Books for Babies--Are they Really Necessary?

Before we had our first son Kieran, who is now four years old, I was an early childhood educator and a serious reader. I was also aware, at that time, that there was a growing effort through such groups as the International Reading Association to nurture babies with books; board books were just becoming popular. There was even a program in our small Saskatchewan community that the local Reading Council ran called "Books for Babies" in which moms were given a free picture book and educational literature on the benefits of reading to their babies. I thought that it was a lovely initiative, but I still was not convinced that babies would benefit from books. I actually believed that most of the moms would put their books away on a shelf until their child was a more appropriate age for reading. It was not until I had my own children that I began to understand the wonder, joy, and benefits that sharing books with babies can bring.

It took a while, but the moment of understanding came for me one day as I walked my crying infant son home from the local library. He cried hard for three very long blocks. I was beside myself with all kinds of emotions I didn't know what to do with--guilt (I'm a horrible mom to have a crying baby), shame (I'm feeling some resentment here, and I hate that I'm feeling that way), embarrassment (people were looking at us, did I just see someone shaking her head at me?), and sheer frustration (I don't know what to do!). Then, suddenly, I did know what to do.

I began repeating a rhyme from the board book we had just been reading at the library. The line was, "[w]e are on our way, we are on our way home." I kept repeating that one line over and over again, and something amazing happened. I started feeling better. Kieran was still crying, but I wasn't worried anymore. There was something soothing about repeating that little rhyme that kept me going--it soothed my panic and gave me the strength to keep walking the rest of the way home. After a bit, Kieran dozed off, and that line just kept playing itself out in my mind. I felt as if I had found a magic key and it opened the door to all sorts of rhymes and fingerplays I had forgotten about. Oh, the possibilities of board books and the wonderful words and images they held for my baby. . . .

TELETUBBIES--OPENING THE DOOR TO READING

I believe that Teletubbies opened the door for a growing baby board book industry which in turn has invigorated reading amongst a new generation. Back when Teletubbies began to air on television there was a serious backlash-- television for toddlers? People thought that was outrageous. If my memory serves me correctly, some people felt very strongly that the last thing babies/toddlers needed was to sit in front of a television.

Well, that was several years ago, and since then a booming market has developed for selling videos, toys, computer games, and books to babies--or to parents who choose what their babies need. I am thinking here, also of the Baby Einstein series. In the introduction to their videos, the founder of the Baby Einstein company tells parents/viewers that the video/DVD is meant to stimulate the infant's developing mind with items that are familiar to their world. Bright colours, bold black and whites, nice music, poetry and quirky characters are all designed to entertain the child and to help them grow intellectually.

The same can be said for the design of board books. Most board books are full of vibrant colours, familiar objects, captivating images, and simple stories with rhythmic text. Just as Teletubbies and and videos do, baby board books often focus on images of the babies themselves, or other babies who serve as a mirror to the viewers/readers. But what baby board books also do is to offer an additional cultural cache--they are more acceptable than either the Teletubbies or Baby Einstein series because they are in print. The bright colours and captivating images which are used in all these media would not have grown and succeeded, without Teletubbies and Baby Einstein, in stimulating a new generation of readers; including my own children.

Questions

(1) Do you agree with the idea that Teletubbies/Baby Einstein helped open the baby market for publishing companies producing baby board books?

(2) Why do we as a culture value and privilege print texts over visual media?

WHY READ TO BABIES?

It is not surprising that studies are being done on the effects of reading to babies. The research is saying it's an important activity beyond the 'warm fuzzy' of a cuddle on a parent's lap, or some down-time in a busy day--though that 'warm fuzzy' remains an integral part of the early reading experience. Many people are using the 'Books for Babies' paradigm to promote early literacies, too. The idea is that if we engage children at an early age, they will more likely become avid and successful readers.

The article, From Crib to School: Families Reading to Babies, asserts that infants who are exposed to books feel a "triadic association" with books and reading. What that association means is that infants associate the closeness of nursing/feeding with their mothers/caregivers, that closeness is then substituted with a book. "The book now becomes the source of stories which are associated with close carer presence and comfort. This triadic association between carer, baby and book is established through repetition. . . . If this triadic bonding with books is established during babyhood then the fundamental first criterion for readership [literacy] has been established--stories are for enjoying" (4).

