Sign up for monthly updates

Receive our newsletter with tips and news.

Menu

General Tips

j
  • 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.

    • The child should write its own birthday wish lists. The child may initially copy from toy catalogues or the adult’s writing.
    • The child should take part in writing shopping lists. To start with they may copy the adult’s writing.
    • The child should 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 drawer.
    • 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.
  • 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.