Discussions about children's literacy - or, more broadly, about academic achievement - usually revolve around what schools can do to close the gap between children who are "successful" and those who are not. What are the most effective ways of teaching non-readers to read? How can primary teachers identify, engage, and encourage children who lack the basic skills or motivation necessary for classroom success? What resources and strategies will it take to reach an increasingly diverse population of students and see that they develop the literacy skills that will become the foundation of nearly all their academic learning?

These all are important questions. And, as attested to by reading experts like University Professor Barbara Taylor, there are indeed proven strategies that can make significant differences in children's literacy when implemented carefully in the early grades - strategies we should be sure are understood and used by primary teachers.

Nonetheless, the usual questions that focus on K-12 education beg the issue of how the literacy gap comes to be so wide in the first place. That is, what happens during the first five years of life that renders some children ready to dive into the printed page with confidence and curiosity, but leaves others at a loss as to the how, why and wherefore of reading?

The researchers who contributed to this Seeds of Promise report make a compelling case that differences in literacy at school age have their roots in a young child's earliest interactions with parents and other caregivers. The literate child has been talked to long before he can talk back, entertained with stories and songs and rhymes, asked "why" and "how" questions that stretch her mind and vocabulary, and introduced to the rich, expansive world of books. Moreover, the literate child has received reliable nurturing that allows him to feel secure and confident enough to seize new learning opportunities. In other words, literacy is about quality of early care - and that has significant implications for policymakers.

If decision-makers in our state and nation are serious about seeing that all children have a chance to become successful learners and literate citizens, they need to ask, "Who is caring for our babies and toddlers? And how well-prepared are they to provide the experiences our children need?" Despite the fact that Minnesota is recognized nationally as a pioneer in early care and education, as well as family education and support, too many of our children still are not getting what they need, at home or elsewhere. We need to look closely at what stands in their way. And then we need to be ever more creative in working across health, education, human services ç not to mention labor, transportation, and housing ç to eliminate barriers to our childrenÌs success.

Policymakers must ask critical questions

1. How can we communicate to all new parents the critical ingredients of early experience? And how can we ensure that parents have access to the ongoing education and support they need to help them do their job as their childÌs first and most important teachers? In particular, who are the parents not reached by existing service systems, such as visiting nurses, ECFE, library-based programs, and what needs to happen to close those service gaps? How can the workplace, faith communities, and other sectors of the community be engaged more fully as partners in parent education and support?

2. Given that the majority of very young children spend a good deal of time in some type of childcare, and given the large numbers of infants going into childcare as their parents move from welfare to work, how can we ensure high quality care that provides emotional security, a rich language environment, exposure to books, and other age-appropriate learning opportunities? How do current funding mechanisms, caregiver wages and benefits, and quality control procedures (including licensure and training requirements) affect the experiences of these young children, and, in turn, their literacy and learning at later ages?

3. Many children live in families that struggle to meet even basic needs, let alone provide an environment that fosters strong language development and literacy. For example, parents may be compromised by mental illness, developmental delay, or substance abuse. In too many cases, infants and young children are victims of abuse or neglect. Certainly, in all of those circumstances, child safety and physical health are primary concerns. But if our concern stops there, these children are likely to miss critical learning opportunities and slip further and further behind their peers as they approach the age of formal schooling. How can linkages be strengthened among the various systems that serve these challenged families so that the children can be ensured the early care and education they deserve?

For our democracy to flourish, we need well-informed citizens who are able to gather, comprehend and use information to make wise decisions, individually and collectively. We also need poets, novelists, historians and philosophers to enrich our lives and to challenge our thinking.

In 10, 20, and 30 years, the success of our schools, businesses, the arts and our communities will be dependent on how prepared today's babies and young children are to face future challenges. Research indicates we need to do a better job of educating our children in their earliest years. The future of our society depends on our willingness to act on that research now.

© Copyright 2002, © University of Minnesota Children, Youth and Family Consortium.