Questions
(1) Do you consider yourself to be a successful reader?
(2) What aspects of your childhood promoted or curtailed your success as a reader?

WHAT THE EXPERTS SAY ABOUT READING TO BABIES

The baby board book industry has grown exponentially in recent times to answer a call from a variety of market and experts' demands. In 1997 Time magazine published an article by Hilary Rodham Clinton entitled Comfort and Joy. The former First Lady used advances in brain research to convince readers why reading to infants is so important: "[t]he intimacy of sharing books and stories strengthens the emotional bonds between a parent and child, helps a child learn words and concepts, and actually stimulates the growth of a babies brain." While she stressed the importance of the research, she was quick to point out that the study's authors were not interested in pushing infants to become superbabies, but rather to promote the joy and comfort of reading. She stated that "[w]hile critical to building brains, reading is equally important to building trusting and close relationships. . . . [a]nd that's why reading should not be viewed solely as an intellectual proposition . . . ."

In 1996, the authors of From Crib to School: Families Reading to Babies asserted that reader development is established from earliest childhood. They describe ways in which young readers are exposed to literate structures, including the physicality of books, and how children incorporate these structures into their reading development and ability.

An article entitled Books and Babies by Jane McFann quotes researchers as making the link between baby reading times and later school-reading success: "reading books to young children is a powerful way of introducing them to a lifelong relationship with quality literature. It has also been one of the early experiences identified as making a significant difference in later reading success."

Kathleen Odean, in the book Great Books for Babies and Toddlers promotes reading to babies as a way to enrich emergent literacy practices. She asserts that by reading to babies they will come to understand many things about books and learn:

• The physical properties of a book.
• Conventions of print.
• ". . . written language is different from spoken language" (6).
  
• ". . . stories have structure andsequence and that some can be predicted" (6).
  
• ". . . become familiar with rhyme" (7).
  

Odean comments that while emergent literacies aid a child significantly when it is time to learn to read, it is not something that should be taught. "Although exposure to print clearly benefits young children, formal instruction in reading does not. Most child development experts advise against hurrying a child into reading independently" (7).

To me it appears that while the 'experts' hope to encourage parents to read to their infants, they are very aware that some parents will take that advice to the extreme and attempt formal teaching. Each article and book I have come across reiterates the importance of reading to babies for their love of it, but not as an intellectual or academic pursuit. As Odean states, "[r]eading aloud is not about teaching young children to read. A child who learns to read as a pre-schooler gains no advantage over a child who learns in early elementary school, any more than a child who walks early necessarily becomes a better athlete" (36-37).

Questions

1. What do you think that parents who read to their babies expect as an outcome?
2. Do parents actually get more out of the reading experience than their children do?

EDUCATION IS FUNDAMENTAL

It is important that we don't take the importance of reading to babies for granted. Just because we may come from families who value reading, we should not assume that everyone does. We need to be aware of the fact that in some families they are dealing with issues of illiteracy (the idea of reading aloud might be stressful), poverty (books are on the bottom of the shopping list, if at all), and language barriers (none of the board books are in their mother tongue). What is seen as a relaxing and loving activity for some families may actually be stressful or painful to others. With this in mind, the authors of From Crib to School compiled a list of what we, as literacy stakeholders, should talk to caregivers about. Below is an appended version of that list.

The authors encourage us to talk with primary caregivers about . . .

• The fact that a perfect reading isn't important (it's the voice with the cuddle that counts.
• The need for closeness between the reader, child and book.
• Remember that the reader is part of the story.
• Encourage children who make story noises in imitation of the sounds of a story.

Question
(1) Do you believe that our library and school systems are doing an adequate job of breaking down barriers to allow all families, regardless of economic status or cultural background, access to resources needed to encourage reading at home?

CREATING A BABY-FRIENDLY
READING ENVIRONMENT

Many books for babies programs recommend placing books within baby's reach. One in London, Ontario recommends "[p]lacing books in strategic places such as at the changing table, in the crib, and on low shelves near the floor can help make books a natural part of a baby's life" (McFann).

In our house we put a basket in the livingroom filled with board books and picture books. The basket is easily accessible to both our boys, and its presence invites many storytimes throughout the day.

