Early Childhood Reading Skills Development - Coursework Example

Early Childhood Reading Skills Development: How Can Fathers Help? Introduction Children’s early development of literacy skills begins soon after birth and progresses at a rate that is dependant on an array of environmental motivations. Since most childrens first significant reading experiences take place from within a family setting, fathers can do much to make certain that their children are exposed to the best environmental stimulations by actively participating in early childhood education at home. A fathers’ interaction with his children through simple reading lessons can help foster optimal early childhood experiences by which their children can improve cognitive abilities. This discussion will examine the numerous methods by which fathers can improve their children’s reading skills and why this is vitally important to a child’s learning capacities. It will also illuminate the many obstacles that differing fathers might face in this loving effort. Importance of Father’s Involvement in a Child’s level of literacy Whether children are academically prepared for the first years of school and experience further achievements throughout their school career depends on a variety of factors including their physical well-being, social development, cognitive skills and the way they approach learning. Home experiences and the characteristics of their family involvement contribute to this readiness and successes throughout their schooling. It is widely assumed and rightly so that if families dont provide the essential foundations of learning and resources that their children need to increase their chances of succeeding in school, their children are likely not to enjoy school and perceive themselves as failures as exemplified by their grades. (Macoby 1992). It is widely recognized that early student achievement is based primarily on family involvement. Much research has been conducted showing that children from households that are proactive in their education achieve higher grades, have fewer discipline problems and show a more positive attitude toward school in general. These children are not surprisingly more likely to graduate high school and go on to college. Parental involvement, though, has often only indicated the mother’s involvement. Because early childhood educators tend to engage more with mothers than with fathers, the study of fathers’ involvement in children’s development has been neglected. It is often assumed by researchers, instructors and the public alike that mothers have the primary responsibility for encouraging the children’s learning and development. These assumptions miss the importance of fathers’ involvement. In addition, the adverse effects of a father’s absence on the development of his children are well documented. (Cherlin 1992). Paternal involvement in child development goes much further than lessons learned in school. Fathers demonstrate to their children that men can assume household responsibilities, provide a daily example of how to deal with life, relay the importance of achievement and productivity and help to establish appropriate conduct habits. Children garner from their fathers a variety of preference about everything from everyday habits and clothing to their devotion to a cause. This promotes positive moral values, conformity to rules and the development of conscience. (Hoffman 1971). Even very young children who experienced high father involvement, research shows, are more academically curious and have a higher degree of problem solving capabilities. Fathers’ involvement appears to advance a child’s exploration of the world around them and confidence in their ability to solve problems. (Pruett 2000). Economic support, of course, is a substantial element of a father’s effect on his children, yet it is only as important as the tangible manner of emotional support that a father gives his children’s mother. This support augments the total quality of the parent-child rapport. For example, fathers can ease mum’s workload by getting involved with the children’s homework, a dual benefit. Fathers who are involved in their children’s activities also contribute to their increased mental dexterity increased empathy, less stereotyped sex-role beliefs and greater self-control. Children are also more likely to have happy marriages later in life when fathers are more actively involved early. (Abramovitch 1997). A report recited a positive association between high-level participation in a father involvement project and change in children’s mathematics readiness scores (Fagan & Iglesias 1999 p. 243). Further research has indicated that the earlier fathers became involved with their children’s learning and socialization, the better. A study observed parents at home with children 15 to 30 months of age in unstructured and semi-structured circumstances. The study found that the “intellectual skills of these children were appreciably related to the fathers’ involvement in unstructured play, fathers’ positive rating of children and the amount fathers and children interacted” (Clarke-Stewart 1978 p. 466). Both sensitivity and self-confidence in paternal behavior are a greater influence on children than any specific skills the parents possess. Seemingly minor and simplistic interactions that may seem very insignificant to the fathers, mean a great deal to their children. Sensitivity is critical to both involvement and closeness. Developing sensitivity enables a dad to evaluate his child’s signals or needs, and respond to them appropriately. The closeness of the father-child relationship is the crucial determinant of the dad’s impact on a child’s development and adjustment. (Abramovitch 1997). How Fathers Can Be Involved Fathers can take steps at home, at school and in the community that make a positive difference for their children’s education. At home, fathers can read to their children well before the child can talk. However, many fathers, and mothers, are unaware of the most effective and up-to-date