Adult Learner Transitions

Family Stories

Family relationships are fundamental to the development of a young child. Beyond the mother and father, extended family, caregivers, teachers, and other children in the child’s daily life all play important relationship roles. The idea is illustrated in the “complementary learning” concept put forth by the Harvard Family Research Project (HFRP, 2005). Relationships for infants and young children are interwoven with learning (National Scientific Council on the Developing Child, 2004). Using research to guide curriculum choices in the component integration of a family literacy program can support the transitions between adult education, parenting, early childhood, and interactive literacy activities (ILA).

The synthesis of research, “Young Children Develop in an Environment of Relationships,” is a recent working paper from the multidisciplinary National Scientific Council on the Developing Child. The paper states that “secure attachments contribute to the growth of a broad range of competencies” (2004, p. 1). These competencies include attitudes about learning, a positive sense of self, and developed social skills. Other research-based points from the working paper include:

• Responsive, caring relationships are related with later positive social and school skills, as well as stronger cognitive abilities. Social and cognitive development is impacted by a strong mother/infant relationship. Early language development and later school accomplishment are related to the home environment.
• Nonverbal communication and playful exchanges reinforce the architecture of the developing brain. The parental bond can change brain structure and influences how the child physically and emotionally handles stress, both now and later.
• Shared experiences and nurtured accomplishments establish the groundwork for empathy, cooperation, and conscience. Successful relationships in the future are impacted by the increased understanding of emotions and the more complex issues of morality and commitment.
• Children learn social habits from interactions with other children when friendships are developed. High-quality child care characterized by consistent, loving care with interactive learning activities for young children can result in more social skills, less behavior problems, and increased learning strategies.

Aside from informing parenting curriculum and early childhood professional development, how can a family literacy program incorporate this research? Transitioning through the components with family stories is one appropriate strategy. Using family stories throughout the program adds the dimensions of real life and history across family generations. Making learning applicable to the real lives of adult and early childhood learners is an extremely effective learning strategy. Methods to use with family stories include video production, Web site development, illustrated “cartoon” strips, publishing “books,” and storytelling presentations.

Locating family themes in children’s picture books involves using public libraries. Library usage skills could be woven into the adult education component, and a library visit could involve both parents and children. More dual-language picture books are being published and can be used in English language learner classes. Using family-themed picture books can be a starting point for discussions in parenting classes. ILA can be inspired by the children’s books and family stories.

Family-themed children’s picture books can be used to achieve overlapping curriculum objectives. In the early childhood, parenting, and interactive literacy activity components, teachers can demonstrate and encourage the reading of books to toddlers and children by family members. Reading techniques may reflect the personalities of the individuals involved. Always using a scripted curriculum for book reading can be limiting. It is best to emphasize that there is not one “right” way to read a story every time it is read. Use of picture books in the program should model different methods to use when reading aloud. For example, reading straight through on the initial reading not only honors the literature, but introduces the story. Reading the story again, one can ask simple questions to draw the child into verbal interactions, conversations with the parent or a significant adult. Questions that may be suggested to adults include: “why did that happen,” “how do you know that,” or “what happens next?” A teacher needs to share books with children in group times, small groups, and/or one-on-one situations. Holding and interacting with the young child are critical to the learning experience. Older siblings and grandparents add positive role-models and intergenerational relationships by reading the story again and again, enhancing the technique of repeated readings to increase vocabulary and literacy understanding.

Literacy experiences benefit each of the family members, strengthen the family as a whole, and positively influence the emergent literacy and development of the young child. Transitioning with family stories and family-themed picture books in family literacy programs empowers adults to be effective role-models when connecting with the youngest family learners. Family involvement during the school years can continue to be reinforced by using children’s literature, as suggested by the Family Involvement Storybook Corner at the Harvard Family Research Project (2006). Family literacy provides a foundation for raising competent children who are ready to learn.

Harvard Family Research Project (2005). Complementary Learning. Retrieved March 5, 2007 from http://www.gse.harvard.edu/hfrp/
projects/complementary-learning.html

Harvard Family Research Project (2006). Family Involvement Storybook Corner. Retrieved March 5, 2007 from www.gse.harvard.edu/hfrp/projects/fine/resources /storybook/reference.html and www.gse.harvard.edu/hfrp/projects/fine/ resources/storybook/index.html

National Scientific Council on the Developing Child (2004). Young Children Develop in an Environment of Relationships, Working Paper No. 1. Retrieved March 5, 2007 from
www.developingchild.net/pubs/wp/Young_Children _Environment_Relationships.pdf

What Works Clearinghouse, Institute of Educational Sciences (2006). Early Childhood Education: Interventions for Improving Preschool Children’s School Readiness. Retrieved March 5, 2007 from http:// www.whatworks.ed.gov/ -- See Interventions under Topics