Educating Young Children Volume 1 - Winter 2026 | Page 55

There are also developmental differences in how we address literacy domains. For example, literacy supports for toddlers include a focus on language development, such as helping children to express their ideas using an increasing number of words or supporting them to take more turns in conversations. We also read aloud to toddlers to show that books are engaging and how print works( how to turn the pages in a book).

For first graders, we still focus on language development, but now we support children to learn the language of more complex texts, the different language they may see in different text genres, and the language used in different subject areas. We still read aloud with first graders and ensure their engagement, but now we can teach more complex ideas about texts, such as differences between text genres.

This is just more evidence that early childhood educators are engaged in nuanced and challenging work!

Annie: As you know, NAEYC defines developmentally appropriate practice“ as methods that promote each child’ s optimal development and learning through a strengths-based, play-based approach to joyful, engaged learning.” How can educators use strengths-based, play-based practices that align with literacy research?

Tanya: From my perspective, there’ s no conflict at all between developmentally appropriate practice and the research on literacy instruction. A strengths-based approach suggests that we understand and then build on the ideas, knowledge, and skills that children already know. Joyful, playful learning suggests that literacy experiences should feel meaningful and engaging for children.