0.1 Chatterbox and early literacy in trinidad and tobago  (Page 3/3)

Researchers in Early Literacy (Dickinson and Tabors,2001; Snow, Burns and Griffin,1998) have identified early reading behaviors that make for success in reading. These are oral language development, phonemic awareness and being exposed to the alphabet. Parental involvement in these activities at home is important. Phonemic awarenes is acquired through nursery rhymes,jingles, poetry and words that contain alliteration. Reading from books assists which language development and mastery of the concepts of print. Oral language development can also be achieved through having extended meaningful conversations with the children. In addition to the above, activities that are particularly useful for developing skills in children are: *Story telling and listening to stories,*Songs and music-related activities, *Talking about(sharing) their everyday and unique experiences.

5. Helping parents and teachers to use chatterbox as a Literacy resource: Is it that every child must be "turned into" a chatterbox then? This wouldn't be necessary at all, because the remarkable oral chat capability is not a part of the repertoire of all children. However, this can be harnessed by skilful teachers in the pre-school setting for example to draw more reluctant talkers into a chat circle while connecting listening and book reading to chatting in small groups.Accept of the home language of parents and their children without question and without engendering feelings of embarrassment. Share with both parents and teachers about the acceptable uses of speech in your school setting. It is necessary to discuss with parents how to extend the conversation of their young children--especially when they are prone to persistent question-asking. How to respond to the children in public places e.g. the supermarket, the mall, at church and the doctor's office, without "roughing them" into silence because the parents are embarrassed by their talk and cannot find the time or patience to respond. Also teach young children about turn taking and when is the appropriate time to talk. Help parents to show the young ones how to recognize environmental print and to read and chat meaningfully with them regularly. Tell parents that it is "okay" if the little ones want to sprawl on the floor and pretend to be reading books and newspapers. And it is not stupidness when the children recognize little words in the newspapers and yet show a reluctance to read these same little words in their first basal readers. It is "okay" too to talk in Creole English. They will be led easily into learning Standard English structures without strain and through dramatic play.There is so much more but parents should make these "sharing" moments a special time for the little ones-moments full of warmth and positive reinforcement.Eventually we will draw up a whole programme for parents and teachers on this aspect of chatterbox but much research is needed on what one may call "chatterbox traits" or the talk structures that most young children use among themselves and with adults.

Some questions for further research: *Where the children's home language is an English-based creole as in Trinidad and Tobago--*What value does this language have? In the community? in educational settings? *How do preschool teachers view the home language of their children? *What are the literacy teaching practices in selected preschools? *What does Literacy development entail? *What use is made of oracy in the preschool curriculum? *How do teachers deal with chatterbox children? *Are boys more inclined to be chatterboxes than girls?*What is the participation of young boys in Literacy activities at home and in the preschool setting? So then chatterbox is not merely nusiance talking in young children. They are trying to make sense of their world and it is a good time to help them by being their chatting and reading partner.