Love, Language, and Emergent Literacy: Pathways to Emotional Development of the

Very Young
Author(s): Debby Zambo and Cory Cooper Hansen
Source: YC Young Children , May 2007, Vol. 62, No. 3 (May 2007), pp. 32-37
Published by: National Association for the Education of Young Children (NAEYC)

Stable URL: https://www.jstor.org/stable/42730015

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 ¿ove,
/Language, and
ffmergent /Literacy
Debby Zambo and Cory Cooper Hansen

Kelsey heard her first stories while still in her mother's womb. Her dad
would curl up close and tell her about the family anxiously waiting for
her and the love they already felt for her. Oral stories continued after
Kelsey was born, and they became an important part of her life, along
with other forms of language and literacy: floppy fabric books, chunky
board books, quiet lullabies, favorite nursery rhymes, and a vinyl
sleeve of family photos.
Kelsey experienced language and literacy with all her consistent care-
givers - her parents, a sibling, relatives, a neighbor, and child care pro-
'ÔÕ
viders. She began to associate language and literacy experiences with
c
0)
her growing feelings of love and happiness. When tired and irritable, she
C/5

CÛ signaled her need to be wrapped up with language and literacy, press-

C
jU ing a favorite book against the leg of the person caring for her. To Kelsey,
S
© books became a way to communicate her need to be held, soothed with a
familiar voice, and comforted with love and a story or lullaby.

Pathways to Emotional Development of the Very Young

HOW CAN LANGUAGE AND LITERACY enhance emotional forms of picture books. Emotional competence, however, can
development in the very young (birth to three years)? develop through virtually any form of literacy, whether it is a
Although all children begin to understand their world magazine, a cereal box, or an electronic story on a computer.
through language and social interaction, literacy differs from Developing emotional competence, or the ability to con-
culture to culture. It can range from oral stories of personal trol one's emotions in an age-appropriate way, hinges on
and cultural relevance to songs of ethnic pride and includes the quality of children's attachment established in the
a variety of ways to record language and experiences. first three years of life. Attachment is the strong emotional
Our purpose in this article is to explain the language/ bond developed between young children and their caregiv-
literacy connection to emotional development and to focus ers (Honig 2002). Children use the attachments they form
particularly on young children's experiences with various as a secure base from which they explore the world (Siegel
1999). A part of the important development of attach-
ment happens in read-aloud times, as storybook sharing
Debby Zambo, PhD, is an assistant professor at Arizona State
University in Phoenix. Before coming to the university, Debby
becomes an occasion through which children learn lan-
worked as a special education teacher of primary age children. guage, play with ideas, and build trust and understanding.
She can be reached at debby.zambo@asu.edu. Debby and Cory
collaborate to explore children's literature within child develop-
ment issues.
Emotions: The foundation of learning
Cory Cooper Hansen, PhD, is an assistant professor in the
Early Childhood Department at the west campus of Arizona State
Babies who do not develop strong attachments often fail
University. Cory is an early childhood reading specialist and cur-
to learn how to control their emotions and organize their
rently teaches language and literacy methods.
world. Language can be difficult to master, and children
Illustrations © Sylvie Wickstrom.
may feel emotionally distraught (Greenspan & Shanker
à
naeyc ias

32 Young Children • May 2007

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2004). If this happens repeatedly, they come to judge the expressions associ-
world as a place without caring and develop feelings of mis- ated with emotions,
trust and doubt (Erikson [1950] 1993). and they react to
Emotions are the feelings, both psychological and physi- the emotional

ological, that people have in response to events that are per- state viewed ¿
sonally meaningful to their needs and wants (Goleman 1995; (Montague &
Saarni 1998). A century ago, however, when William James Walker-Andrews

([1890] 1950) published The Principles of Psychology, he 2001).

