Pictures in Picture Books

  In early books, pictures have a very important part in helping children to make meaning of the story.  My grandchildren love the song, "The Wheels on the Bus".   Then it would go without saying, that  Wheels on the Bus (Raffi Songs to Read) is a constant read with my grandchildren.  The illustrations in this book are ideal for  discussing the story as told through the pictures.  My oldest granddaughter has progressed from just finding the baby on the pages to discussing how and why the baby stops crying to finally the mother getting off the bus with the paper.  She realizes that each page is not an isolated identity, but they are connected to tell a story.  Having this knowledge is huge.  Many early readers experience difficulty understanding that a book tells a story beginning with page one until the last page.

Thus, noting details, when they are drawing and when reading to them helps to give some sense that pictures are not there just to make the page pretty; pictures have meaning.

It is More Than Just Coloring and Drawing

Red Crayons, 

Blue Crayons,
Blank Paper,

Drawing, Writing and Reading

Reading and writing are reciprocal.  Reading is the input of symbols, while writing is the output of symbols.  Reading and writing has to be taught, it is an acquired skill.  We are born with the "programming" for language, referring to listening and speaking.  Reading and writing consists of symbols that are not "programmed" into our brains when we are born.  With that said, "How can we as grandparents help our grandchildren learn about reading and writing through coloring and drawing?"

As soon as my grandchildren stopped exploring their world by putting everything into their mouths, the crayons came out of their packages.  I waited for that moment because I did not want to have to say, "No, do not put the crayon in your mouth."  To me that simple two letter word, no,  is a dirty, foul word when it comes to introducing children to reading and writing.

Washable crayons and markers were put into their hands.  Blank paper was put in front of them and the marks began to appear.  Sometimes we sat at the table, other times we sat on the floor.  One time we crawled into a box together and colored.  As we drew or colored, I would tell them, "I like the pink line you drew."  "You are drawing with a blue crayon."  Instead of just saying that is pretty or general type statements, I would try to use specific age appropriate statements.  This helps to teach them colors and adds to their vocabulary development.  In addition, I like to think it is helping to give those lines and  squiggles meaning.  Research I have read stated children as young as two are telling stories through their scribbling on paper.  Putting writing/drawing instruments in those little hands also helps to develop the muscles and dexterity in their hands.  Also you are another step closer in helping your grandchildren to enter that wonderful world of literacy.

My 18 month old grandson wants to draw when he sees his sister and me drawing.  He doesn't want his own drawing pad, but has to use the one I am using with his sister.  Of course, this causes some major problems.  That is when Pop Pop is enlisted to help out.  Again, I do not want to tell him "NO" and discourage him from wanting to hold a crayon or drawing.

My two and a half year old loves drawing.  She is very deliberate in what colors she chooses and the lines she makes on the paper in addition to what looks like scribbling to us.  She is constantly saying to me, "Baka, draw the abc's."  She doesn't mean the whole alphabet.  She wants me to write a, b, c.  She makes the letter o and capital letter B.  She knows that those two symbols have meaning and tells me what they are.

With my oldest  granddaughter (she just turned 5), when we draw together, I talk about what I am drawing.  Presently she likes for us to draw her.  As we draw her together, we talk about her eye color, hair color and lip color.  Then, we discuss the colors of her clothing.  We try to find the crayons that best match her clothing, down to the proper shade.  Through this weekly discussion when we draw together, I am helping her to notice details and to draw those details in her drawings.   Now, when we read a book together, she will tell me that the lady is wearing a blue dress.  We take the time to discuss some of the details in the pictures before or after I read the page.  At this age, I take the cues from her.  It is exciting to see her beginning to notice details in story illustrations.  She is making a reading/writing transference-the details in her drawing and the details in the illustrations in a book.

Drawing is also a way of communicating a story.  Instead of asking, "What is this?" try saying, "Tell me about your story."

The next time your grandchild wants to color or draw break out the plain paper.  Turn it into a lesson of helping them to make meaning from those marks, noting details, and drawing shapes that will help with forming letters.  Encourage them to make circles, triangles, squares and lines or trace them.  All of this will help them on their way to forming letters, writing words and making meaning.



Related articles:
http://www.readingrockets.org/article/how-writing-develops

fhttp://www.earlyliteracylearning.org/cellnotes/CELLnotes_v6n1.pdf

http://raisingchildren.net.au/articles/handwriting.html

Teaching Sign Language and Vocabulary Development

Here a sign,

There a sign,

Let's all sign.

When I watched my granddaughter on a weekly basis, I took her to the library for their 0-23 months program.  The program entertained the children, along with a very clear mission to educate the care givers on early literacy.  I was very impressed with the message they were sending to the members of their audience.

"Today's sign is......" was a familiar opening to the weekly sessions.  Each week the  librarian would give an explanation of how research has shown that children who learn to sign at a very early age before speaking will develop extensive vocabularies and learn to read at an early age.

At ten months, I began to sign "more" to my granddaughter when I fed her lunch.  Every time I was ready to put a spoonful of food in her mouth, I would sign more.  This continued for at least five weeks (every Tuesday) before we had a breakthrough.  I instructed my daughter on what I was doing so she could reinforce it at home.  I don't think it really happened until I got that famous phone call, you know the one.  "Mom, this morning when I went to get your granddaughter out of bed, she signed for more."  The sign for more became her sign for, "I'm hungry."  Low and behold teaching that child more signing became a mission for my daughter and son-in-law.  My granddaughter was well on her way communicating her needs and desires.  She had less temper tantrums and crying fits because she was able to communicate with us.

Now, as a two and a half year old, she can clearly communicate her wants and needs; only to throw temper tantrums when told no.  Also, she amazes us speaking in complete sentences and using jaw dropping vocabulary words.  I am a firm believer in teaching sign language to infants along with reading to them everyday.

My granddaughter is a prime example of the benefits of teaching children that words/symbols have meaning; a very important perquisite of learning how to read.


Related articles:

growth/https://www.parents.com/baby/development/intellectual-growth/

https://www.mayoclinic.org/healthy-lifestyle/infant-and-toddler-health/expert-answers/baby-sign-language/faq-20057980

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1868823/