methods that aid their children to begin reading. The current National Curriculum English Order and many prominent researchers suggest instructing by the use of phonics and emphasises that young children be guided towards understanding the cognitive relationships between the sounds of words and their spelling. They suggest that rather than teaching very young children sounds of individual letters of the alphabet, use phonemes that embody combinations of letters such as `sh, `ch, and `ow. According to research in this area by Usha Goswami (1994), parents of pre-school children should stress the relationship between spelling patterns and sounds. Rejecting the individual letter-sounds level phonics methods of the past, finding that this technique was difficult for children, Goswami’s studies have revealed that young children received greater benefit when beginning with sounding a similar grouping of letters in words, like `night and `fight, or `cat, `hat and `mat. Goswami believes that young children cannot easily discern phonemes (the individual sounds in words) but are aware of word-sounds when accompanied by rhyme. Fathers should therefore build on children’s understanding of rhyme, not in which the letters of the alphabet relate to individual speech-sounds (‘grapheme-phoneme correspondence’). There is also research to the contrary which suggests that teaching letters and their sounds together is the favoured way to start teaching children on a path to reading. “Putting the alphabet into the mixture from the start may seem to complicate the learning process for children, but in fact it simplifies it because it ensures that the initial focus is on single sounds, with a visual symbol for each. Some approaches use letters which can be felt as well as seen – Montessori, for example, introduced letters made of sandpaper early in the twentieth century. One eminent writer has said that there seems to be ‘some special magic’ in linking knowledge of written letters and knowledge of the sounds in spoken words” (Adams 1990 p. 79). Many other experts, who are otherwise in favour of the traditional phonics methods such as Beard and Oakhill, find the rhyme view convincing, find no conflict between it and a phonics approach and regard it as a necessary way forward in light of children’s difficulties with phonemes (Beard & Oakhill 1994). An editorial introduction to an article by Goswami asserted that there was dubious evidence for the effectiveness of some of the traditional approaches, but that the teaching of phonological proficiency by analogy, promoted by Goswami, is innovative and considerably more logical (Goswami 1994). While rhyming groups of letters as opposed to sounding out individual letters may be the most effective and enjoyable method for fathers to teach their young children to read, the idea is hardly innovative. A book called A Child’s First Introduction to Spelling and Reading, published by Lincoln and Edmunds in Boston in 1816, recommended that children should be taught to sound out unfamiliar words by their analogy to recognized whole words. Winston Churchill was taught to read by a similar method, from a book called Reading without Tears, published in 1901. This new methodology, based on old ideas, suggests that young children cannot fully comprehend the way in which the spoken word is broken down into individual sounds. Children, in the early stages of reading comprehension, cannot understand that the letters of the alphabet represent sounds and find individual letter sounds, as stressed in the traditional type of phonics teaching, very confusing. Based on these findings, fathers may want to utilize methods which separate teaching about sounds from the teaching of the alphabet and encourage his children to think about the sounds of words before they ever see the letters of the alphabet. Traditional phonics, however, would suggest introducing letter-shapes and letter-sounds together (Goswami & Bryant 1990). Fathers who join his children in playing with the sounds of words is filling a needed and integral role in the reading development of the child. In addition, there is a much wider benefit of having meaningful experiences with his children through these word games. Lifetime memories involving talking, listening, sharing books and stories, singing and making songs and rhymes also help his children get the head start they need in school. It is crucial that fathers that teach early learning of phonics makes use of children’s first-hand experiences promoted through frequent use of interesting books in a home setting (Department for Education and Skills 1995). Books that teach alliteration and rhyme, such as Dr. Seuss books, are of great help for the child. Fathers typically enjoy challenging their offspring and they can do so with reading by sounding out rhyming words as they read or challenging the child to do so. However, if too many words require this kind of attention and effort, it is best to find words suited to their level of ability. If the child struggles for too long, the game is no longer fun thus no longer educational for a young, pre-school child. When the child has learned to pronounce words, have the child say each sound. After the child begins pronouncing words with some proficiency, encourage spelling by saying each sound in the word and then have the child write the letter that corresponds with the sound. Fathers should never be strict about the learning process; this point cannot be over-emphasized. It is well known that the child that reads well when they begin school will possess the skills needed to be successful. Fathers, for example can read short bedtime stories from a book while encouraging the child to play with and look at the book, focusing more and more on the words of the book as the child matures. While reading aloud, the father should allow his child to open the book and turn the pages while dad points to the words they read, drawing attention to repeated phrases and inviting the child to join in each time they occur. This gives focus