03/19/2022
Sitting down together for a meal is not only important for nutrition, but language as well 🍽🗣
♥️📖♥️March is and reading is ALWAYS a good thing, but here’s a startling fact: Researchers found that for young children, meal time conversation trumps even story time!
📖When you read aloud to your children, it supports language and literacy development, including exposing your child to atypical vocabulary or those words not used in common day-to-day interactions. But during dinner time conversation, young children are exposed to 1,000 rare words! That in turn supports reading development, and those children learn to read earlier than their peers.
🥰The kind of conversation around the table helps raise smarter kids too! Think about it...what did
you talk about last night at dinner? Most likely, you conveyed information via storytelling. You may have told your partner what your toddler did at the park that day or the unexpected sequence of events when they discovered a mud puddle! Mealtime conversation is most often conveyed via storytelling or narratives.
✨Soon, when your toddler enters preschool, they will be at a distinct advantage that will last into their teen years. Preschoolers who have strong storytelling skills have higher reading scores in high school!
🥳Learn more fascinating facts about communication and feeding young children in my new book,
Responsive Feeding: The Baby-First Guide to Stress-Free Weaning, Mealtime Bonding, and Life-Long
Health. Click 👇🏻
https://mymunchbug.com/books/
Snow, C. E., & Beals, D. E. (2006). Mealtime talk that supports literacy development. New Directions for
Child and Adolescent Development, 2006
Research: Family dinner improves literacy. (2020, August 31). Retrieved April 11, 2021, from
https://thefamilydinnerproject.org/blog/research-shows-family-dinner-improves-literacy/
Suggate, S., Schaughency, E., McAnally, H., & Reese, E. (2018). From infancy to adolescence: The
longitudinal links between vocabulary, early literacy skills, oral narrative, and reading
comprehension. Cognitive Development, 47, 82–95.