Using Symbol Systems

The ability to understand words exceeds the ability to produce them. In order to continue to grow vocabularies and complex word meaning, children experiment with their words in different contexts. They use labeling words to build categories such as "animals" or "food" and social words, such as "bye-bye" and "hi." And they rely on their parents and caregivers to respond to their attempts using language that builds from these tries, rather than directs them.

In this stage, babies show that they are able to apply a new label from a single exposure. This behavior is called fast-mapping, and is a key to continued language learning success. It is also a sign that children have entered a period sometimes called the "vocabulary growth spurt." Toddlers at this stage are learning unfamiliar words by the process of elimination.

For example, imagine a busy mother making supper while her nineteen-month-old son Mark plays with four kitchen "toys" his mom has dumped on the floor to entertain him. Mark knows the words for "pot," "spoon," and "cup." But there is a new utensil, one he's never played with before or heard its name: a garlic press.

"Oh, honey, I need the garlic press," Mom tells him and walks toward Mark to pick it up. Mark looks at his mom, looks at his "toys" and grabs the garlic press and passes it to her. Mark is fast-mapping: The new name I'm hearing must map to the one I don't already have a name for. Toddlers like Mark who assume (just as adults do) that new names go to a category without a name can learn new vocabulary items very quickly.

The key role of the adults is to provide abundant and context-rich language. Numerous studies show that a child's vocabulary can be predicted from the number of words a child hears (Hart & Risley, 1995).

In writing, children also experience an incredible parallel leap in their development. They show they have the ability to create symbols in the form of words on the page, making the developmental jump to writing using recognizable cultural symbols of literacy.

Picture five-year-old Molly, a writer in the midst of this transition. Under her drawing of flowers, she has written: FRVSH.

"Can you read me what you wrote today, Molly?" I ask.

"Flowers. Vase. And my hand."

"Wow! That's amazing writing! I can read that, too. Can I make a copy?"

"Sure, but I'm not done."

She quickly writes another sequence of letters: mihiN mm.

"What does that say?" I ask.

"Can you read it? I don't even know what it is I wrote."

Molly is in that phase where she is beginning to put the sounds she hears down on paper. It's more a label than a story, but it shows she knows she can write things that she can read back. But she also hangs on to the belief, like Song in the earlier example, that the letters themselves magically mean something that a reader will know and can tell her even if she is the writer!

Both young writers are at an important stage in their writing development. I see them turning the corner in their ability to make meaning on the page and read back the words they write.

Jacob, on the other hand, shows me that he has turned that corner. When I ask him to show me his writing during writing workshop time in his kindergarten class, he points to a journal page with brilliant colors, a large mountain-like shape, and the letters C A N.

"Oh, you're writing another story about volcanoes? Can you read it to me?"

"Sure. The volcano is shooting fire on the sand. See? Sand," he reads, pointing to the letters CAN.

"And the water's goin' back in," he explains.

"Anything else you want to add?"

"I'll write volcano, I think." He takes his crayon in hand, V, V..." and slowly says the whole word "volcano." "Q, O. Volcano!"

"You wrote a lot! Do you hear any more sounds?"

We both say "volcano" slowly and Jacob adds QNO.

Jacob can write and read back what he has written. In a sense, he has cracked the code, not relying on the magic of someone who can "read" to tell him what his letters say. He can do it himself.

Just like fast-mapping, the ability to "invent spellings" heralds the beginning of a written vocabulary growth spurt. Young children who can represent the sounds they hear by writing some letters can use whatever letter-sound combinations they have at their disposal and apply them to new situations. With more practice and exposure, their written words grow toward conventional spelling and are easier for others around them to decode.

One day I called to chat with Laurie, and Carrie answered the phone.

"Can you tell your mom to call me?" I asked.

A few minutes later, my phone rang and it was Laurie.

"Did you want me to call you?" she asked.

"Yes. Did Carrie tell you?"

Pause. "I think so. She left me a note." ("colrufe")

We could both decipher her message to "call Ruthie [rufie]." This is more than a cute example of a bright child writing notes. Carrie shows that she understands the ways she can use symbolic representation to "tell" someone something. It shows her ability to use different forms of writing, from notes to express her feelings to relaying information. The more she writes, the more her written vocabulary will grow.