believed the minds and hearts of young children possessed Games such as Peekaboo

few emotions. His notion held for a very long time. Infants
were thought to be simple-minded creatures able to express
only primitive emotions like anger, happiness, and sadness.
In the time since 1890, scientists have used new method-
ologies to discover a much different picture
of young children, one that shows how
innately emotional babies are (Greenspan
& Shanker 2004). Now we know that
newborns begin life with basic emo-
tions (fear, anger, and joy) and begin
Ifc to experience complex feelings
in (jealousy, frustration, empathy)
gDs. early on in their development.
Learning through sensory
experiences:
Birth through 18 months
The very young feel sensations,
respond with emotions, and look to
caregivers to help them understand
and interpret the things they feel.
They draw on these caregiving experiences to cope with
intense feelings or emotions that are uncomfortable some-
times. Through experiences of loving care, infants begin to
regulate and modulate the new emotions they feel.
Voice. Hearing is one of the early senses through which
infants create a bond with their mothers, and this happens
even before birth. DeCasper and Fifer (1980) had preg-
nant women read a Dr. Seuss book to their babies. After
and I'm Gonna Get You help infants see emotions on our
faces, feel intense emotions themselves, and regulate their
feelings. Playing games with facial expressions becomes
instructive as well as fun, helping infants learn how to react
to situations that may be out of the ordinary or confus-
ing (Waiden & Baxter 1989). This ability, called social refer-
encing, is one of the most important learning experiences
young children encounter in their bridging an understand-
ing between the self, others, and the world (Greenspan &
Shanker 2004).
Touch and taste. Infants' mouths and hands are highly
sensitive areas (Owens 2002). All over the world, babies
explore new objects by reaching for and putting them in
their mouths. Sensations arising from skin-to-skin or skin-
to-fabric contact become coded with emotional responses,
like happiness, comfort, and love (Greenspan & Shanker
2004). The soothing from a gentle massage promotes bond-
ing and security between caregiver and child. Cuddling with
a soft, snuggly blanket or with one's caregiver can make
any child feel loved. Multisensory exploration of the envi-
ronment, with loving support from those who care, helps
children experience the sensory integration they need to
get ready to learn.
Babies who have had responsive, consistent experiences
with caregivers develop self-soothing behaviors like thumb
sucking or touching a favorite blanket or toys (McDevitt &
Ormrod 2004). These behaviors help them regulate or cope
with stressful emotions in age-appropriate ways or when
caregivers cannot respond immediately.

they were born, the babies sucked harder on special paci- Read-aiouds with infants
fiers when listening to the same familiar voice and soothing
rhythm. Other researchers note that comfort also can come Most infants find out about books the same way they dis-
from the voices of fathers, siblings, relatives, and childcover
care the rest of the world - tasting the pages, smelling the
providers (Howes 1998). This universal occurrence explainsbook, rubbing the cover, banging it against a surface, and
why caregivers from all cultures use songs and lullabies imitating
to what the important people in their lives do with
soothe infants (Honig 2005). books. From birth to three months, read-alouds are purely
an emotional connection between infant and caregiver. Being
Sight. At one month, infants tend to gaze longer at held, feeling good, and hearing a familiar, comforting voice
faces than at objects (Ludeman 1991). By four months,are more important than the kind of book or the content of
they recognize emotions in facial expressions, and thisthe story. Lullabies, singsong stories, and other repetitive,
ability becomes a key to social development (Nelson & rhythmic experiences bring joy and comfort to infants and
Collins 1991). By six months, babies are imitating facial establish a special time together for child and caregiver.

Young Children • May 2007 33

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 Learning through social experiences:
Brightly colored illustrations and a 18 months to three years
single object on a page invite babies Children have developed a range of emotions by toddler-
to reach for the picture. hood, along with a sense of self, language skill, and physical
independence.

Sense of self. By two years of age most children recog-

The way a book is made becomes more important when nize themselves in a mirror, and with this recognition they
reading to four- to six-month-olds. Cloth and vinyl books develop a new self-consciousness and emotions like guilt,
are appropriate because they are easy to grasp and will envy, embarrassment, and pride. They feel proud when
not hurt babies when they try to explore them with theirthey accomplish a task that once seemed insurmountable
mouths. These first books are often washable and will not
and embarrassed when they violate a social norm (Kagan &
disintegrate when being gummed. Brightly colored illus- Snidman 2004). As children begin to know themselves, they
trations and a single object on a page invite babies to begin to understand how other people feel. Toddlers can
reach for the picture. Combined with a familiar voice and empathy and caring, especially toward others who
show
simple text, babies can begin the important act of interact-
are hurt or in distress (Wardle 2003).
ing with books. Not all emotions are positive, and fear also emerges in
By seven to nine months, the developed pincer grip toddlerhood. In a toddler's mind, fear is often connected
allows infants to
to unknown situations. Many are afraid of the dark and of
handle board books, imaginary creatures. Such worries are common but of little
which are made to
continuing concern for most children (Wardle 2003). Read-
fit little hands and Well-chosen picture alouds with a sensitive caregiver help address these stress-
sturdy enough to books can open up ful emotions. Well-chosen picture books can open up con-
withstand repeated versations about fears and allow caregivers and toddlers
conversations about
readings. Books both to address the issue (see examples in "Appropriate
with stiff pages are fears and allow care- Books for Infants and Toddlers," p. 37).
easily turned by
chubby fingers and givers and toddlers Language. With growing language skills, toddlers begin
attractive enough both to address the to talk about their emotions and develop a vocabulary of
to briefly capture emotional words, such as mad ,
issue.
a baby's fleeting happy , and yucky. As early as
attention. Bright, two to three years of age,
colorful illustrations children can talk about *S£
'S
encourage the reader to name objects and invite babies emotions they and oth- Â
D
CO

