Reading to Babies

I do my best, these days, to persuade people that I am not completely mad. Occasionally the mask slips (I sang a snatch of Everything Is Awesone in a staff meeting the other day – I tried not to, but it sort of slipped out), but most of the time I reckon I get away with it alright.  I have to admit, though, that I struggle to hide it from those who know me well.

My mum, for instance, thought I was bonkers to make almost the first thing I did post-baby, a visit to the local bookshop, and then to the library to get Baby Sam his membership.  At the time, we were a little strapped for cash, having gone down one wage and up a new house, so, given my behaviour in bookshops up to that point (never leave without a straining carrier bag), I decided that the library card was a safer bet.

That said, I still thought it was important to own a few classics, so off to the bookshop I did trot and into my eager hands fell several board books, a fabric one with squeaky and crinkly bits and lots of different textures and little bits of string and ribbon to grasp and a plastic squashy one that went in the bath.

Down’s syndrome aside, I could tell that she thought that me buying books for a baby was an act of severe bonkersness.  What did babies need with books?  Shouldn’t they have a rattle, or stacking cups (he had these too, and an excellent little triangular wedge with a plastic mirror velcroed to it – I used to prop him up on his eblows and watch him gaze and coo to himself for ages) or something else more accessible, more suitable? Why was I wasting my time and money at such an early age, when there was no way on this earth that he would be able to read them? Thankfully she loves me, and she adores Sam, so she gave me the benefit of the doubt.

I think it had something to do with Teacher Me. Learning to read, leaving aside the decoding print bit, is partly about knowing what to do with a book;  which way is up, the way the pages work and how to turn them, that sort of thing. Seeing as reading has always been a joy to me (although not, it has to be said, to R, who mainly reads to find out how to make things), and seeing as I knew Sam had a learning difficulty, I reasoned that he may as well start young.  (Nothing to do with me wanting to buy books, not at all.) I didn’t want him missing out.

Over the years, with the addition of two more babies to the family, the collection of stories grew. We had our favourites; Peepo (a good strong board book with a hole for loose little fingers to grasp, a baby who looked remarkably like Sam and a natural rhythm to the poem that encouraged us to drop out words for him to fill in), We’re Going on a Bear Hunt (where little three-year-old Sam, still unable to call me ‘mummy’, would manage to ‘woo woo’ as we struggled through the blizzard), The Blue Balloon (fantastic for mouth control), Brown Bear, Brown Bear (the book I used to persuade his Reception teacher that it was worth while teaching him to read) and The Elephant and the Bad Baby (we liked the Tweeny Clock Cake). As I continue on my mission to sort out the house, I look at them all, their covers and pages dog eared and tatty now, and I cannot bear to throw them out.

Was it to teach them to decode that I shared these stories? To be honest, no. They were for me (or daddy, or grandma) to read to them.  Like Shakespeare’s plays performed in an age when, despite England’s relatively literate population, proportionally, not that many people could read – and fewer could write – it was never about literacy.  It was about access to story and rhyme, to an experience; an opportunity to enter in to a shared imaginative world, if you like.

I suppose I could have bought them more audio books (they are really rather fond of Pants, and used to have a very jolly time jumping on the beds to Lenny Henry’s various different versions, the ones that go too fast for you to turn the pages in time and still appreciate the humour in the pictures, or discuss which pants they like the best); I could have bought more films (although, I hate that feeling you get when the actors don’t look the way you had imagined the characters, and I can see, by the way A and L dismiss the Percy Jackson films as Not Right At All, that they feel the same way too).  I suppose I could insist that L reads Anne of Green Gables by herself, even though our copy was old when I first had it, the print is small and it is falling apart. But to me, that would be missing the point.

You don’t need to be able to read it yourself to enjoy a good story, well told, pictures and everything.  It’s about literature, not literacy, and access to it, and that, it seems to me, is an entirely different thing.

 

Baby Sam playing the piano before he could read music too.
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