Coming April 14, 2020. Available for pre-order on Amazon now.
The Power of Reading to Your Child from Birth to Adolescence
What if a longtime classroom teacher were able to share with the brand-new parents of her potentially future students the single most important thing they can do to foster their parent-child bond and their child’s future learning potential? THE INVISIBLE TOOLBOX: The Power of Reading to Your Child from Birth to Adolescence is Kim Jocelyn Dickson’s answer to that question. Nearly thirty years teaching hundreds of elementary school-aged children has convinced her that the simple act of reading aloud from birth has a far-reaching impact on our children, as well as the culture at large, that few of us fully understand and that our recent, nearly universal saturation in technology has further clouded its importance.
What Every Parent Needs to Know
THE INVISIBLE TOOLBOX is the concise, accessible gift book that belongs in the hands of every new and expectant parent. In it, Kim explains that every child begins kindergarten with a lunchbox in one hand and an Invisible Toolbox in the other. Some children arrive with empty toolboxes and some arrive with toolboxes overflowing. For those with full toolboxes, the future is brighter; these children are much more likely to thrive in school and beyond. Children who enter school with empty toolboxes are destined to struggle. Their shortfall will be a herculean challenge to bridge, negatively affecting their motivation and ability to learn. According to The Children’s Reading Foundation, 75% of children who begin school behind never catch up.
Priceless Tools for Kids and Parents
In THE INVISIBLE TOOLBOX, parents will learn about the ten priceless tools that will fill their child’s toolbox when they read aloud to their child from birth; and they’ll also learn about the tools they can give themselves to foster these gifts in their children. Practical tips for how and what to read aloud to children through their developmental stages, along with Do’s and Don’ts and recommended resources, round out all the practical tools a parent will need to prepare their child for kindergarten and beyond.
Research and Experience-Based
With THE INVISIBLE TOOLBOX, Kim has done her homework, weaving her practical anecdotal experience as an educator and parent into the hard research of recent findings in neuroscience. She not only reminds us that the first years of life are critical in the formation and receptivity of the primary predictor of success in school—language skills—and that infants begin learning immediately at birth, or even before, but also teaches and inspires us to build our own toolboxes so that we can help our children build theirs.
The Invisible Toolbox: The Power of Reading to Your Child from Birth to Adolescence is due out April 2020 from Mango Media.
As much as we’d like to believe that children arrive at school on the first day of kindergarten with comparable reservoirs of potential, the sad reality is this simply isn’t true. From the very beginning of their school lives, the playing field is not even. Children arrive in wide-ranging states of readiness to learn, predetermined by their early language experiences.
Watch this powerful graphic illustration of the impact of the first five years on a child’s future learning trajectory from The Children’s Reading Foundation:
The fact is, children who have been read to regularly come equipped with the critical tools they need for the world of school. Children who lack this experience enter school already behind and, as the video reveals, they rarely catch up.
By reading to our children from birth on, we can build a foundation of literacy skills that will not only enable them to enter kindergarten on day one with joy and confidence, but carry them successfully far into the future.
The benefits a child gains from being read aloud to are many, and they contribute directly to success in school.
A child who has been read to regularly from birth arrives on day one of kindergarten with an invisible toolbox overflowing with the pre-literacy skills that are the foundation for all learning. They include not only the number one predictor of school success— a rich vocabulary—but many other essential understandings. Check out Parts I and II and then add these to the list:
They gain the ‘background of experiences’ necessary for understanding what they read in school.
Stories expand the boundaries of a child’s world in the best possible way. The greater the exposure to stories and ideas from outside their immediate experience, the better children are able to understand what they read in school. The reading a child eventually does in school is filled with countless references that will fall outside her natural orbit, and her degree of familiarity with them will determine her ability to understand what she reads.
They absorb how stories work on an unconscious level.
Stories have a beginning, a middle, and an end. There is a protagonist, a problem, a struggle, and a resolution. These are understandings that a young child will generally not consciously express, but they will understand intuitively that this is what constitutes a story. This unconscious familiarity will become very apparent as a child moves into writing in school.
They possess the tools to become effective writers.
Children who have been read to not only gain a greater vocabulary for expressing themselves in writing, they develop an innate grasp of how sentences are formed and have an easier time constructing them. Just as they have greater expressive fluency orally, their writing is also more fluent than that of their non-reading peers. Through hearing many stories read aloud from a young age, they have absorbed the structural rhythm that stories possess. They will draw on this to write their own more easily than their peers who have not been immersed in stories.
