How to Use Play and Libraries to Boost Early Literacy
When it comes to fostering early literacy, libraries are more than just a repository of books - they are hubs of exploration, creativity, and community. By integrating play into library programming, parents, caregivers, and educators can unlock a child’s natural potential for learning, particularly when addressing the unique needs of children with diverse language and neurological profiles. This article explores how libraries can serve as inclusive spaces for early literacy development, with a focus on the power of play, neurodiversity, and creating supportive environments.
Understanding Language Development: Gestalt vs Analytic
One of the fundamental insights presented in the original video is the concept of Gestalt Language Processing versus Analytic Language Development, two distinct ways children acquire language. This knowledge is particularly relevant for neurodiverse children, including those on the autism spectrum.
Analytic Language Development: This is the more commonly understood way children learn language, starting with individual words, progressing to phrases, and eventually forming complete sentences.
Gestalt Language Development: In contrast, some children learn in chunks, memorising entire phrases or scripts initially, which they later break down into smaller components. These learners may use sing-song intonations, repeat scripts from shows or books, or memorise entire passages.
Notably, many autistic children lean towards Gestalt Language Processing. For caregivers and educators, recognising this learning style is key to supporting their communication needs.
"Acknowledging how a child communicates, even when it’s unconventional, is the first step to fostering connection and literacy", Naomi Bishop, librarian and presenter.
The Role of Play in Early Literacy
Play isn’t just fun - it’s an essential building block of early development and literacy. Libraries can harness the power of play to create inclusive, stimulating environments where children learn at their own pace.
Types of Play Libraries Can Incorporate:
Dramatic Play: Includes themed playstations like tea parties, pretend kitchens, or acting out story characters. This type of play fosters imagination while encouraging language use.
Creative Arts Play: Open-ended activities such as drawing, colouring, or building allow children to express themselves and engage with stories in a tactile way.
Sensory Play: Sensory bins, light tables, and textured materials can engage children who might struggle with traditional methods of learning or reading.
Gross Motor Play: While space may be limited, even simple movement-related activities (e.g., beanbags or small climbing areas) can help children release energy and focus better during storytime.
Technology as Play: Interactive catalogues or child-friendly search engines like "kids viz" add a playful element to finding books, enabling children to explore independently.
Why Play Works
Play serves as a natural tool for developing communication, problem-solving, and social skills. For Gestalt learners, dramatic or sensory play offers chances to hear, repeat, and internalise language in meaningful contexts.
Designing Libraries for Neurodiverse Children
Creating a library environment that supports neurodiverse children requires mindfulness of their sensory, emotional, and developmental needs. Here’s how libraries can become more inclusive:
1. Accommodating Sensory Needs
Children with neurodiverse profiles often experience sensory sensitivities. Libraries can address this by:
Providing quiet spaces or offering storytimes during less crowded hours.
Reducing environmental stimuli like harsh lighting, loud noises, or overwhelming visuals.
Offering sensory tools, such as fidget toys or sensory-friendly furniture like beanbags.
2. Incorporating Visual Supports
Many neurodiverse children benefit from clear, predictable routines. Include:
Visual schedules showing the structure of storytime (e.g., greeting, story, activity, goodbye).
Communication boards with core vocabulary to aid non-verbal children or those using alternative communication methods (AAC).
3. Tailoring Storytime for All
Traditional storytimes may be overwhelming for some children. Adjustments include:
Hosting smaller group storytimes or flexible sessions where children can move freely.
Allowing parallel play for children who prefer to engage independently.
Offering tactile props like stuffed animals or felt boards to make stories more engaging.
4. Highlighting Deep Interests
Many neurodiverse children develop intense passions for specific topics, such as trains, animals, or particular characters. Libraries can cater to these interests by:
Incorporating favourite themes into storytime.
Designing interactive displays with books or media centred on those subjects.
Supporting Families and Caregivers
Parents and caregivers of neurodiverse children often face unique challenges. Libraries can play a pivotal role in supporting families by offering:
Adapted board books that incorporate tactile or interactive elements.
Audio books and resources like Wonderbooks for children who struggle with traditional reading.
Community events or playgroups designed to foster social interaction and parental connection.
Libraries that embrace a strength-based approach - focusing on children’s abilities rather than perceived deficits - can act as pillars of support, encouraging both literacy and connection.
Key Takeaways
Recognise Communication Styles: Understand that children may be Gestalt or Analytic learners, and adapt interaction styles accordingly.
Incorporate Play: Dramatic, sensory, and creative arts play are powerful tools for fostering language and literacy.
Create Inclusive Spaces: Design library environments with sensory-friendly features, flexible seating, and quiet areas.
Provide Visual Supports: Use visual schedules, AAC-friendly materials, and clear signage to help children navigate spaces and activities.
Tailor Programmes to Needs: Host smaller, flexible storytimes and incorporate themes based on children’s deep interests.
Engage Families: Offer tools and resources that support caregivers, such as adapted books, play kits, and sensory-friendly programming.
Promote Predictability: Consistency in activities and resources helps children feel safe and engaged.
Respect Individual Differences: Recognise the value of neurodiversity and approach each child with patience and understanding.
Conclusion
Libraries are uniquely positioned to bridge the gap between play and learning, creating spaces where children of all abilities can thrive. By incorporating inclusive practices, visual supports, and sensory-friendly activities, libraries can foster not only literacy but also creativity, exploration, and connection. Whether through a sing-songy phrase repeated by a Gestalt learner or a child diving into a sensory bin, every interaction in a library is a step toward building a lifelong love of learning.
In New Zealand’s culturally rich communities like Epsom, Sandringham, and Mount Eden, where families seek nurturing and creative environments for early education, these strategies can make a transformative difference. By embracing neurodiversity and the power of play, libraries can become true community anchors for growth and discovery.
**Source: "Libraries, Literacy, and Play" - Arizona Library Association, YouTube, Sep 11, 2025 - https://www.youtube.com/watch?v=1MtRf9HifvQ**
