Being able to read and write begins with language. And one important way young children learn language is by “playing” with it. From “Pat-a-cake, pat-a-cake” to “Sam-I- Am,” the rhythms, rhymes, repetitions, and sheer nonsense of language give joy (and serve as teacher) to youngsters. Learning to love language can begin, according to Bernice Cullinan of New York University, as soon as the infant’s tiny toes are wiggled and a grown-up chants, “And this little piggy goes ‘wee-wee-wee’ all the way home!”

And what do children love about language? The most important part is the familiar voice that shares it (yours). After that, they love when it bounces and rhymes. They wiggle and giggle—or are comforted and soothed—by the repetitions of words and phrases. Some studies show that children who have experienced the playful use of language—have rhymed it, chimed it, and created it (“aggy baggy saggy schraggy”)—take more readily to reading and writing when they start to school.

The most obvious and natural ways to have fun with the sounds of language are the songs you sing and the nursery rhymes you repeat. You can also playfully manipulate the sounds in the words children know best. For example, make nonsensical strings of words that rhyme with the child’s name (Caleb, Say-leb, May-leb, Pay-leb), or with his breakfast cereal (Cheerios Beerios Meerios). Certain books, too, help you with the language play that creates interest in how spoken words work. Those books—some of which are suggested on this webpage—typically have strong rhythm, rhyme, and repetition.

Read the rhythms of books with a bit of a punch in your voice. If a child is on your lap, "bounce" the rhythm

	Sounding, rhyming and singing are ways for children to familiarize themselves with books and become good readers.

[“Brown Bear, Brown Bear, What do you see?"]. Look for books with simple rhymes and only a few lines per page. After the book has become familiar, pause to let them complete the rhyme: "Duck, duck, goose. A coyote's on the _________."

Young children will join in the reading when one part of the story repeats. “Are you my mother?” [Are You My Mother by P. D. Eastman, Random, 1960] a grown-up reads. “I am not your mother. I am a dog,” responds the listener—participating in stories initially by simply remembering a refrain. Predictable refrains “ready” a child for becoming literate well before they read on their own (“I do not like green eggs and ham!”) [Green Eggs and Ham by Dr. Seuss, Random House, 1960].

So, as you head for the local library or bookstore, think about choosing some books with strong rhythm and rhyme (“Chicka chicka BOOM BOOM!”) and some with repeating refrains (“This is not my cat!”) because language play is the name of the game!