At ages 3 and 2, Keith and Maceo, respectively, have little patience for workbooks and sitting down for long lengths of time as a means to “practice” literacy skills. So at this stage, to grow their vocabulary, build skill in strategic thinking, and support their practice of various ways of learning, speaking, thinking and doing in situ for successful interactions (what I am defining as literacy as contextualized action), I try to do so while “on our feet.” Because Keith and Maceo like to hang out with me whenever I am in the kitchen, I have begun thinking of ways to use that space as a “real life classroom.” Rather than work through a list of words, or decontextualized workbook drills, I try to situate my sons’ skill acquisitions and the building of them contextualized in shared spaces, experiences and familial routines.
Ironically, an effective and impactful way has been through cooking and doing chores together. Here are a few practices that are proving fruitful.
Learn and practice vocabulary in applicable situations. Keith and Maceo have a fascination with the dishwasher. Maceo is engrossed with the mechanics and inner workings of the machine, pulling the drawers and objects in and out. Keith has appointed himself as Mommy’s helper, interested in helping me load and unload it. So when it is time to use the dishwasher, I use the moment to foster and facilitate their acquiring of relevant vocabulary. As Keith is helping me, I ask him to name the different things we are loading into the machine, spell out the name of an object, or explain how a particular object (plate, pot, spoon, etc.) is used. With Maceo, as he now at the stage of learning and practicing sounds, I name the objects both in the dishwasher and throughout the kitchen, then practice with him repeating their names. In another chore-based scenario, Keith LOVES helping unpack groceries, which I use as an opportunity to build vocabulary. As he removes objects from the bags, I ask him to name what it is he is removing from the bag (canned peaches, frozen spinach, chicken, etc.), and “help” Mommy by telling me where it goes (in cabinet, in fridge, in freezer, etc.). As a caveat, I don’t do this with them EVERY time I run the dishwasher, or extend to EVERY task and chore we do, as that would probably burden the fun and at some point burn out the kids and their interests.
But when interests and curiosity intersect, I pounce.
Simulate chores and then deconstruct step by step the procedures to fulfill them. We bought our sons their own play kitchen, prompted by observing Keith during a recent dental visit. He was so engrossed with the one in the office we spent an additional half hour after his appointment just to let him play. Seeing how much he engaged with the kitchen—simulating cooking, putting dishes in the sink, opening and closing the microwave and fridge—gave me an idea to situate learning procedures and vocabulary within the context of family rituals. Keith (who is quite verbal) typically asks questions while I am cooking about what I am preparing and how. I’ll share details about the food I am preparing, describing step by step what I am doing, explaining what is happening to the food as it is cooking and why, illustrating the overall process. He usually brings a stool to stand next to me and observe. I am deliberate in telling him what I am doing step-by-step and how I am doing it because I am trying to model the use of procedures. At times I use vocabulary such as “first,” “second,” “next,” and “then” to cue him in how I progress through a task to familiarize him with the procedural language I use throughout that experience. Maceo’s interests lies now with opening and closing cabinet and refrigerator doors. But given this interest, his emerging skill in reciting sounds, and his autonomous play with the play kitchen, I am thinking of ways to support and scaffold similar growth.
Use familial and familiar experiences as launching pad to explore new concepts. Cooking in the kitchen has also begun to make Keith curious about time. I use time as a means to measure how long to cook something, and in scheduling how to cook multiple things at once. Noting how and why I use time in this way, Keith has begun emulating me. Whenever I begin cooking, Keith asks me the time, which then leads me to explaining to him how to represent the time on his own play clock. This interaction has given me entrance and access to teaching the vocabulary of time (11:25, 4:50, big hand, little hand, half past, ten minutes to…), as well as how to represent time visually on his play kitchen clock (big hand on the twelve, little hand on the 3, for example). In addition, I watch several news stations, and Keith has noticed numbers and symbols across the television screen. I explain them as the current time and temperature (a current fascination of his), leading many times to him pointing to and reciting them. Now that we have an intersection of interest, platform, and opportunity to build time-telling skills, I have brought in a few ancillary resources. One is a poster from the local dollar store illustrating how to tell time. Two others are books, one showing different times of day and the rituals people perform at those times, and another detailing how to tell time both visually and digitally, inclusive of new vocabulary associated with telling time. I also bought a clock that tells time physically, digitally and audibly, which we use to further explore his interest in time and skill to tell it. The books we read as a reference when needed during daily reading time. The poster is a visual reference we use whenever Keith asks questions about how to tell time.
Keith is transferring these experiences of us in the kitchen, autonomously employing procedures and procedural vocabulary within tasks we do together or him separately. When helping me clean in the house, particularly when doing his favorite chore of cleaning the floors, he tells me that first he will spray the cleaner, then I will mop, and then he will take over. I smile. In another example, he has begun pacing himself when he is play cooking in his own kitchen, speaking out loud what he will do each step of the way. When looking for toys he verbalizes his steps, marking “First, I will…,” and “Then, I will….” Both of the boys have taken interest in the new toy clock, winding the big and little hands to represent different times, then awaiting the clock to announce out loud the time represented on its face.
These are small steps taken in the big journey literacy learning. One chore at a time.