Besides parents and siblings, child-care providers are the ones who spend the most time with children ages 0 to 5. Parents and providers should work together to ensure that child-care environmenta are conducive to building literacy and language skills. The National Network for Child Care advocates six ways to do this by asking and answering the following questions:

Is your child-care environment "print-rich?"

Are there a lot of materials and areas set up for children to experiment with letters, words and numbers? Materials can include books for children of all ages, labels for children to see and read, newspapers, magazines, crayons, pencils, all kinds of paper, envelopes, chalkboards, magnetic or stamp-block letters, typewriters, notes written to children, cooking and science recipes for children to use, lists for grocery shopping, directions for children to refer to in an obstacle course, and graphs to read.

Do children have lots of opportunities to use print materials in a meaningful way?

Are there planned activities each day that promote reading and using printed materials? These can include adults reading books to children, children reading on their own, children reading to other children and adults, reading recipes during cooking activities, writing and reading letters in a post office drama, and making menus for a restaurant dramatic play activity. Other planned activities can include making holiday cards and get-well cards, and writing thank-you notes. Playing cards or board games, journal writing, and making personal dictionaries are fun and educational activities to plan.

Do you model reading and writing in real-life situations?

Remember to read labels, instructions and packages to children. Write reminder notes to them about upcoming field trips. And show that you value books by using the library often, taking good care of books and sharing your enjoyment of good children's books and adult literature.

Are there daily opportunities for extended and meaningful conversations?

Meaningful conversation among children and between adults and children can take place during meals, after walks, and after watching a movie together. It's important to discuss activities as a way of building literacy and language skills.

Are there regular opportunities for the creative use of language?

Do you make time to sing songs with silly words, use rhymes and riddles, create stories using puppets or a flannel board or put on skits? Finding creative ways to use language can be more engaging for young children than routine activities.

Do you help children make the connection between letters and words?

You can help children understand the rules that govern our printed language by building on what they already know. For example, you can point out that a STOP sign begins with the same letter as Sam's name, that the words "go" and "no" sound alike, and that ChelseaÌs name begins with the same sound as the word "cheese."

The National Network for Child Care shares knowledge about children's development from the nation's leading universities through the outreach system of Cooperative Extension.The extensive web site (www.nncc.org) is easy to navigate and contains practical information for families and professionals.

Reprinted with permission from the National Network for Child Care - NNCC. Patten, P. (1993). "Promoting literacy in your childcare program." In Todd, C.M. (Ed.), Day care center connections, 3 (1), pp. 1-2. Urbana-Champaign, IL: University of Illinois Cooperative Extension Service.

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