Looking for a rewarding, flexible side hustle that fits into your child’s school schedule? Substitute teaching might be the opportunity for you.
Whether you’re a stay-at-home parent looking to re-enter the workforce, a part-time worker in need of supplemental income, or in between jobs, subbing can provide extra income while allowing you to support your local schools.
“I like the flexibility and I like that it fits into the hours of school for my kids, so I can take them to their after-school activities,” said Elke, a mom I know who substitutes in her children’s schools. “I think it’s a great side hustle for moms. I’m surprised more moms don’t do it.”
Here’s a primer on some basics to know about becoming a substitute teacher and why it can be a great part-time job for parents.
Why Become a Substitute Teacher?
Substitute teaching offers a nice combination of flexibility, purpose, and income. Unlike many jobs, subbing generally allows you to set your own schedule and working location.
The districts I know about let substitutes choose when and where they work, making it easy to align with your child’s school schedule, your commute preferences, and your other obligations.
Substitutes can generally choose the days they want to work and say yes or no to specific assignments. In many districts, subs can see available assignments online or in an app each day and choose one that fits their preferences—or opt not to work that day.
Only want to work in your own child’s school, on campuses that are within five minutes of your home, or in certain grades? That should be an option in most cases, although some districts do require subs to work a certain number of days or be available to work in all schools. (In San Francisco, for example, subs are supposed to work at least five days during their first semester.)
Many parents opt to substitute outside their kids’ schools or districts, too. Besides opening up more work, this can give you great perspective and a valuable chance to compare your child’s school with others. One parent on X described substituting in a “no phones” school and seeing how much kids benefitted, compared to her own kids’ school, where phones were everywhere.
Subbing is a meaningful job—you’re helping maintain continuity in students’ education and a positive environment while teachers are away. It’s also a great way to dip your toes in if you’re interested in pursuing a teaching career down the line.
Benefits of Substitute Teaching as a Side Hustle
- Flexible Schedule: Work only on the days you’re available.
- Same Hours as Your Child’s School Day: Depending on where you sub and the age of your kid(s), you shouldn’t need childcare to take this gig. You may just need to arrange drop-off or pick-up for your child, unless you only take sub jobs at their school.
- Opportunity to Get Involved: Be present in your child’s school and community. It’s like volunteering, but you get paid! “It’s a good way to get to know who your kid is friends with and see what’s going on at their school,” Elke said.
- Make a Difference: The school years are crucial in children’s lives and in shaping the next generation. Your contribution to educating, supporting, and protecting them is vital.
- No Work to Take Home: Unlike full-time teachers, substitutes typically don’t have to do grading or lesson planning after hours.
- Extra Income: Earn money without the commitment of a full-time job.
How to Become a Substitute Teacher
To see if your district is hiring, visit the district’s website and look for a “Careers,” “Employment,” or “Human Resources” section. Many districts also post openings for substitute teachers on job boards like Indeed or EdJoin (used heavily in California). You can also call your district’s HR department or main office.
All states and school districts have their own requirements for substitute teachers, but here are some common expectations:
- Education: You may or may not need a college degree to substitute. For example, applicants in California at the time of writing must either (a) have a bachelor’s degree or (b) be enrolled in college and demonstrate mastery of reading, writing, and math basics. They can demonstrate mastery through coursework, SAT scores, or by passing the California Basic Educational Skills Test. Some states may also require college credits in education or a related field.
- Certification: You may need a substitute teacher permit or license from your state, which may involve a short training program or exam.
- Background Check: You’ll need to pass a criminal background check and likely a fingerprinting process.
- Health Requirements: There may be health-related requirements to work in the schools. For example you may need to show a negative TB test or a waiver from a healthcare provider.
- References or Letters of Recommendation: Some districts require these, along with an online job application.
Check your local school district’s website or state educational department to learn about specific requirements in your area.
How Much Do Substitute Teachers Earn?
Pay rates for substitutes vary by location and school district. In my California school district, substitute teachers earn $250 per day, while in nearby San Francisco they get upwards of $325 a day.
Some districts offer higher pay for long-term assignments or for those with teaching certifications. In my district, subs get an extra $30 per day after 30 days in a classroom, while San Francisco offers almost $40 extra per day after 10 days in a class. There may also be bonuses for teachers who work more than a certain number of days in a semester.
Subbing can provide a nice stream of supplemental income on your terms, and the flexibility means it may even be possible to balance it with other part-time work or higher education.
What’s a Typical Day Like as a Substitute?
As a substitute teacher, your day will depend on the school and grade level you’re assigned to.
In some cases, you’ll follow a lesson plan left by the regular teacher. Other times, you’ll just supervise as kids log into Google classroom or other digital platforms to find their work for the day. You may even need to get creative sometimes, if you get limited direction from the teacher.
Some days will be easy—students will be engaged and cooperative. Other days may be more challenging, requiring patience and resourcefulness to manage distractible kids. This is where parents may have an edge. After all, you’ve been managing your own kids at home for years!
Here’s a rough outline of what to expect:
- Morning: Arrive early, check in at the office, and review lesson plans.
- Classroom Time: Supervise work or teach lessons, assist students, and maintain a safe, positive classroom environment.
- Breaks and Lunch: Bring a lunch to eat in the teacher’s lounge or common area, and use your break time to plan for the afternoon.
- Afternoon: Continue teaching, guide students through activities, and leave notes for the returning teacher. Unlike regular teachers, a substitute’s day ends when the school day is over, and you more or less get to go home when the kids do!
How Are Substitute Teachers Evaluated?
Substitute teachers are mostly evaluated informally, and that starts when you walk in the door. Office staff, teachers, aides, and administrators will notice if you’re friendly, professional, and on time.
People also notice how you manage the classroom, follow instructions, and interact with the class, advises a staffing agency. If you’re shouting across the room or your class gets wild enough to disrupt others, it may get back to the principal. Even how you act during lunch or in the hallway matters. Students also impact how you’re perceived—kids will talk about their day to their regular teacher and parents, and their feedback often gets passed along.
