wherefore of reading?
The
researchers who contributed to this Seeds of Promise report make a compelling
case that differences in literacy at school age have their roots in
a young child's earliest interactions with parents and other caregivers.
The literate child has been talked to long before he can talk back,
entertained with stories and songs and rhymes, asked "why"
and "how" questions that stretch her mind and vocabulary,
and introduced to the rich, expansive world of books. Moreover, the
literate child has received reliable nurturing that allows him to feel
secure and confident enough to seize new learning opportunities. In
other words, literacy is about quality of early care – and that
has significant implications for policymakers.
If
decision-makers in our state and nation are serious about seeing that
all children have a chance to become successful learners and literate
citizens, they need to ask, "Who is caring for our babies and toddlers?
And how well-prepared are they to provide the experiences our children
need?" Despite the fact that Minnesota is recognized nationally
as a pioneer in early care and education, as well as family education
and support, too many of our children still are not getting what they
need, at home or elsewhere. We need to look closely at what stands in
their way. And then we need to be ever more creative in working across
health, education, human services į not to mention labor, transportation,
and housing į to eliminate barriers to our childrenĖs success.
Policymakers
must ask critical questions
-
How can we communicate
to all new parents the critical ingredients of early experience?
And how can we ensure that parents have access to the ongoing education
and support they need to help them do their job as their childĖs
first and most important teachers? In particular, who are the parents
not reached by existing service systems, such as visiting nurses,
ECFE, library-based programs, and what needs to happen to close
those service gaps? How can the workplace, faith communities, and
other sectors of the community be engaged more fully as partners
in parent education and support?
-
Given that the
majority of very young children spend a good deal of time in some
type of childcare, and given the large numbers of infants going
into childcare as their parents move from welfare to work, how can
we ensure high quality care that provides emotional security, a
rich language environment, exposure to books, and other age-appropriate
learning opportunities? How do current funding mechanisms, caregiver
wages and benefits, and quality control procedures (including licensure
and training requirements) affect the experiences of these young
children, and, in turn, their literacy and learning at later ages?
-
Many children
live in families that struggle to meet even basic needs, let alone
provide an environment that fosters strong language development
and literacy. For example, parents may be compromised by mental
illness, developmental delay, or substance abuse. In too many cases,
infants and young children are victims of abuse or neglect. Certainly,
in all of those circumstances, child safety and physical health
are primary concerns. But if our concern stops there, these children
are likely to miss critical learning opportunities and slip further
and further behind their peers as they approach the age of formal
schooling. How can linkages be strengthened among the various systems
that serve these challenged families so that the children can be
ensured the early care and education they deserve?
For
our democracy to flourish, we need well-informed citizens who are able
to gather, comprehend and use information to make wise decisions, individually
and collectively. We also need poets, novelists, historians and philosophers
to enrich our lives and to challenge our thinking.
In
10, 20, and 30 years, the success of our schools, businesses, the arts
and our communities will be dependent on how prepared today's babies
and young children are to face future challenges. Research indicates
we need to do a better job of educating our children in their earliest
years. The future of our society depends on our willingness to act on
that research now.
