Therefore, when children play they are learning about broad constructions of literacy and reading that go way beyond which is important to note from ‘print’, the literature review. The next section reviews the literature relating to the links between language acquisition and early reading, beginning with babies. 2.7. Tuning into babies: the established links between language acquisition and early reading As discussed earlier in my doctoral studies (Boardman, 2014b), before birth, after birth and in the early days and weeks of their lives, babies are already processing information about sounds, patterns of language, attuning to tones and distinguishing their own familiar and adult’s voices (Karmiloff Smith, 2001, Mampe et al., 2009). Indeed, Goouch (2014) maintains that have a genetic predisposition to become attuned to tones, patterns and “babies structures of language, even before (p. 5). Goouch continues to state that birth” development is an active and interactive process which babies’ “language includes attachment and attunement, communication and contingency from a very early (p. 5). Similarly, Blythe (2011) argues that age” “communication begins before birth and thus, babies are already born with an innate desire to (p. 38). In addition, Elkin (2014) suggests that educationalists communicate” are now aware that babies are active listeners and learners from their “very earliest (p. 43). Wolfe and Nevills (2004) and Test, Cunningham and moments” Lee (2010) suggest that learn about 2,500 new words a year “pre-schoolers and about 7 new words every Cunningham and Lee, 2010, p. 4), day” (Test, which is significant for educationalists to understand, encourage and support. Essentially, Hamer (2012) proposes that: Language development is influenced by the child’s communication environment. Parents give their babies and young child an advantage when they talk with them, read with them, listen and respond to their babbles, gestures and words.
Therefore, when children play they are learning about broad constructions of literacy and reading that go way beyond ‘print’, which is important to note from the literature review. The next section reviews the literature relating to the links between language acquisition and early reading, beginning with babies. 2.7. Tuning into babies: the established links between language acquisition and early reading As discussed earlier in my doctoral studies (Boardman, 2014b), before birth, after birth and in the early days and weeks of their lives, babies are already processing information about sounds, patterns of language, attuning to tones and distinguishing their own familiar adult’s voices (Karmiloff and 2001, Mampe et al., 2009). Indeed, Goouch (2014) maintains that “babies have a genetic predisposition to become attuned to tones, patterns and structures of language, even before birth” (p. 5). Goouch continues to state that babies’ “language development is an active and interactive process which includes attachment and attunement, communication and contingency from a very early age” (p. 5). Similarly, Blythe (2011) argues that “communication begins before birth and thus, babies are already born with an innate desire to communicate” (p. 38). In addition, Elkin (2014) suggests that educationalists are now “very aware that babies are active listeners and learners from their earliest moments” (p. 43). Wolfe and Nevills (2004) and Test, Cunningham and Lee (2010) suggest that “pre-schoolers learn about 2,500 new words a year and about 7 new words every day” (Test, Cunningham and Lee, 2010, p. 4), which is significant for educationalists to understand, encourage and support. Essentially, Hamer (2012) proposes that: Language development is influenced by the child’s communication environment. Parents give their babies and young child an advantage when they talk with them, read with them, listen and respond to their babbles, gestures and words. Smith,
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