Principals may not be watching you directly, but they hear what’s going on from everyone else. Some districts also have systems to collect formal feedback or evaluations of substitutes. Don’t stress too much, though—simply treating kids and adults courteously and being responsible can go a long way to making a good impression. So be friendly, come prepared, follow the rules, stay flexible, and show that you can keep your cool even if things don’t go as expected.
Tips for Success as a Substitute Teacher
- Be Flexible: Be open to different grade levels and subjects—variety keeps things interesting! Most of all, respond to the circumstances. If your class is unruly or disengaged, be ready to change your plan and shake it up.
- Arrive Early: Give yourself time to review lesson plans and get settled. It’s also nice to have time to use the bathroom or get a drink of water before the students arrive.
- Prepare a Backup Plan: Have a few educational activities in case the teacher’s lesson plans are unclear, incomplete, or nonexistent. It’s worthwhile to have some enriching, fun ideas up your sleeve. Just avoid hot-button issues or sensitive topics. You can even use a little time to pay it forward to the main teacher. Principal Zac Bauermaster suggests subs take time “off script” to have kids write their teacher notes of appreciation.
- Stay Calm and Confident: Classroom management can be tough, but maintaining a firm yet friendly attitude helps. Remember, it’s just one day and sticking to a lesson plan is not a life-or-death requirement. Whatever grade you’re in, they’re still kids. Keep your cool and model grown-up behavior. Elke offered up some veteran mom wisdom that’s served her as a sub: “Keeping a level head and being respectful even when they’re not is really helpful.”
- Bring Your Sense of Humor: Kids can give substitute teachers a hard time. (Maybe you even did that when you were little!) Meanwhile, busy school staff may provide little information or support. And subs also have to face the unexpected, like last-minute changes. If you bring a sense of humor, it can help you roll with the punches. You’ll also have more fun. With a little luck, the kids will catch the mood, too!
- Build Relationships: Be friendly and get to know school staff and administrators when possible. (Just keep in mind they’re juggling a lot.) As you get to know them, they’ll be more likely to call you for future jobs and you’ll know who to ask for help when you sub.
- Embrace the Unexpected: Every day as a sub is different … much like parenting. Enjoy the adventure!
Preparing to Substitute Teach
Some districts provide short training sessions to familiarize substitute teachers with classroom management techniques and school policies.
Many don’t, however, so you may want to do a bit of prepping on your own. There are lots of online resources and social media accounts dedicated to sharing tricks of the teaching trade—although years of parenting may well be some of the best preparation, too.
Elke shared that her school district didn’t provide any training, so she just channeled her own school years alongside her parenting experience.
“I felt silly the first time I did it and I was standing in front of the classroom,” she recalled. “I thought, ok, I’m just going to act like a teacher!” It worked out, and she’s now a frequent sub in her children’s middle and high schools.
Is Substitute Teaching Right for You?
If you enjoy working with kids, have some patience, and can handle a bit of unpredictability, substitute teaching may be a fantastic side hustle.
“You need to be somebody who is independent and can figure it out on your own,” Elke advised. “It requires you to think on your toes and be flexible.”
Sounds a lot like being a parent to me!
If you’re up for it, substituting may be a great side gig to earn extra money while getting involved in your child’s school community. Plus, it offers the satisfaction of knowing you’re making a difference in students’ lives. Check with your local school district to see how you can get started.
Lately, I’ve been reflecting on the value of awards and recognition. I’ve unexpectedly received a few honors recently, and each time I felt like the experience was about something much bigger than me. While the recognition was validating, I also sensed that I was a focal point. The awards gave me a chance to serve, for a moment, as a symbol of something much larger and more profound—a movement that I had the honor of representing in that time and space.
It got me thinking that any given award is less about the individual recipient and more about the issue they’re being honored for. More specifically, they’re about mobilizing the power of gathering and celebrating the communities and relationships that fuel meaningful work on that issue.
The Power of Gathering
One of the most rewarding aspects of receiving these awards has been the opportunity to be in a room with like-minded people who are all working toward a shared goal. I was reminded of this when I participated in the 30th-anniversary celebration of Literacy First, a high-impact tutoring program in Austin, Texas, that I deeply admire.
They chose to mark their milestone with a book-club discussion that brought together board members, staff, tutors, and partners. It was an honor to celebrate their incredible work—a chance to publicly acknowledge what I’ve known privately for years: they are an exemplary organization, changing lives through literacy.
That gathering provided a special kind of platform. I could have written a social media post or praised their efforts in other settings (and I have), but there was something uniquely powerful about being in a shared space, albeit virtual. A unique potency in collectively celebrating their impact.
Unexpected Connections
Closer to home, I recently received a Community Service Award from St. Francis Children’s Center in Milwaukee. The award was presented at a gala that brought together people from my local community, many of whom were new to my work. Being on stage gave me the opportunity to introduce my mission to fresh eyes, but it also led to some reconnections.
A woman I hadn’t seen in more than a year, when we’d shared bleachers at a middle school basketball game, was at the event. She congratulated me, and in our brief conversation, I learned she now serves on the board of a mentoring organization in the community—one I would soon be partnering with. That chance encounter, made possible by the gathering, renewed our acquaintance and kindled collaboration potential.
This is what I love about in-person gatherings: the unexpected touchpoints, the little moments of reconnection that strengthen the fabric of our communities.
A Platform to Honor Others
Awards also offer a nudge to reflect—on my own work and on those who have shaped it—and me. At the St. Francis Children’s Center event, I dedicated the award to my mother. She has been my biggest cheerleader from day one, alongside my father before he passed. More than that, she laid the foundation for my love of language and literacy.