to the written language. Bedtime is a wonderful opportunity for fathers to bond with their children. The audience is definitely captive and there are fewer distractions during this quieter time of the day. There is no standard for judging a father his performance. At bedtime, a father can enrich a child’s life simply by reciting what he did during the day. Discussing his day’s events shows interest in the child and builds his or her knowledge. A father may also tell or read a story. Every moment a father spends and every word he says builds a relationship with his child. Fathers can also utilize many everyday opportunities to create a learning environment for his child. For example, a father could read the address on a piece of mail and say, ‘that’s who daddy is’ even to a very young child. “Point out letters and words that you run across in daily life. Make an obvious effort to read aloud traffic signs, billboards, notices, labels on packages, maps, and phone numbers. Make outings a way to encourage reading by showing your child how printed words relate to daily living” (Council for Exceptional Children 1996). This sparks curiosity and encourages learning at an early age. Dad might ask the child to draw a picture for him. Children are always eager to accommodate this request. Obstacles for fathers Many fathers are presented with a number of barriers, real and perceived, that hinder his ability to aid young children in excelling academically. Prevalent conformist attitudes with masculine standards of behaviour can include distancing themselves from anything perceived as feminine. Some men may be hesitant to learn or teach anything not associated with traditional male roles and are unwilling to engage in learning that is not practical, work-related and which offers immediate, tangible rewards. Some fathers who are economically disadvantaged perceive that it is more important to instruct their children on ways to earn, not learn. As men may be reluctant to ask for help, educational topic areas can be presented to them that reflect traditional masculine and employment concerns because these are more likely to engage men’s interest and imply that the learning is male-directed. Fathers also face time pressures because of differing shifts and long working hours but most will take time away from work if they see a real purpose and benefit to their children. Fathers may also have unpleasant childhood memories of forced educational techniques used by his teachers and parents. He needs to understand that times have dramatically changed for the better and a learning environment also includes playtime for him and his children. If a father is seen as having a lack of interest, this can be based in such things as a lack of self-confidence, an absence of positive role models in his early education, his failure to perceive immediate rewards, learning difficulties and an inadequate knowledge and comprehension of how a father’s developing his own basic skills can contribute to his children’s learning (Burgess 2006). Research increasingly is examining the effect of father-child interaction on children’s early learning, particularly among fathers with low incomes. In a study of 50 low-income fathers examining beliefs regarding the valuing, uses, and problems of literacy learning for themselves and in relation to their children’s early schooling (Gadsden, Brooks & Jackson 1997), it was concluded that the barriers that fathers face as a result of low literacy and their perceptions of the role that they can play in their children’s literacy development may affect children’s preparedness for school. These factors also may influence the absolute as well as the understated messages that fathers send to their children about the importance associated with literacy, education and knowledge in general. (Gadsden & Bowman 1999). Fathers who had limited schooling as well as low reading and writing abilities have problems participating in school-related activities requiring high levels of literacy. Other studies have concluded that fathers with less than a high school education were much less likely to be involved in their children’s schools than fathers with higher levels of education. (Nord, Brimhall & West 1997). Many fathers feel challenged by the expectations attached to parenting roles, a challenge that is made worse by their own limited formal literacy capacities and their desire to support their children’s early literacy development. These and other studies suggest that a father’s ability to support his child’s learning affects the child’s engagement with books and schooling. Parents who have low levels of English language and literacy skills can read aloud, recite rhymes, and sing songs to children in their home language. A father can describe what he is doing while engaging in household tasks and ask the child to predict what he might do next. Fathers might also invent games that entail reading, writing, and problem solving. A parent’s commitment is not limited specifically to reading and writing but encompasses a range of cognitive and social learning in more extensive definitions of literacy. (Senechal et al 1998). If the father can’t read the text, he can stimulate his child’s imagination by telling stories using a picture book. In addition, he can ask other significant adults to read to younger children and ask older children to read to him. Nonresident fathers were found to be substantially less involved with their children’s school than fathers residing with their children in analyzed data from the1996 National Household Education Survey. This study compared the involvement of nonresident and married fathers in school activities of kindergarten to 12th-grade students (Nord, Brimhall & West 1997). Married and nonresident fathers’ involvement in four types of school activities during the school year were examined: attending a general school meeting, attending a class or school event, attending a parent-teacher conference, and volunteering. Involvement was defined as low if fathers did none