Names and Early Literacy

Names are a key part of every child's understanding of school and printed language.  You will notice we use them a lot in preschool to help children develop an understanding of print.  Think about how much information is embedded in your name. Names hold the traditions of families, deep meaning, and connection to our language.  Names include sounds that letters make, both the common and the exception to the rule.

For many children their name is one of the first words in print that they recognize. They orient their understanding of the alphabet from their name.  Think of how common a young child expresses that a specific letter is for "ME!" This interest easily allows us to talk about the unique characteristics of each letter and the sounds they make.  

Names also require a young learner to use and recognize upper case and lower case letters. This is the introduction to the really rather complicated rules of when each case is used.  

About once a month we change how names are displayed in or near the classroom. his allows for continued focus on how letters are formed.  In addition to children improving their letter formation for their own name, displaying their names helps others begin to develop an understanding of the names of the other children.  This often allows them to relate other words to the names of others (for example today a child said "Hazel has the same sound as Hadley!")

We use name shells to take attendance in the morning.  On the first day of school each student picked a special shell to be labeled with their name.  Upon entering the room the shell is moved to cover up their name on a shelf. This is another embedded part of the classroom in which children not only read their own name but the names of others in the room.

After moving their name shells students go to our sign in board. This is a more complicated step in beginning literacy. The message is usually very predictable to help the children. It has a simple message with a question each morning. We put picture cues above some words to help the children make a good guess at what is written on the board.  There are also some sentences that remain unchanged (the first sentence is "Good morning, preschoolers.") Students answer the question by placing their name under a response.  At this stage of the year they move their name card, but later they will write names under the answer. Every child also has large name card in their cubby. This is a resource that every child has.  We have written their first and last names on these cards. As the year goes on more and more of the children will not need to use this card for their first names, but it will remain useful in writing last names.

You will see at back-to-school night next week we also have other resources to help the children develop in their understanding of verbal and written language.  I look forward to talking with you  next Thursday night about what has already happened in the room and what is coming this year for you and your child!