She filled my childhood with words—thousands upon thousands of them. She enrolled me in early childhood programs, schools, and summer activities, each one helping to shape who I am today. Being recognized on that stage gave me the perfect moment to acknowledge her role in my journey.
Lately, when receiving public recognition, I’ve begun paying tribute to my namesake, Maya Angelou. I sometimes recite a few lines of her poetry as a nod to her enduring impact. Anytime I take a stage, it’s my honor to bring her with me.
The Joy of Celebration
Ever since the pandemic, I haven’t attended nearly as many events as I used to. This season of recognition has reminded me how energizing it is to gather in person. The handshakes, the quick “how are you?” check-ins, the introductions that lead to new partnerships—it all matters.
These moments don’t have to be long or formal. Sometimes, the most meaningful connections happen in those brief exchanges between speeches or in line at the coat check. Or maybe that’s just the introvert in me that prefers one-on-one interactions over holding forth in a crowd.
Awards as an Exclamation Mark
In the midst of my own personal awards season, I fell down the rabbit hole of “Mark Twain Prize for American Humor” clips on YouTube. My descent started with one Kevin Hart tribute video, then spiraled into watching segments of ceremonies honoring Dave Chappelle, Jerry Seinfeld, Julia Louis-Dreyfus, and others.
What struck me was the sheer joy of these gatherings—the way colleagues and friends came together, not just to recognize talent, but to express, out loud, what they love about someone’s contributions to the world.
That’s the heart of it, isn’t it? Whether it’s a community award, a literacy celebration, or a night at the Kennedy Center, recognition serves as a rare and precious moment to pause and say, This matters. You matter. We’re with you.
For those of us doing mission-driven work, so much of what we do happens in solitude. We put in thousands of hours, refining, creating, advocating, pushing forward, often without immediate validation. Awards aren’t the reason we do the work—but they are a beautiful punctuation mark, a moment to step back and acknowledge the impact.
So, here’s to more celebrations, more gatherings, and more moments to publicly thank all the people who make the award-winners’ work possible.
Get Reading for Our Lives: A Literacy Action Plan from Birth to Six
Learn how to foster your child’s pre-reading and reading skills easily, affordably, and playfully in the time you’re already spending together.
Get Reading for Our Lives
I had an incredible time at the Beyond School Hours National Education Conference in Orlando, where I accepted the 2025 Champion of Children Award from Foundations Inc. Trading Wisconsin’s 10-degree chill for Florida’s sun was lovely, but the true warmth came from spending time among 2,000 passionate educators and advocates. It was a wonderful group dedicated to helping youth feel seen, safe, and inspired through afterschool and out-of-school programming.
It was humbling and motivating to be recognized alongside iconic past recipients like Dolly Parton, Geoffrey Canada, and Barbara Bush, leaders I’ve admired for their transformative contributions to children’s literacy. But the conference’s true heart was its educators and program leaders—unsung champions whose daily efforts create life-changing opportunities for kids.
The conference reinforced my core belief: literacy isn’t just a school issue—it’s a community issue that requires all of us to act. Parents, educators, and community leaders all have a role in building strong readers, from nurturing oral language before kindergarten to fueling curiosity through out-of-school programs.
I appreciate every member of the Foundations team. They all went out of their way to welcome me, celebrate my work, and help elevate it by introducing me to prospective partners at organizations and foundations across the country.
I’m also grateful for the organization’s generous donation to Reach Out and Read Wisconsin, a program that brings books into pediatric care and encourages family read-alouds from birth. It’s among my favorite nonprofits and is exactly the kind of community-based early literacy intervention we need more of.
In my acceptance speech, I shared my personal journey, from championing my daughter Zora’s (named after novelist Zora Neale Hurston) literacy to advocating for every family seeking clear, practical guidance to raise strong readers. I honored my namesake, Maya Angelou, whose iconic poem reminds us:
“I rise… Bringing the gifts that my ancestors gave, I am the dream and the hope of the slave.”
We rise, in part, through reading. And when some of us struggle to read, we all have a responsibility to address it. We must support:
- Parents to build oral language skills and print awareness from birth.
- Teachers who deliver high-quality instruction and intervention.
- Out-of-school programs that fuel curiosity and knowledge.
- Communities that nurture learning through conversation, play, and exploration.
I urged attendees to turn every touchpoint with children into opportunities for learning, including summer camps, afterschool initiatives, and community events. I challenged them to empower parents as children’s first teachers, by offering them practical tools and quick wins.
When I wrote my book, I titled it Reading for Our Lives because this is urgent. We don’t read for test scores—we read to thrive. We read for our health, our well-being, our livelihoods, and our shared future.
The journey continues, and I’m more energized than ever to spread the joy and urgency of early literacy.
Thank you, Foundations, for this honor and for creating spaces where education champions connect and strengthen our collective impact.
Together, let’s ensure that every child reads—and rises.
If you’d like to learn more about Foundations Inc.’s important work, visit www.foundationsinc.org.
Get Reading for Our Lives: A Literacy Action Plan from Birth to Six
Learn how to foster your child’s pre-reading and reading skills easily, affordably, and playfully in the time you’re already spending together.
Get Reading for Our Lives There are years that ask questions and years that answer.
Zora Neale Hurston
To best usher your child towards literacy from birth onwards, it’s helpful to know what they can and should understand and do at different stages.
Let’s start by setting realistic expectations. Your baby cannot read. It’s not even something you should aspire to, let alone try to teach, despite the bogus claims of some products and the wishful thinking of the parents who buy them. The path to reading unfolds over the course of years, not months, and trying to shortcut the process can misdirect you from providing the critical early support and guidance that’s shown to predict later reading achievement and school success.
Reading is making sense of print at a glance. More specifically, learning to read is learning to recognize in writing words, ideas, and concepts that we already understand in spoken language. So there are two hurdles standing between babies and reading comprehension—sufficient oral language experience and knowledge of the alphabetic code.
