Infant Toddler Learning & Development Foundations

8 months
At around eight months of age,
children explore books and
show interest in adult-initiated
literacy activities, such as
looking at photos and exploring
books together with an
adult. (Scaled score of 10 for
7:16–8:15 mos.; Bayley 2006,
57; infants; National Research
Council 1999, 28)
For example, the child may:
• Point to or indicate an object
that he would like the infant
care teacher to pay attention
to.
• Look intently at photographs
of classmates when the infant
care teacher talks about the
pictures. (8–9 mos.; Parks
2004, 71)
• Look at pictures that a parent
points to while reading a
storybook. (Scaled score of
10 for 7:16–8:15 mos.; Bayley
2006, 57; infants; National
Research Council 1999, 28)
• Hold a book and try to turn
the pages. (Scaled score of
10 for 7:16–8:15 mos.; Bayley
2006, 57)
Chart continues on next page.
Foundation: Interest in Print
The developing interest in engaging with print
in books and in the environment
18 months
At around 18 months of age,
children listen to the adult and
participate while being read to by
pointing, turning pages, or making
one- or two-word comments.
Children actively notice print in the
environment.
For example, the child may:
• Attempt to turn the pages of a
paper book, sometimes turning
more than one page at a time.
(15–18 mos.; Parks 2004)
• Pretend to read the back of a
cereal box while sitting at the
kitchen table in the house area.
(15–18 mos.; Parks 2004, 27)
• Recognize a favorite book by
its cover. (Toddler; National
Research Council 1999, 28)
• Pull the infant care teacher
by the hand to the bookshelf,
point, and express “book” to
get the infant care teacher to
read a story. (12–18 mos.;
Lerner and Ciervo 2003)
• Point to or indicate a familiar
sign in the neighborhood.
36 months
53
At around 36 months of age,
children show appreciation for
books and initiate literacy activities:
listening, asking questions, or
making comments while being read
to; looking at books on their own;
or making scribble marks on paper
and pretending to read what is written.
(Schickedanz and Casbergue
2004, 11)
For example, the child may:
• Enjoy both being read to and
looking at books by himself.
(30–36 mos.; Parks 2004)
• Pretend to read books to stuffed
animals by telling a story that
is related to the pictures and
turning the book around to
show the picture to the stuffed
animals, just as the infant care
teacher does when reading to a
small group of children. (Ehri and
Sweet 1991, 199; 24–36 mos.;
Sulzby 1985)
• Talk about the trip to the library
and ask about the next trip. (35
mos.; Hart and Risley 1999, 128)
• Recite much of a favorite book
from memory while “reading”
it to others or self. (36 mos.;
National Research Council 1999,
28)
• Try to be careful with books.
(By 36 mos.; National Research
Council 1999, 3)
LANGUAGE DEVELOPMENT