Experiencing other people’s happiness by writing and reading.

  • The adults should exhibit enthusiasm and focus in their own reading of books, newspapers and magazines and in relevant situations they should involve the child.
  • The adults should also talk to each other or tell the child about interesting and meaningful things they themselves have written or read about.
  • The adults should show the child after having read for example a manual or a recipe that they can act on what they have read.
  • The adults should show and involve the child in written communication – such as postcards and emails.
  • The adults should take the child to the library.

Involvement in relevant writing activities.

  • Children could write their own birthday wish lists.
  • The child may initially copy from toy catalogues or the adult’s writing.
  • The child could take part in writing shopping lists. To start with they may copy the adult’s writing.
  • The child could write his own name and the recipient’s name on “to-and-from” cards, invitations and postcards.

See, write and read meaningful words from everyday life.

  • The adult can write small word cards with relevant words for the child and put them on the corresponding objects – such as teddy, bed and
  • The adult can write cute messages to the child to be hung on the refrigerator or be placed in the lunchbox – such as “Have a nice day”
    or “I love you”.
  • The adult can read words on signs aloud to the child – such as road signs, shop signs and information boards.
  • The adult can read product names and words on any packaging to the child.

Easy access to writing and reading material

  • The child should always have easy access to paper, pencils and colors.
  • The child should have easy access to a computer with a text editor and print option. Here it is important to disable spell check.
  • The child should have easy access to books (eg. picture books, comic books and electronic books).
  • It is a good idea to place the books with the front outwards for the child to be inspired to read them.

Daily dose of reading aloud and involvement in reading

  • The child should often have books read aloud by an adult.
  • The child should choose the book to be read – even if the same book is chosen again and again.
  • When reading aloud it is a good idea if the adult or child is continually pointing to the words in the text.
  • Before reading a new book, the child and the adult, from the cover photo or title of the book, can guess and talk about what they think the book is about.
  • At selected pages in the book, the adult can ask “What do you think happens on the next page?”
  • When having finished reading the book, the adult and child can expand on the story together.
  • The child should be helped when encountering new words and phrases in connection with games on the computer or video game consoles.

Pleasure, interest and praise

  • It is important, that the child is able to choose itself, when and when not to write and read, in order for the desire to be the driving force.
  • The child must not be corrected but praised for his or hers attempts at writing and reading.
  • The adult’s task is to raise the child’s natural curiosity and interest in written language.


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