Children must have enough back-and-forth conversation with parents, caregivers, and others to build the vocabulary, verbal reasoning, and knowledge of the world they need to make sense of words and sentences. Plus, they need direct explicit instruction in how written language works. That is, how letters and combinations of letters represent speech sounds in print. And both facets of reading—oral language and written language—take time to develop.
The parents’ job in the beginning is not to teach reading but to nurture its long-term development through active attention, book sharing, and caring conversation. Think of these as your own ABCs. Do them thoughtfully and consistently from the start, and you’ll create a rich early-language environment in which your child’s reading can bloom. No flash cards, computer screens, or baby “curriculum” required.
How to Use Language Milestones & Literacy Targets
Below, you’ll find a chronology of milestones and targets to help you anticipate the language experience, alphabetic knowledge, print awareness, and speech-sound insight that your child should accumulate as they grow into reading. By the end of this quick tour, you’ll better understand how your child grows from cooer and babbler to full-fledged reader and communicator.
Many linguists believe that modern human speech abilities, including vowel and consonant sound production, may have emerged roughly 200,000 or more years ago with the development of the larynx (aka voice box). That span has given our brains ample time to evolve the wiring that enables even very young children to produce and understand speech in their native language with ease.
Today, children’s oral language development is thought to proceed along a straightforward and predictable path with observable milestones (e.g., first coos, babbles, and spoken words). I will list some language developmental markers that align with norms published by organizations including the American Speech-Language-Hearing Association, the American Academy of Pediatrics, and the Centers for Disease Control. The time frames I list correspond roughly to when most monolingual children have reached the milestones, according to analysis of parent surveys, clinical and observational data, intervention and longitudinal studies, and other research.
I’ll also list select targets related to written language skills. Reading, in contrast to oral language, doesn’t develop effortlessly. Rather, it’s a complex learned ability that emerged much more recently in human evolution. Reading requires the “recycling” of brain networks that originally evolved for other purposes (auditory, visual, semantic processing, and executive function). There’s incredible variation in how long it takes people to develop the oral language foundation and absorb the written language instruction they need to learn to read well—and far too many never get there.
For this reason, I use the word target to describe the print-focused skills. These written-language achievements and book behaviors represent the age when kids “should” have the skills or knowledge in order to meet grade-level expectations down the road—not when most kids actually do achieve these skills. In fact, most kids aren’t currently meeting the targets, because there’s such poor communication and infrastructure linking early care to elementary school and beyond. As a society, we’ve raised the bar for kindergarten readiness without properly supporting families and early caregivers in preparing kids to clear it.
Keep in mind that your family’s mileage along the road to reading will vary. The chronology that follows isn’t a standardized, validated screening tool nor a curriculum guide. It merely overviews what kids need to know and do over time where language and literacy are concerned. It’s not meant to trigger a guilt trip about what you did or didn’t know or do at any given point in time.
If your child is older, scan the list to reflect on all that they’ve learned or where they might need support. Then read ahead to see what’s still coming. Get on board with doing what you can now to move forward from where your child is, and to help them learn and accomplish what they need next for school and life.
You can also visit readingforourlives.com/milestones for more in-depth information on the language and literacy signposts described, the research underpinning them, and ideas on what to do if you are concerned about your child’s development.
Language Milestones & Literacy Targets By Age
May the following lists remind you of the range of skills and experiences kids need—and give you the patience and perspective to be a loving guide.
- Language Milestones & Literacy Targets for Babies
- Language Milestones & Literacy Targets for Toddlers & Preschoolers
- Language Milestones & Literacy Targets for Kindergarten & Early Elementary Students
Keep in mind, the ultimate level of reading we’re aiming for is a moving target. The sophistication your child will need to thrive will depend on the individual goals they pursue in higher education, the demands of the workplaces they enter, and the invention of new technologies and media that we can’t even imagine today.
The term literacy itself changes over time. From the dawn of tablets (stone, that is) millennia ago to the global proliferation of the electronic variety today, social and technological change has altered the very definition of the word. As parents, we need to be aware of literacy’s dynamism as modes of communication change.
I think of how my daughter’s second-grade year was dramatically altered by quarantine and an influx of digital technology. A kid who’d had limited screen time suddenly spent hours online daily and became adept at classroom tech, videoconferencing, and ebook procurement—because she had to. The terms of engagement with her school, teacher, and classmates had transformed in an instant. A pandemic raised educational stakes by activating new approaches to technology, communication, and learning.
The need to leverage skilled reading to meet contemporary needs endures. And the best readers, whether 8 or 80, will be defined by their ability to identify the vast majority of words in any text they encounter and construct meaning from them, individually and collectively.
As each age and stage illustrates, this level of comprehension is built on the foundation of a stimulated brain, a robust vocabulary, wide-ranging exposure to writing, and explicit instruction in the alphabetic code. To read well may take a lifetime, but it all starts from day one with the language- and literacy-building experiences parents create.
Edited and reprinted with permission from Reading for Our Lives by Maya Payne Smart, published by AVERY, an imprint of Penguin Publishing Group, a division of Penguin Random House, LLC.
Copyright © 2022 by Maya Payne Smart.
Get Reading for Our Lives: A Literacy Action Plan from Birth to Six
Learn how to foster your child’s pre-reading and reading skills easily, affordably, and playfully in the time you’re already spending together.
Get Reading for Our Lives Talking to babies is so vital to their brain development that it’s often called language nutrition. Yet parents of all stripes tend to overestimate how much we talk with our kids—and too often we talk at our tots instead of interacting with them responsively, which is best for their brain and language development.
Well, sometimes the secret to doing more of one thing is doing less of another. And such is the case with positive, responsive parent-child interactions and kids’ media use. If you want to talk more (and more dynamically) with your little one, then limiting the time they (and you) spend glued to a screen is a great place to start.