The simple act of sharing a daily read-aloud with a child will fill his invisible toolbox to overflowing with a rich vocabulary, an inherent understanding of the pleasure of books, knowledge of the way books and stories function, an ability to attend to what is important, and familiarity with expressive reading and the rhythm of language. These are the essential tools of literacy that are the foundation for all learning in school.
The work of the brain at birth is to begin laying down an internal infrastructure of language that enables the child to make sense of the outside world, preparing her for her ultimate purpose—which is to connect.
Watch the drive to connect in action in three month old Piper’s focused alertness and vocalization as her daddy reads The Hungry Caterpillar to her.
According to Susan Brink, author of The Fourth Trimester: Understanding, Nurturing, and Protecting an Infant Through the First Three Months, hearing develops long before birth. The newborn, already accustomed to the sounds of the muffled maternal voice, recognizes and responds to a mother’s voice first. Beyond a mother’s voice, the sounds in a baby’s world are a meaningless din. But here is where the real learning begins.
“…lest anyone think these undifferentiated noises are useless, think again. With an innate skill that would be the envy of a statistics student, newborns are keeping track of probabilities; setting up neural connections in response to the patterns of the words they hear. They are learning where one word ends and another begins before they utter their first da-da.”[i]
Patricia Kuhl, a neuroscientist and leading expert on speech development at the University of Washington, has discovered that babies are born with the ability to hear the sound distinctions of every language that exists, but by ten months of age—maybe sooner—that ability is lost, “pruned away by a brain eager to cultivate what will be needed and get rid of what won’t.” [ii]
Human babies arrive in this world poised to learn.
At birth, Brink claims, babies possess “…billions of brain cells, or neurons, but little in the way of an internal communication network. Immediately, every interaction with the world–each touch, word, smell, look—helps the baby lay down an infrastructure of dendrites, the branched projections that receive and send signals between neurons.”[iii] The science that enables us to understand that infants begin learning immediately at birth, or even before, is clear and its implications are profound.
But perhaps even more profound than the fact of how soon learning begins is the beautiful metaphor that the brain cell reveals to us, for it organically demonstrates a truth about what it means to be human.
The work of the brain at birth is to begin making connections that enable the child to make sense of the outside world, preparing her for her ultimate purpose, to love. As parents it is important for us to understand that learning is a drive organically rooted in a child’s physical being, and its ultimate aim is to create a meaningful life. When we speak, sing, and read to our child from birth, this loving way of engaging builds neural pathways in the brain that become the physical infrastructure for all future learning and loving.
Learning, therefore, is connection, rooted in relationship.
Major religions throughout history have proclaimed a life of love as the highest human calling, and the observations of those who work in hospice care are equally compelling. Paradoxically, death often illuminates what is most important in life, and those who accompany the dying in life’s final stage are privileged to bear witness to their reflections as they look back over their lives. Social worker Grace Bluerock wrote,
“For six years, I had the amazing gift of being able to experience with people their final days and weeks. For most, these last days and weeks were spent looking back over their lives in deep contemplation. Many regrets were expressed, and many tears were shed. As a hospice social worker, I got a front row seat into the lives of those precious souls as they attempted to come to terms with how they spent their time on this earth. Everyone’s story was different, but each held common threads and similar regrets.” [iv]
The number one regret Bluerock observed in the dying during her years of service is that people wished they had loved more deeply. No one dies wishing they had made more money or worked harder. Ironically, at the moment of our departure from life we are perhaps most conscious of the instinct that existed as an unconscious urge from the very beginning—the longing to connect.
Our very purpose is imbedded in the work of our brain cells as we enter the world, and its function is a metaphor for what we as humans are destined to do.
A child’s drive to connect with his parents is important to understand, as it is the foundation for all learning. From birth on, babies are at work making connections and building the mental and emotional infrastructure that will make sense of the world and carry them into life. As parents of a newborn, we are that world, and the primary responsibility to nurture this process is ours. Speaking, singing, and reading aloud honor our infant’s drive to bond with us and nurtures the emerging internal infrastructure that will carry him into future learning and life.
[i] Susan Brink. “Through a Newborn’s Senses.” Los Angeles Times, May 11. 2013.