Early literacy activities are the everyday moments when you talk, read, sing and play with your child in ways that build language and pre-reading skills. These activities begin long before a child can read words on a page. ZERO TO THREE explains that early language and literacy development starts in the first three years of life and is closely linked to a child’s earliest experiences with books, stories and caring adults. The interactions that young children have with literacy materials such as books, paper and crayons, and with the adults in their lives, are the building blocks for language, reading and writing development.

Short version: Early literacy is about talking, reading, singing and playing with your child from birth. It does not mean teaching a baby to read. Simple, joyful interactions with books, songs and conversation build the foundation for later reading and writing.

What early literacy really means

ZERO TO THREE emphasizes that early literacy does not mean early reading. Formal instruction that pushes infants and toddlers to read words is not developmentally appropriate. Instead, early literacy theory focuses on the natural unfolding of skills through the enjoyment of books, positive interactions between young children and adults, and literacy-rich experiences. Forcing a child who is not ready can be counterproductive and may cause a child to associate reading with failure.

Early literacy behaviors include book handling (turning pages, chewing), looking and recognizing pictures, picture and story comprehension (imitating an action from a story, talking about events), and story-reading behaviors such as babbling in imitation of reading or running fingers along printed words. These are all signs that a child is building the foundation for later reading, even if they cannot yet decode letters. For more on how young children learn across different areas, see our Early Literacy, Math, Science and Art for Young Children article.

Why shared reading matters from the start

The American Academy of Pediatrics (AAP) encourages parents and caregivers to read aloud with their newborns and young children. In an updated policy statement, the AAP says shared reading is an opportunity to foster loving, nurturing relationships during a critical time of brain development. Reading together weaves joyful language and rich interactive moments into the fabric of daily life, and it helps build the foundation for healthy social-emotional, cognitive, language and literacy development.

The AAP recommends that pediatricians support families with guidance and books at well-child visits. It also emphasizes that print books with colorful pictures and rich, expressive language are best. While touchscreens and other electronic devices may be popular, the AAP notes that they are typically passive or solitary experiences and do not offer the same benefits of interactivity and relationship-building. If screen-based reading or audiobooks are used, the AAP recommends back-and-forth interactions with children around these digital activities to promote connection and learning.

How to share books with babies and toddlers

The AAP offers age-based tips for sharing books during the first year. The goal is not to finish the book but to create a warm, responsive interaction. You can find more age-specific play ideas on our 2-Year-Old Activities page.

Birth to 6 months

At this stage, babies may widen their eyes or kick their legs in excitement when you share a book. They see best around 6 to 10 inches from their face. They babble and imitate sounds, and they let you know when they need a break by looking away, arching their back or fussing. The AAP suggests finding a quiet, comfortable place, holding your child on your lap, making eye contact, using different voices and sounds, and pointing to pictures. Books with simple rhymes and bold pictures work well, but what babies benefit from most is listening to your voice and snuggling with you.

6 to 8 months

Babies this age can hold onto a book, pat the pictures and taste the book (mouthing is a normal developmental stage). They smile at the sound of your voice, copy some of your sounds and facial expressions, and pay attention to a book for a few minutes at a time. The AAP recommends naming and pointing to pictures that catch your baby’s attention, helping your baby turn pages, and using sturdy board books or soft fabric books with different textures. You can act out pictures using your face, hands and voice, and enjoy copying your baby’s sounds.

9 to 11 months

Older babies may reach for one of two books you offer, hold onto a book, explore interactive features like mirrors and flaps, and copy sounds and expressions. The AAP advises using books with pictures of everyday objects like balls and blocks. Name and point to the pictures your baby is touching or looking at. Follow your baby’s lead if they want to turn to a different page. You never need to read the whole story. Babies love repetition, so sharing the same book again and again is valuable. Ask questions as you read, such as “Where’s the bird?” or “What does the cat say?” Even though your baby cannot answer, you introduce the idea of conversation.

Language development at age 2

According to the AAP, a two-year-old typically has a vocabulary of fifty or more words and is beginning to use two- or three-word sentences. Over the course of the year, children often move to sentences with four, five or even six words. They start using pronouns like “I,” “you,” “me,” “we” and “they,” and they understand the concept of “mine.” The AAP notes that there is more variation in language development at this age than in any other area, and some children are naturally more talkative than others.

You can enrich a two-year-old’s vocabulary and language skills by making reading part of your everyday routine. The AAP suggests choosing short, activity-oriented books that encourage touching, pointing, naming objects or repeating phrases. Toward the end of the year, children may enjoy poems, puns or jokes that play with language through funny sounds or nonsense phrases. If you have concerns about your child’s language development, the AAP advises talking with your pediatrician, who may conduct a physical exam and hearing check and, if needed, refer you to a specialist. Early detection and identification of language delay or hearing impairment is critically important. For more on supporting this age, visit 2-Year-Old Activities.

Milestones and activities for 3-year-olds

The CDC’s milestone checklists show that most children (75% or more) can do certain things by 3 years of age. In the area of language and communication, a 3-year-old typically talks with you in conversation using at least two back-and-forth exchanges, asks “who,” “what,” “where” or “why” questions, says what action is happening in a picture or book when asked, says their first name, and talks well enough for others to understand most of the time. The CDC also notes that children this age are starting to learn about numbers and counting.

The CDC offers simple tips to support development. Read with your child and ask questions such as “What is happening in the picture?” and “What do you think will happen next?” When your child answers, ask for more details. Teach your child simple songs and rhymes like “Itsy Bitsy Spider” or “Twinkle, Twinkle, Little Star.” Give your child an activity box with paper, crayons and coloring books, and color and draw lines and shapes together. Let your child play with playdough by squishing, pressing, pinching and making balls in different colors; this builds hand and finger muscles for writing, buttoning and cutting. Play matching games by asking your child to find objects in books or around the house that are the same. You can explore more ideas on our 3-Year-Old Activities page.

