Reading with Older Infants (7-12 months)
Older infants continue to learn about the world primarily through their senses, but at this stage, a number of significant developments take place. At around 7 months (although it can be as early as 4 months), babies develop object permanence, the understanding that even when an object is out of sight, it continues to exist. This is why they enjoy peek-a-boo. At first, they think the other person has really vanished and are astonished when the person 'reappears'. Later, as object permanence develops, babies will reach to pull the other person's hands away because they know that the person is still there.
At around 9 months, joint attention begins to emerge, allowing a baby to focus on something that another person is focused on, or to invite another person (by pointing or vocalizing in pre-verbal children) to look at something that is of interest. Joint attention is a boon for language acquisition because when children are paying attention, they learn more. At this stage, babies understand a few common words (e.g. cup, juice, bye) and are getting ready to use words themselves. By 12 months, a child will say one or two words.
Types of Books to Choose
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Books can be very simple, having even just a single word or picture per page. Learning words for individual objects will prepare your child to begin using words.
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Babies enjoy books that show the faces of other babies.
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Books with rhymes and rhytmic language are great for babies at this stage. Babies (and just about everyone else) enjoy hearing rhymes. Make rhymes more engaging by adding finger play (e.g., Itsy-Bitsy Spider). The ability to detect rhymes is an important pre-reading skill.
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Choose books with flaps that your child can lift to uncover hidden objects. This activity develops both motor skills and object permanence. These books are also great for naming and talking about things (e.g., 'What's under here? Oh, look. It's a ______.')
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Because babies learn through sensory experiences, look for books that use materials of different textures in the illustrations. They provide a basis for introducing tactile words such as soft and rough.
Tips for Reading
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Feel free to 'read' by labelling objects on the pages or talking about what you see instead of adhering strictly to the printed words.
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Allow your child to turn the pages with your help as he or she expresses an interest in doing so.
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Use an expressive voice with varied pace and intonation which will engage your child more and draw his or her attention to the sounds of language.
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Take advantage of your child's developing ability to share a focus of attention with you. When your child prompts you to focus on a particular aspect of a book, use the opportunity to talk about whatever is interesting him or her. You should also point out aspects of the book that you want to make your child aware of.
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Very young children often have short attention spans, so when your child no longer wishes to read, stop the activity and resume at another time. As your child gets used to these reading experiences, his or her attention, and the reading sessions, will become more sustained.