There was a time when parents only had to contend with television at home, but today smartphones and tablets make media accessible everywhere and every time. A 2023 study, relying on home recordings, found that average daily screen time for 3-year-olds was 172 minutes (2.86 hours) a day, almost triple the 1 hour per day maximum recommended by the Academy of American Pediatrics and the World Health Organization. And that difference amounts to a significant reduction in talk: 1,139 adult words, 843 child vocalizations, and 194 conversational turns lost per day, to be specific.
When to Limit Your Child’s Screen Time
Our words and care beat the unresponsive drone of the television or YouTube every time. Unlike older children, toddlers struggle to learn from video—even live video—without someone physically present alongside them to signal that the video content is useful and worth paying attention to. Only we (live, present humans) can provide the specific, tailored responses to kids’ utterances that they need to grow vocabulary and understanding.
For kids under two years old, the American Academy of Pediatrics guidelines recommend very limited media use, and only when an adult is alongside the child to “co-view, talk, and teach.” An example would be when parent and child are video chatting with out-of-town grandparents. That is, media use for the youngest kids should be brief, interactive, and supervised, in order to benefit little ones. Many parents don’t want to hear this, because digital devices have become an integral part of our lives, but the research is clear: showing a baby videos on your phone is not educational.
Indeed, LENA data shows a negative correlation between hours of television and other electronic media detected in recordings and language ability in young children. And a longitudinal study of 2,441 Canadian children found that higher levels of screen time at 24 and 36 months old were associated with worse performance on developmental screenings at 36 and 60 months old, respectively.
Once kids reach preschool age, the time they spend on devices should continue to be in the company of an adult and limited to minutes, not hours, per day. The bright side is: once kids are 3 years old, there is evidence that they can gain valuable alphabetic knowledge from educational media, such as the public television shows Sesame Street and Super Why!, especially if a parent watches alongside them, discusses, and elaborates on the content. So there comes a time when co-viewing video content can create opportunities to talk, build vocabulary, and support kids’ development.
And you don’t have to commit to watching every episode of Daniel Tiger to fulfill your parental obligations. A rule of thumb is to watch a few episodes to gauge the quality and appropriateness of a show for your child and model how to engage with its content. Once you’ve set the tone and shown them how media works, then you can slip away from future episodes to tackle other tasks or take a break.
Preschooler media use is particularly prevalent in households with multiple children, because parents use smartphones or tablets to calm or separate bickering siblings. But researchers warn that the quick fix has lasting consequences: “the negative impact brought by excessive screen time will actually increase the burden for parents in later life.” That’s because each additional hour of screen-time exposure is associated with kids’ increased risk for emotional, behavioral, social, and attentional problems down the line.
How to Limit Your Child’s Screen Time
One strategy that works for many families is drawing hard boundaries around screen use, such as having device-free dinners; setting curfews after which all devices are docked, charging, and unavailable for use; or creating screen-free rooms or zones at home. Thousands of families have signed on for Screen-Free Saturdays, a nonprofit initiative that promotes unplugging, recharging, and disconnecting from the incessant marketing and manipulations of media and technology companies. You could give it a try and make it an event by powering down devices at sundown on Friday, getting a great night’s rest, and fueling a day of family fun and conversation on Saturday.
Parents’ own use of media also adversely affects family talk. Numerous studies have found that when parents are on their phones, they’re less engaged with and responsive to kids—verbally and nonverbally—sometimes even leading to injury when kids engage in risky bids for attention.
Now, I’m not saying we have to give up Netflix and devote our full attention to our children every waking second. But let’s be honest about where our focus is, what that focus means, and how we might take more opportunities to unplug from devices and tune into our kids. A survey of two thousand parents of school-aged children revealed:
- 69 percent of the parents felt “addicted” to their phones.
- 62 percent admitted to spending too much time on their cell phones when they were with their kids.
- 50 percent had been asked by their child to put their phone away.
Knowing better and doing better are two different things. Breaking our bad phone habits often requires serious intervention—mindfulness, that is. Jon Kabat-Zinn has defined mindfulness as “paying attention in a particular way: on purpose, in the present moment, and nonjudgmentally.” Practically speaking, mindfulness is the ability to create mental and emotional space between a stimulus and our response. It’s cultivating the awareness, self-regulation, and perspective to consciously choose our words and actions (or silence and inaction) in the moment.
In the past decade numerous studies have investigated mindful parenting and found evidence that it can reduce caregiver stress and coparenting disagreements. Some of the same techniques that have helped parents step out of autopilot and respond to kids more skillfully can also serve to help us set aside our phones and converse more in person. Mindfulness-based approaches have helped people battling phone addictions in other contexts. In a pilot study of phone-obsessed university students, mindfulness-based training was associated with a reduction in the students’ cravings for their smartphones and in their smartphone use time.
An easy way for parents to curb device use is to make a mindfulness practice out of the phone itself. We can follow the example of Marta Brzosko of the Self-Awareness Blog, who “created room for more conscious decision-making” around her phone by taking ten mindful breaths whenever the urge to reach for it emerged.
Similarly, clinical psychologist Mitch Abblett recommends that after we reach for our phones we pause and sit with our devices in hand. Let our thumbs hover over the screen. Take a full, deep breath into the belly and notice whatever thoughts, physical sensations, or emotions arise. Get curious about it all, note whatever feelings come up, and continue to return to attending to the breath.
“We simply (and yet with great difficulty) need to learn to hold our technology more lightly—with more awareness,” Abblett explained in a Mindful magazine article. “Consider making your phone itself a cue for waking up instead of checking out.”
Edited and reprinted with permission from Reading for Our Lives by Maya Payne Smart, published by AVERY, an imprint of Penguin Publishing Group, a division of Penguin Random House, LLC.
Copyright © 2022 by Maya Payne Smart.
Get Reading for Our Lives: A Literacy Action Plan from Birth to Six
Learn how to foster your child’s pre-reading and reading skills easily, affordably, and playfully in the time you’re already spending together.
