Essential Instructional Practices in Language and Emergent Literacy: Birth to Age 3
The purpose of this document is to increase Michigan's capacity to improve children's literacy by identifying a small set of research-supported literacy practices that should be a focus of professional development throughout the state. The focus of the document is on practices in individual interactions with children, rather than on center- or systems-level practices. The document focuses on infants and toddlers, as the first 3 years of life are when children learn the fastest and acquire the foundational skills that will support their development and learning for the rest of their lives. Improving language and literacy experiences in the infant and toddler years has the potential to improve "reading by third grade" outcomes. Early childhood programs can also help to address disparities in literacy achievement.
This document is intended to be read in concert with the Essential Instructional Practices in Early and Elementary Literacy: Prekindergarten. There is important overlap and continuity in these and other "Essentials" documents.