ers feel, and they realize M

CQ
to point to the pictures, further promoting interaction G

that emotions connect I

JÍŽ

with the book and developing emerging language skills 3

©
(Green, Lilly, & Barrett 2002). with desires and needs V

Babies approaching one year show strong involve- (Wellman et al. 1995). ■
ment when being read to. They babble along in tones that Read-alouds are one

sound like reading and take turns in turning the pages way to promote the
(Schickedanz 1999). The reader's exaggerated facial use of vocabulary to
expressions capture babies' attention and help them describe emotions
develop social referencing skills (Greenspan & Shanker and to encourage
2004). Voice tone and rhythm too continue to be impor-
tant stimulation. Infants further associate the contact,
comfort, and security that reading brings with their grow-
ing feelings of attachment.
Stories begin to capture the one-year-old's attention and
interest, and more give-and-take occurs in the reading expe-
rience. Traditional favorites, like Pat the Bunny , by Dorothy
Kunhardt, have interactive pages that allow for sensory
stimulation. For example, the child can stroke a page with
soft fur like that of a bunny or touch scratchy sandpaper
that feels like daddy's beard.

34

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empathy and caring. Talking about a character's feelings riences. Some of today's publishers offer well-illustrated
can allow toddlers to vicariously experience emotions and infant and toddler books featuring a wide diversity of cul-
consider how others might feel. tures and ethnicities.

Toddlers who are encouraged to play with books and lis-

Physical development. Toddlers begin to assert a grow- ten to stories develop book-handling skills (where to open
ing independence that is now possible because of their a book, how to hold it, and where to look for pictures and
developing physical and motor skills. Asserting themselves the story), and they have an easier time learning to read
often involves the word no and their refusal to do things (Morrow 2004). Pointing to pictures, asking questions, and
they once did happily. Emotions correlated with their grow- gesturing to key elements promote children's vocabulary
ing independence can sometimes get the
best of toddlers, such as when they do
not get their own way.
Caregivers need to model appropriate
ways to handle strong emotions and can
lower the frustration levels of toddlers

by being attuned and responsive to their

needs. Many read-aloud books are avail-
able to help toddlers and their caregivers
explore appropriate emotional responses.

Read-alouds with toddlers

In settings where story reading is con-

nected with feelings of comfort, safety, and
love, toddlers come to associate the lan-
guage and social interaction as being as
much a part of the experience as the book
itself (Barrera & Bauer 2003). For many
toddlers, the read-aloud is an active experi-
ence. For example, Kelsey's mother (intro-
duced in this article's opening vignette)
often found herself reading aloud while
her two-year-old played in the bathtub or
in her high chair. Most toddlers who have
grown up with the established routine of
read-alouds will themselves initiate times

for reading together. They will choose sto-

rybooks and plead to hear their favorites
repeatedly
By age 18 months children begin to
recognize story characters and enjoy
books about familiar, beloved friends.
Most toddlers love books containing ani-
mal characters and books about chil-

dren who look like them and experience

everyday events, like taking a bath, eat-
ing, getting dressed, and learning to use
the potty (Schickedanz 1999).
Books for toddlers are typically orga-
nized by child development topics, such
as learning the ABCs, 123s, colors, and
shapes, along with categories such as
touch-and-feel books or topics like toi-
let training or dealing with new expe-

Young Children • May 2007 35

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development, sense of gaining mastery lead to secure attachment are respon-
over the environment and their emotions,
Reading to babies is siveness and warm physical contact
and development of important emergent (Greenspan & Shanker 2004). Engaging
literacy skills (Schickedanz 1999). a sensory experience; in read-alouds with infants addresses
Most 18-month-olds become inter-
reading with toddlers both characteristics. The comforting
ested in words and picture books sound of the caregiver's voice, touch,
because of their usefulness. Playing is an active, joyous and emotional attunement to a baby's
the name game has caregivers asking, challenge contributing needs demonstrates responsiveness.
"What's that?" with toddlers looking Being held, feeling safe, gazing into a
closely before announcing the names ofto cognitive growth. caregiver's face, and experiencing love
objects. Before long, children who have exemplify warm physical contact.
had this experience ask, "Wa dat?" and Reading to babies is a sensory
the conversation goes back and forth. An adult's enthusi-experience; reading with toddlers is an active, joyous chal-
astic responses can contribute to toddlers' language devel-
lenge contributing to cognitive growth. Regular read-alouds
opment, their play with ideas, and a growing confidence as
establish times for toddlers and caregivers to connect
they learn about their families and life outside their homes.
socially, emotionally, cognitively, and physically. New expe-
Phonemic awareness (of the sounds that make up words) riences, scary thoughts, everyday events, and the whole
is an important emergent literacy skill developed by chil-
world outside can all be explored through the pages of a
dren as they talk with caregivers and respond to books. book and the reassurances of a caregiver.
This auditory skill developed through play with language
is a powerful predictor for early reading success (Adams
1990). For example, after hearing a favorite Dr. Seuss book
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 Appropriate Books for Infants and Toddlers
The following are books that can help foster conversations with children and promote
emotional development. To build an engaging library, search out book publishers and
authors who understand the needs and interests of babies and toddlers.