In addition we have a book shelf in the boys' room with all of their favourites--it too is at their level. In the master bedroom we also have a basket full to the brim with board books and easy picture books--just in case a storytime is wanting while visiting other rooms. I've also been known to put the book Once Upon a Potty in the bathroom when toilet training my little rascals. Our car has board books behind the seats for those moments when we are waiting behind a train, in a parking lot, or on a long road trip. I also have chunky little counting board books in my purse for moments when Liam needs something to do--usually when sitting in the grocery cart.

"Children's homes should have children's books in them. Children should be able to ask to be read to, first, before they can talk, by handing the book to a parent, or by poking the parent with a book, or, in the case of my own youngest child, by hitting a parent's newspaper with the book until the newspaper is in shreds and the parent is reading aloud instead" (Robert Needham, qtd in McFann).

I am familiar with these non-verbal requests to read. My youngest son used to pick a book from the basket on the fireplace hearth. He would then back-up across the room until he was sitting on somebody's lap. I think his first word was, "read!"

Question:

(1) What have you seen done to promote reading to infants and toddlers?
(2) Recalling your own experiences as a child or parent, what are some strategies to engage young readers that have not been mentioned in the articles?

HINTS FOR READING TO INFANTS

"When you cultivate affection for the books you read, every story you share can be a bit of a love story" (Codell, 11).

Tips for reading to infants are simple, and to many of us, seem natural. The Vermont Center for the book (qtd in McFann) lists the following recommendations:

• Find a time when both the reader and baby are relaxed.
• Choose a book the reader likes.
• Hold the book so the baby can see the pictures.
• Point to the key elements in the pictures while reading.
• Let the story be a springboard to talk about the baby's own life.
• Be silly! Let the story come alive with funny voices and sound effects.

In the book How to Get Your Child to Love Reading, by Esme Raji Codell, parents are reminded that "[w]hen sharing books with infants, one of the goals is looking, not reading. Talk about the pictures. Name objects and colors; count repeated images." I believe this is very useful, but at other times this can interrupt the flow of the story. I think it entirely depends on the type of story you are choosing. I've read The Owl and the Pussycat through without commenting, and my children seemed to love it. A book like Toby! by Cyndy Szekeres, however, had the boys commenting about the toys on each page. I think that we should remember that the suggestions are just that--suggestions. There should not be hard and fast rules, but rather parents should be encouraged to trust their instincts.

Codell recommends "try[ing] to find books with musical qualities, and rhythms in the language. Mother Goose rhymes are always marvelous. Again, your baby will join in when the time comes" (43). I agree that musical qualities and rhythm are very appealing to babies. This quality also makes them fun to read aloud.

Question
(1) What suggestions would you give to a new parent about reading to their baby?

KIERAN AND LIAM'S TOP TEN (actually 14) BABY BOARD BOOKS

Brown Bear, Brown Bear, What Do You See?, by Bill Martin Jr

Where's Spot?, by Eric Hill

The Going to Bed Book, by Sandra Boynton

But Not the Hippopotamus, by Sandra Boynton

Dinosaur Rumble, by Shaheen Bilgrami

The Very Busy Spider by Eric Carle

Hand, Hand, Fingers, Thumb, by Al Perkins

Toby!, by Cyndy Szekeres

The Pudgy Book of Mother Goose, by Richard Walz

What Shall We Do With the Boo Hoo Baby?

The Cheerios Animal Play Book, by Lee Wade

Nubby Kitty/Bunny/Puppy, by Stan Herman

Baby's First Nursery Treasury, by Barry Goldberg

The Owl and the Pussycat, by Edward Lear/Jan Brett

REFERENCES

Bechervaise, N. E. & Cusworth, R. (1996, April). From Crib to School: Families Reading to Babies. Primary Educator: Retrieved July 10, 2005 from Academic Search Elite.

Clinton, H. R. (1997, March). Comfort and Joy. Time: Retrieved June 10, 2005 from Academic Search Elite.

Codell, E. R. (2003). How to Get Your Child to Love Reading. Chapel Hill: Algonquin Books of Chapel Hill.

McFann, J. (2001, Feb/March). Babies and Books. Reading Today: Retrieved June 10, 2005
from Academic Search Elite.

Odean, K. (2003). Great Books for Babies and Toddlers. New York: Ballantine Books.