Milestones and activities for 4-year-olds

By 4 years, the CDC states that most children can say sentences with four or more words, say some words from a song, story or nursery rhyme, talk about at least one thing that happened during their day, and answer simple questions like “What is a coat for?” or “What is a crayon for?” They also name a few colors of items, tell what comes next in a well-known story, and draw a person with three or more body parts.

The CDC’s tips for 4-year-olds include reading with your child and asking what is happening in the story and what they think might happen next. Help your child learn about colors, shapes and sizes by asking about the color, shape and size of things they see during the day. Encourage your child to use words to ask for things and solve problems, and model the words they may need. Spend time speaking to your child in complete sentences using grown-up words; this helps with future reading and writing skills. Take trips to the library to let your child pick out books. Play simple games like Tic-Tac-Toe or matching games. For more, see 4-Year-Old Activities.

Music, rhymes and language learning

Head Start highlights that music is a wonderful way to support language development. Songs introduce new words and sounds, and when combined with actions, they help children learn about body parts and concepts. Rhyming songs and chants help children grasp the difference that a sound can make in a word, which supports later reading success. For example, in the song “I’m a Little Teapot,” the words stout, spout, shout and out all rhyme, helping children hear the different beginning sounds.

Head Start also notes that music can be a powerful way to engage children in the language and culture of their peers. Inviting families to share songs from their own childhoods creates a connection between home and the learning environment. Using puppets, flannel boards or picture books while singing gives children a visual picture of what the words mean, even if the language is not their native one. Songs that involve finger play, such as “Where is Thumbkin,” give children practice moving their hands and fingers, building fine motor skills and eye-hand coordination that are important for later writing. For more on movement and play, visit Fine Motor Skills and Gross Motor Skills.

Simple early literacy activities to try at home

The following activities are drawn from the expert guidance above. Each one includes a learning goal, suggested materials and a safety note. Always supervise young children during these activities.

Sing a song with actions

Goal: Build vocabulary, rhyming awareness and motor skills.
Materials: None needed, or you can add simple props like scarves or stuffed animals.
Safety note: Supervise to prevent falls during movement. Choose a safe, open space.

Sing a familiar song such as “Head, Shoulders, Knees and Toes” and do the motions together. Head Start explains that when children hear the words and move their bodies, they learn body part names and practice coordination. You can also change the words to include other body parts or actions.

Read and ask questions

Goal: Develop comprehension and conversation skills.
Materials: A sturdy board book or picture book with clear images.
Safety note: Check that the book has no loose small parts. Avoid books with buttons or batteries that could come loose.

Choose a book and sit with your child. As the CDC suggests for 3-year-olds, ask “What is happening in the picture?” and “What do you think will happen next?” For younger children, the AAP recommends pointing to pictures and naming them, then pausing to let your child babble or respond. Follow your child’s lead if they want to turn pages or stay on one page.

Play with playdough

Goal: Strengthen hand and finger muscles for future writing.
Materials: Non-toxic, water-based playdough.
Safety note: The AAP recommends using non-toxic, water-based art supplies. Supervise closely to prevent mouthing or choking.

The CDC suggests letting a 3-year-old squish, press, pinch and roll playdough into balls. This builds the fine motor skills needed for holding a pencil, buttoning and cutting. You can talk about colors and shapes as you play together.

Make up a song together

Goal: Encourage creative language use and emotional expression.
Materials: None needed.
Safety note: No specific hazards; just ensure a calm, comfortable setting.

You can start by humming a familiar tune and changing the words to describe what you are doing, such as “We are washing our hands, washing our hands, getting them clean.” Invite your child to add a line. This playful use of language builds confidence and vocabulary.

Explore a texture book or sensory basket

Goal: Build descriptive language and sensory awareness.
Materials: A fabric book with different textures, or a small basket with safe, interesting objects like a soft brush, a smooth wooden block and a crinkly cloth.
Safety note: Avoid small parts that could be choking hazards. Do not include water beads. Keep button batteries out of reach. Check that every item is too large to be a choking hazard and cannot break into smaller pieces.

The AAP notes that babies from 6 to 8 months enjoy exploring different textures. Name the textures as your child touches them: “That feels bumpy,” “This one is soft.” For toddlers, you can add simple descriptive words like rough, smooth, squishy and crinkly. This builds the vocabulary children need to describe the world around them.

Frequently asked questions

When should I start reading to my child?

The AAP recommends shared reading beginning at birth and continuing at least through kindergarten. Even tiny newborns benefit from hearing the rhythm, tones and sounds of your voice, and the close physical contact helps build a secure attachment.

What if my child does not seem interested in books?

ZERO TO THREE and the AAP both emphasize that shared reading should be fun, not forced. If your child looks away, arches their back or fusses, take a break. Follow your child’s lead. Let them chew on a board book, turn pages randomly or focus on one favorite picture. Short, positive interactions are more valuable than finishing a story.

Should I be concerned if my child is not talking as much as other children the same age?

The AAP notes that there is wide variation in language development, especially around age 2. However, the CDC advises that if your child is not meeting one or more milestones, has lost skills they once had, or you have other concerns, you should talk with your child’s doctor and ask about developmental screening. Early intervention can make a significant difference.

For more ideas and activities that support early reading and writing skills, browse our Early Literacy category page. You can also explore the broader Learning Subjects section or read the Early Literacy, Math, Science and Art for Young Children guide for an overview of how these areas connect.

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