Get Reading for Our Lives Whatever the intellectual quality of the education given our children, it is vital that it include elements of love and compassion, for nothing guarantees that knowledge alone will be truly useful to human beings.
His Holiness the Fourteenth Dalai Lama
Humans have been reading at least since the late fourth millennium BCE, when pictographic script was first etched into clay tablets with the original stylus, a writing tool sharp enough to leave an impression. And explicit reading instruction in English—directly teaching the links between letters and sounds—has been going on since the sixteenth century.
But it’s just been in the last several decades that we’ve had the benefit of rigorous experiments, massive data sets, and targeted technologies to illuminate how kids learn to read: the earliest roots of reading in children’s lives and parents’ critical role in sustaining them. Perhaps this new knowledge can push us from literacy for the elite to literacy for all.
There are crucial prereading and early-reading subject areas that parents are especially well-equipped to teach kids, with love and lightness, in daily life. They include oral language, speech-sound awareness, and letter-knowledge skills that research shows are critically important for later reading skills. They also include the simple work of familiarizing kids with books and how print works, as well as the more advanced work of matching letters to sounds (and sounds to letters).
Are there other things that parents can and should do to nurture literacy? Absolutely. But these are meaningful, life-altering, often-overlooked areas that are well within our capacity to start addressing (and, yes, teaching) today.
Although abilities like these tend to show up in preschool and kindergarten screenings, they apply to a much wider age span—I’d say from birth to 116, given the remarkable story of a woman named Mary Walker, born in 1848.
Walker’s dream of literacy, beautifully told in Rita Lorraine Hubbard’s picture book The Oldest Student: How Mary Walker Learned to Read, was deferred through slavery and sharecropping, through the lives of two husbands and three sons, and the administrations of twenty-six presidents of the United States. She learned at last at 116 years old, and read until her death at age 121 on December 1, 1969.
“She studied the alphabet until her eyes watered,” Hubbard wrote. “She memorized the sounds each letter made and practiced writing her name so many times that her fingers cramped… She studied and studied, until books and pages and letters and words swirled in her head while she slept. One fine day Mary’s hard work paid off. She could read!”
Literacy is still deferred for too long for too many, for lack of a strong foundation. I know a high school literacy coach whose job is to give teachers strategies to help teenagers who can’t read make sense of the science, math, social studies, and other course content in class. Imagine being expected to learn advanced content with no understanding of the printed information in textbooks and classroom materials.
When she can, the coach pulls students out of class to tutor them in the basics of letter-sound associations that they never mastered in elementary or middle school. It’s not a service she expected to provide high schoolers, but one they desperately need. And who will be there to help them when they struggle after they graduate—or drop out?
Would-be readers of any age must master the basics. There are areas of study that just cannot be skipped.
Edited and reprinted with permission from Reading for Our Lives by Maya Payne Smart, published by AVERY, an imprint of Penguin Publishing Group, a division of Penguin Random House, LLC.
Copyright © 2022 by Maya Payne Smart.
Get Reading for Our Lives: A Literacy Action Plan from Birth to Six
Learn how to foster your child’s pre-reading and reading skills easily, affordably, and playfully in the time you’re already spending together.
Get Reading for Our Lives Think back over your last few months of spending. What were the big-ticket items or experiences that you purchased for your child? If you were to judge yourself on where you invested dollars on their behalf, what would those expenses say about your priorities?
Sports, travel, and clothing topped my list of spending for my daughter this summer. She moved to a new soccer team, which required buying all-new everything: socks, shorts, four different jerseys, a backpack, outer gear for all weather, and the list goes on and on. As luck would have it, the one thing the team didn’t require—new footwear—made its way into our shopping cart anyway, because her old cleats no longer fit.
I’m talking hundreds and hundreds of dollars, far more than I spent on education during the same time frame. Do I value soccer over education? No. Does my spending look like it? Yes.
While there’s not an exact correlation between what we spend and what we value, I do believe that our visible spending sends kids strong messages about our priorities. How we spend says more than we intend.
Reading on the Road
So to tip the scales a bit in reading’s favor, I decided to put a lit-rich trip into the mix. If we can travel to Missouri and Arizona for soccer, I thought, why not go to our nation’s capital for reading? The Planet Word Museum and the National Book Festival had long topped my list of literary destinations to check out, so I brought my mom and my daughter along to make a weekend of it.
The Planet Word Museum was well worth the time and travel. Educator and philanthropist Ann Friedman’s founding vision for transforming the historic building has been beautifully realized, down to minute details like language symbols embedded in flooring and elevator interiors that look like library shelves. Every inch of the space exudes intention and enthusiasm for the human experience of language.
Most remarkable for a museum dedicated to words, it resists the urge to overwhelm visitors with print. It offers immersive, sensory, memorable experiences with language, using movement, light, and sound to capture visitors’ attention. It leaves space for guests to create our own meaning from what we consume, versus having it spoon-fed to us through the long placard descriptions typical of museums.
Everything at Planet Word is engaging, but here are a few of our favorites to give you a taste of the experience.
Global Voices
In your excitement to enter the museum, don’t miss the courtyard’s gorgeous, interactive art. Experiential and evocative, a towering aluminum sculpture, called Speaking Willow by visual artist Rafael Lozano-Hemmer, commands the space. Ivy creeps up its trunk and bell-shaped LED lights and speakers dangle from its branches.
When visitors pass under, it murmurs words from 364 different languages, representing the languages spoken by more than 99% of the world’s people. The speech —general statements about the various languages and cultures represented—isn’t meant to be parsed. Rather, let the words wash over you and inspire your sense of wonder at the richness, diversity, and interconnectedness of human communication.
Iconic Idioms
The Joking Around exhibit gives visitors a shot at shouting out iconic idioms—if you can take a visual hint from the provided props. We caught on to some pretty quickly, like “in a pickle” and “two peas in a pod,” but others left us stumped… to this day. Go ahead, have at these word puzzles. Then visit Planet Word for more. This light-hearted, interactive exhibit gets kids (and adults) thinking about the playfulness and creativity of figurative language.
