How America Is Failing Our Children
and What We Can Do about It
by BETTY S. BARDIGE
REVIEWS AND ENDORSEMENTS
"This wonderful volume not only points out the importance to each
child of a strong language base, but also of the emotional background that
it represents. We know now that both intelligence and resilience are founded
in emotional learning. Without the necessary emotional base that comes from
a devoted environment, a child's intelligence is not likely to flourish. And
in the early years, when the bases for emotional learning are laid down,
children whose parents or caregivers are too stressed to talk or read to
them are already at risk for their future."
-From the Foreword by T. Berry
Brazelton, MD
"This book is essential reading for scholars, parents, and child caregivers.
The author splendidly integrates decades of research to make the convincing
case that our society's nurturance of the young is inadequate. To improve
the rearing of our children, the first step is arming ourselves with both
the knowledge and recommendations presented in this book."
-Edward Zigler,
PhD
Sterling Professor of Psychology, Emeritus Yale University
"At a Loss for Words provides an urgent argument for infants and toddlers to
experience language in an interactive, relational way to establish crucial
language skills. Bardige offers guidance on what works-at home and in
society. This is must reading for everyone concerned about our children's
future."
- Alvin F. Poussaint, MD
Professor of Psychiatry, Harvard Medical
School and Judge Baker Children's Center, Boston, MA.
"Over the past decade, I've read an enormous number of books on the topic of early childhood, and I can not think of a better-done, basic, all-in-one primer than this one. If I were thinking of one fundamental book to give to folks interested in building a "movement", to make sure they understand what it's all about, I would recommend -- and give -- yours. That's how well you've done."
- David Lawrence, Jr.
President, The Early Childhood Initiative Foundation
"I just finished reading your book, and I needed to be in touch to say what a tremendous addition
you have made to the literature. I Wish it were required reading for every politician at every level!
It's a well-documented and articulated case for why it makes no sense whatsoever for children to
be so low on the policy totem pole. You've really done a dynamite job of tying stories of individual
children and parents to major directions we have chosen or failed to choose for the public agenda.
It's well-reasoned and non-judgmental, while making the very clear point that we have not had the
will to invest adequately in what would surely create the brightest future for this country.
Thanks for this - I'll be referencing it often!"
- Susan S. Stepleton
President & CEO, Parents as Teachers National Center
FROM THE PREFACE
Language is characteristic of human beings, as natural as breathing. Children say their first words around the time of their first birthday, and almost all are speaking fluently by the time they are four. When they are getting what they need, young children are natural chatterboxes and nonstop learners. Their rapidly expanding language connects them to others, helps them control their behavior, and enables them to take in a wealth of information. It thus provides the foundation for literacy, success in school, "emotional intelligence," and life success.
Too many children are not getting the stimulation and attention they need to develop a strong language foundation. They can't learn without exposure to language, and they can't learn well without lots of opportunity for practice. In too many of the settings where our young children are spending significant portions of their days, multitasking adults have too little time to talk with individual children, listen to what they have to say, and encourage further learning. Too many of our children are not getting the kind and amount of practice they need to learn their language well.
Nationally, approximately one third of the children entering kindergarten are significantly behind their peers in the critical area of language development.
Many parents and citizens are unconcerned, believing that the children are simply lacking formal education, which the schools should, can, and will provide. Research shows otherwise. The children who come to school with half the vocabulary of their more advantaged peers can catch up with intervention, but catching up is a challenge that becomes harder and harder as time goes on. Larger vocabularies enable children to learn faster, to learn to read more easily, and to learn more new words and concepts from what they read. At the same time, children who can "use their words" develop more positive relationships with peers and adults and are less likely to exhibit behaviors that interfere with their learning, motivation, and overall enjoyment of school.
Recognizing the importance of early learning, many modern societies provide public support-in the form of paid family leave, publicly funded child-care programs, and other assistance to families-to give their children a strong start. Such supports are lacking or insufficient for too many American families.
As parents and grandparents, as citizens and taxpayers, we can demand better. This book is for all of us who care about the future.
TABLE OF CONTENTS
Foreword by by T. Berry Brazelton
Preface
Acknowledgements
Part I: Every Child's Birthright
Chapter 1: Jack and Jill
Chapter 2: Prime Time for Language Learning
Chapter 3: Why Early Language Matters
Chapter 4: Supporting Early Language at Home
Chapter 5: Supporting Early Language in Group Care
Chapter 6: You Don't Speak My Language
Part II: The Quiet Crisis
Chapter 7: The State of Early Care and Education in the United States
Chapter 8: A Perfect Storm
Chapter 9: Truth, Justice, and the American Way
Part III: Changing Course
Chapter 10: A Parent's Guide to Early Childhood Programs and Policy
Chapter 11: Supporting Parents
Chapter 12: Improving Programs for Children
Chapter 13: Building Systems that Sustain Quality
Chapter 14: We CAN Get There from Here
Appendix: Resources and Connections for Parents, Policy Makers, and Advocates
Notes
Index