Fears and new situations Play with language, repetitive or

Albee, S. 2003. Blue's checkup. Newpredictable parts, and rhythm
York: Simon and Schuster. Books by Sandra Boynton, Margaret
Frankel, A. 1979. Once upon a potty. Wise Brown, Eric Carle, Bill Martin Jr.,
New York: Harper Festival. Dr. Seuss, and Peter Sis.

Cloth, bathtub, and Dorling Kindersley Board Book Series.

touch-and-feel book series London, England.
Katz, K. 2000. Where is baby's belly
Innovative Kids. 2005. My giant 123 bath
button? New York: Little Simon.
book. Norwalk, CT.
Priddy Books. 2004. Touch colors. New Diverse illustrations and
York: St. Martin's Press.
experiences
Taggies. 2004. Sweet dreams. New York:
Acredolo, L., & S. Goodwyn. 2002. My
Scholastic.
first baby signs. New York: Harper
Festival.
Concept and vocabulary
Bauer, M.D. 2003. Toes , ear, and nose.
^ development
New York: Little Simon.
Baby Einstein Series. New York: Hyperion
Newcome, Z. 2002. Head, shoulders,
Gomi, T. 1997. Everyone poops. La Books for Children.
Joila, CA: Kane/Miller. knees, and toes. Cambridge, MA:
Candlewick Press.
Johnson, M. 1987. Caillou: What's
that noise? Montreal, Quebec, Can- Interaction with book features
ada: Chouette Publishing.
and the reader
Emotional understandings Aigner-Clark, J. 2005. Baby da Vinci:
and expression My body. New York: Hyperion. (Mir-
Agassi, M. 2002. Hands are not for rors focus attention.)

hitting. Minneapolis, MN: Free Spirit Kunhardt, D. 1940. Pat the bunny.
Publishing. New York: Golden Books Publishing.
Parr, T. 2000. The feelings book. New (Touching and playing peekaboo.)
York: Little, Brown. My happy baby. 2004. New York: Scho-
Shannon, D. 2005. David smells! New lastic. (Cloth books attach to crib,
York: Blue Sky. stroller, or car seat.)

Ludeman, P.M. 1991. Generalized discrimination of positive facial Saarni, C. 1998. The development of emotional competence. New York:
expressions by 7- and 10-month-old infants. Child Development 62: Guilford.
55-67. Schickedanz, J. A. 1999. Much more than the ABCs: The early stages of
McDevitt, T.M., & J.E. Ormrod. 2004. Child development: Educatingi reading
am and writing. 2nd ed. Washington, DC: NAEYC.
working with children and adolescents. 2nd ed. Upper Saddle River, Siegel, D.J. 1999. The developing mind. New York: Guilford.
NJ: Merrill Prentice Hall. Waiden, T.A., & A. Baxter. 1989. The effect of context and age on social
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at infants' perceptions of emotion expression. Developmental Psy-Wardle, F. 2003. Introduction to early childhood education : A multidi-
chology 37: 826-38. mensional approach to child-centered care and learning. New York:
Morrow, L. 2004. Literacy development in the early years: Helping chil- Allyn & Bacon.
dren read and write. 5th ed. Boston: Allyn & Bacon. Wellman, H.M., P.L. Harris, M. Banerjee, &A. Sinclair. 1995. Early
Nelson, C.A., &P.E. Collins. 1991. Event-related potential and looking-understanding of emotion: Evidence from natural language. Cogni-
time analysis of infants' responses to familiar and novel events: tion and Emotion 9:11 7-49.
Implications for visual recognition memory. Developmental Psychol
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approach. Belmont, CA: Wadsworth/Thompson Learning. missions and Reprints online atwww.journal.naeyc.org/about/permissions.asp.

Young Children • May 2007 37

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