The Word Wall of All Word Walls
Kids may be familiar with classroom word walls, filled with high-frequency words or lesson-specific vocab. This is not that. Planet Word’s 22-foot-tall talking word wall tells the story of the English language, through video and illuminated words. Visitors play a role, too, using microphones to interact with the exhibit and help shape the narrative.
Native Speakers
The Spoken World exhibit showcases iPads arrayed around a globe of lights. The screens offer mini-lessons in languages from Icelandic to Wolof, which highlight the diversity of world languages for us, as well as the universality of communicating culture and community. We loved the chance to practice words in unfamiliar tongues and ponder the heritage and identities of the speakers, as well as our own.
Gifts of Gab
I love a good gift shop, and Present Perfect at Planet Word had it all—bookish socks, pins, puzzles, games, and even dishes digging into tricky words like they’re, their, and there. There were books for word nerds of all ages, from Spelling Bee savant Zaila Avant-Garde’s Words of Wonder from Z to A picture book to Joe Gillard’s The Little Book of Lost Words: Collywobbles, Snollygosters, and 86 Other Surprisingly Useful Terms Worth Resurrecting. If you’re on the hunt for a baby shower gift, I recommend this adorable onesie. It pairs perfectly with my book, Reading for Our Lives.
We tapped out after two hours at the museum, which means there’s still much, much more to explore. On our next visit, we’ll be sure to dine at Immigrant Food, tackle a word-puzzle case in Lexicon Lane, and dig into the “I’m Sold” advertising exhibit. And I’m sure we’ll pick up a few more SAT words in the photo booth, sponsored by the College Board.
Long story, short. We loved it. Five stars. We’re sold on the idea that Planet Word truly is “the museum where language comes alive.”
Summer break arrives, and with it, the familiar quest to keep kids reading during their time off from school. Many parents optimistically enroll children in summer reading programs, hoping it helps kids foster a love for books and learning. And to sweeten the pot, libraries tout rewards like coupons and gift certificates to entice kids to hit milestones—say, a certain number of books or minutes read.
As a child who loved to read, I know the appeal personally. I recall carrying a stack of books taller than myself to the checkout desk at my local library in preparation for their summer reading program. I’d scavenge the library, meticulously looking through each section, hoping to find interesting books that were short enough to finish in time to receive a prize.
But now I wonder: What comes first, the love of reading or the enticement of a reward? Do rewards really help kids fall in love with books, or are they just icing on the cake for kids who already enjoy reading?
Let’s look at the arguments for and against summer reading rewards programs—and the story of one library that ditched them in favor of building up kids’ basic reading skills in a county where low literacy is endemic.
The Case for Summer Reading Rewards
Conventional wisdom says incentives get kids into the library, encourage them to seek out books they enjoy, and get them reading more. A whopping 97% of public libraries nationwide offer reward-based reading programs, doling out everything from stickers, stuffed animals, and temporary tattoos to free books, coupons, and tablets. As one librarian noted, kids may come for the prizes but then “leave reading for their own sake.”
Surveys of and interviews with middle schoolers who participated in summer reading programs and their parents suggest that the effectiveness of prizes is a mixed bag: a combination of what’s called “intrinsic” and “extrinsic” motivation.
Essentially, “intrinsic” motivation is when you want to do something for the sense of satisfaction you get from doing it. In this case, that would be reading for the love of reading. “Extrinsic” motivation is when you want to do something because you’ll get some kind of compensation or outside approval for doing it. Here, that would be reading to get a reward.
Popular thinking is that intrinsic motivation is more powerful, but research suggests that people aren’t driven completely by intrinsic motivation or completely by extrinsic motivation, but rather by a complex mix.
Indeed, the surveys showed that some kids who already enjoyed reading appreciated program perks as nice add-on incentives and said they read more than they might have otherwise to meet program targets. Others felt the content of the prize itself was less compelling than the sense of accomplishment they gained from doing the reading required to earn it.
Most of the parents surveyed felt that their kids read more, improved their reading skills, and gained reading confidence as a result of the summer reading rewards programs.
The Case for Ditching Reading Rewards
But not everyone is convinced that such summer rewards programs meaningfully fuel a love for reading—or even that administering them is a good use of librarians’ limited time.
Veteran children’s librarian Anne Kissinger believes libraries should focus on directly helping kids gain reading skills (which many lack, according to the numbers) instead of celebrating pages turned over the summer. In fact, she successfully lobbied for her library system to abandon summer rewards programs altogether.
For years, she says librarians at the Wauwatosa Public Library where she worked spent most summer days stamping coupons for participants in their reading rewards program. In summer 2017 alone, the library system distributed 3,000 rewards.
But at the height of this apparent success of the summer reading program, she worried that the library had evolved into a “clearinghouse” for promotional goods instead of a bastion of reading skill and interest. “They’re not reading for their own enjoyment,” she observed of kids participating. “They’re reading to fill in our logs or meet our requirements.”
With her branch located in a county where 25% of adults read at or below the lowest literacy level, peddling extrinsic motivation at that scale felt to her like shirking responsibility. Faced with the choice of sticking to the status quo or championing a deeper commitment to reading, she advocated to free librarians’ time up from stamping coupons and direct it toward better equipping parents to help their kids learn to read in the first place.
Reading specialist and Wauwatosa library patron Christine Reinders noticed the change in what the library offered physically—and culturally. It had always been a place where parents could find material to read to their children, but now it was becoming a space where parents could support their kids to read to themselves. For example, it was offering more books with simple words that kids can sound out along with more support for parents teaching their children to read.
“‘[Wauwatosa] is a really special place, because they had a library and a children’s librarian who recognized this need” to cultivate basic literacy, Reinders said. “The library was filled with all these wonderful books, but many were not accessible because kids were just learning to read. Now, we have those beginning readers to help them establish that solid foundation to become proficient readers and writers.”