or one of the four activities during the school year, moderate if they did two activities and high if they did three or four activities. This research has generally shown that fathers are less involved than mothers in all types of school activities. The research concluded findings consistent with the new models of teaching methods laid down by the government. Fathers can effectively help young children to acquire phonemic understanding through rhymes, jingles, poetry, and books that contain words with rhymes and alliteration. (Senechal et al 1998). Other studies have conclusively indicated that the involvement of nonresidential fathers was in no way trivial (Grolnick & Slowiaczek 1994). Non-resident fathers’ interest is intimately tied to language development, helps children to develop phonemic awareness and a mastery of the concepts of the printed word. Fathers who do not live in the same household with their children utilize literacy development as a tangible way to connect with their children regularly around a shared activity of interest and demonstrate that they value education. Conclusion Early literacy development is a significant part of preparing children to achieve academically. Children’s early literacy is one of the areas to show the most promise in engaging fathers. Families in our society are going through an evolutionary process. Mothers are entering the workforce in increasing percentages and more and more, fathers are being encouraged to initiate and participate in activities that aid their children to thrive academically. If today’s and tomorrow’s children are to attain high societal and academic goals, fathers must realize their changing role and adapt accordingly. Children in two-parent families and non-resident fathers who are moderately or highly involved are significantly more likely than children with less involved fathers to receive high marks, enjoy school and never repeat a grade (Ortiz, Stile & Brown 1999). Society’s ability to incorporate the cultural strengths in the distinctive ways that families, especially fathers, contribute to educational accomplishments of their preschool children is severely constrained by inadequacies of prevalent research literature. Although practical studies in this area are lacking, available research has demonstrated that fathers can be attracted to engage in their children’s basic literacy needs. Additional research needs to define father and family involvement more precisely and examine the culturally plentiful dimensions of children’s early care and educational experiences. The quality and regularity with which fathers interact with their children reflect the family’s interest and is a vital investment in their children’s education. References Abramovitch, H. (1997). “Images of the ‘Father.’” The Role of the Father in Child Development. M.E. Lamb (Ed.). New York: John Wiley & Sons. Adams, Marilyn J., 1990. Beginning to read: thinking and learning about print. Cambridge, MA: MIT Press. Beard, R. & Oakhill, J. (1994). Reading by Apprenticeship? Slough, Berks: National Foundation for Educational Research. Burgess, A. (11 January 2006). “Engaging Fathers in their Childrens Learning: Tips for Practitioners.” Fathers Direct. Retrieved 14 March 2006 from Cherlin, A.J. (1992). Marriage, Divorce, Remarriage. Cambridge, Mass.: Harvard University Press. Clarke-Stewart, K. A. (1978). “And Daddy Makes Three: The Father’s Impact on Mother and Young Child.” Child Development. Vol. 49, N. 2, pp. 466-78. Council for Exceptional Children. (1996). “Tips for Parents.” Information Center on Disabilities and Gifted Education. ERIC Clearinghouse. Retrieved 14 March 2006 from < http://ericec.org/ptips.html> Department for Education and Skills. (1997). “Playing with Sounds.” The Standards Site. Retrieved 19 March 2006 from Fagan, J., & Iglesias, A. (1999). “Father Involvement Program Effects on Fathers, Father Figures, and Their Head Start Children: A Quasi-Experimental Study.” Early Childhood Research Quarterly. Vol. 14, N. 2, pp. 243-69. Gadsden, V. L. & Bowman, P. (1999). “African American Males and the Struggle Toward Responsible Fatherhood.” A Continuing Challenge in Times Like These: African American Males in Schools and Society. V. Polite & J. Davis (Eds.). New York: Teachers College Press.  Gadsden, V. L.; Brooks, W.; & Jackson, J. (March 1997). “African American Fathers, Poverty and Learning: Issues in Supporting Children In and Out of School.” [Paper presented at the annual meeting of the American Educational Research Association, Chicago]. Goswami, U. (1994). “The Role of Analogies in Reading Development.” Support for Learning. Oxford: Blackwell Publishers, pp. 22-25. Goswami, U. & Bryant, P. (1990). Phonological Skills and Learning to Read. Hove, East Sussex: Lawrence Erlbaum Associates Ltd. Grolnick, W. S., & Slowiaczek, M. L. (1994). “Parents’ Involvement in Children’s Schooling: A Multidimensional Conceptualization and Motivational Model.” Child Development. Vol. 6, N. 1, pp. 237-52. Hoffman, M. L. (1971). “Identification and Conscience Development.” Child Development. Vol. 42, pp. 1071-82. Macoby, E.E. (1992.) “The Role of Parents in the Socialization of Children: An Historical Overview.” Developmental Psychology. Vol. 28, N. 6. Nord, C. W.; Brimhall, D.; & West, U. (1997). Fathers’ Involvement in Their Children’s Schools. Washington, DC: U.S. Department of Education. Ortiz, R.; Stile, S.; & Brown, C. (1999). “Early Literacy Activities of Fathers: Reading and Writing with Young Children.” Young Children. Vol. 54, N. 5, pp. 16-18. Pruett, Kyle D. (2000). Fatherneed: Why Father Care is as Essential as Mother Care for Your Child. New York: Free Press. Senechal, M.; LeFevre, J.; Thomas, E. M.; & Daley, K. E. (1998). “Differential Effects of Home Literacy Experiences on the Development of Oral and Written Language.” Reading Research Quarterly. Vol. 33, N. 1, pp. 96-116. US Department of Education. (June 2000). A Call to Commitment: Fathers’ Involvement in Children’s Learning. Washington D.C.: Department of Education. Read More