Lessons for Parents From the Reading Rewards Debate
Ultimately, rewards may get some kids in the library and reading more in the short term, but parents would do well to attend to the longer term and intrinsic motivation, too. That’s the kind of motivation that stems from kids learning to read with enough skill, fluency, and understanding to enjoy it.
And libraries like Wauwatosa’s can be great partners in that pursuit when they offer resources for parents about fostering reading skills, as well as simple early reading material for kids.
After all, reading motivation is no simple black-and-white matter. Once we can read, we do it for many reasons: interest in the story, curiosity about the topic, the satisfaction of learning or getting to “the end,” the joy of personal choice, the prospect of a prize. We’re driven by a messy mix of reasons and inspirations. Parents and others hoping to encourage kids to read, or read more, may be best served by leveraging the gamut of motivations.
Confession time: For someone who preaches deep family and community involvement in children’s education, I’m not a constant presence at my daughter’s school. I couldn’t pick many of her teachers out of a lineup, and I rarely sign up for parent-teacher conferences.
In my defense, they’re virtual and so short that by the time we exchange pleasantries, they’re practically over. My emails to the school are mostly logistical: “She’ll miss class for a family commitment/soccer tournament/orthodontist appointment, sorry!” And you know what? I’m okay with that.
The truth is, your involvement with your child’s school will naturally ebb and flow based on your circumstances, interests, and—most importantly—your child’s needs. And that’s exactly as it should be.
When my daughter was younger, I was all in. She attended a public Montessori school for a brief time, and I wore every hat: school board member, reading buddy, field trip chaperone, you name it.
I felt a deep obligation to advocate for all children in a school serving many under-resourced families. Plus, I wanted to make sure she was getting the foundational skills she needed for long-term success. But as she has grown and her needs have changed, so has my school involvement.
Now that she’s a teenager, I focus more on empowering her to take responsibility for her education. I want her to check her own grades, follow up with her teachers, and learn to communicate effectively—life skills as much as academic ones. My role now is backup and coach.
I’m still deeply engaged, but my involvement looks different: daily conversations directly with her, gentle nudges, and teaching moments about things like the perils of group projects, email etiquette with teachers, and how to ask for help.
So, what’s the takeaway for you?
Parental school involvement and supporting your child’s education doesn’t have to look one way. It doesn’t have to mean signing up for every conference, attending every event, or leading the PTA.
It just needs to reflect your family’s unique circumstances and your child’s needs at the moment. And here’s the good news. You get to decide what that looks like.
Three Simple Steps to Meaningful Engagement
- Stay Aware
Keep a pulse on how your child is doing developmentally and academically. If they’re in preschool, know the milestones typical for kids their age. For school-aged kids, familiarize yourself with grade-level expectations and where your child stands. If something feels off, ask questions. Teachers and administrators are there to help. - Reflect on the Data
Look at report cards, state assessment scores, and other information the school provides about your child’s learning. Even a quick review can give you insights. If teachers raise concerns—whether academic or behavioral—engage in constructive dialogue and work together to find solutions. - Seek Support When Needed
If challenges arise—and they will at some point, about something—explore resources both within and beyond the school. Schools often offer tutoring, reading buddies, or other support. Libraries, community organizations, and even your personal network can be incredible allies in your child’s learning journey, too.
Above all, give yourself permission to change your approach and intensity as you and your child grow. Some seasons of life will call for all-hands-on-deck engagement. Others may let you step back. Both are okay.
Set Your Own Standard
Here’s the bottom line: Thoughtfully decide how you want to show up for your child, and then show up that way. Whether you’re the board member parent, the email-only parent, or somewhere in between, your ultimate goal is the same: to meet your child’s needs and support their development. Sometimes for busy parents that means leaning on others, too—a partner, grandparent, or someone else who can fill in when you can’t.
You don’t have to do it all. Nurturing a child’s development is its own kind of group project.
Get Reading for Our Lives: A Literacy Action Plan from Birth to Six
Learn how to foster your child’s pre-reading and reading skills easily, affordably, and playfully in the time you’re already spending together.
Get Reading for Our Lives This year marks the 10th anniversary of my turn as The Richmond Christmas Mother, a community fundraising campaign I led that raised more than $325,000 to make the holidays a little brighter for Central Virginia families in need. It was the 80th anniversary of the Christmas Mother Fund, and I was the youngest woman—and first black woman—to helm the effort. I quipped at the time that for the last several years the committee had selected Christmas Grandmothers. (Daphne Maxwell Reid, the original Aunt Viv from The Fresh Prince of Bel Air, followed me in the role in 2018.)
In retrospect, that campaign signaled a turning point—not just for the fund, but for me personally. It marked a pivotal early step in my personal transformation from community volunteer and book cheerleader to early literacy leader and parent engagement pro. The campaign added “child literacy advocate” to my name in news headlines for the first time, and it stuck. In the years since, I’ve added new titles like “author” and “parent educator” to the mix, as I’ve sharpened my understanding of what it takes to really move the needle on reading achievement.
The Christmas Mother Fund historically directed most of its support to the Salvation Army’s Christmas assistance programs. But during my tenure, we expanded its impact by launching a competitive grant project in partnership with the Community Foundation. We interpreted “Christmas” broadly to extend all the way from Thanksgiving to New Year’s and aimed to reach into 80 different pockets of the community through local organizations big and small. This allowed us to support incredible work, such as providing home-cooked meals to homebound seniors and disabled people and bringing joy to kids battling cancer.
While I did the usual hustling—placing calls, talking with media, meeting with local businesses, and presenting to civic organizations—I also put my own spin on the campaign. I donated copies of Each Kindness and other Jacquelyn Woodson books to local children at schools and child care centers. By the season’s end, I’d distributed more than 1,000 books. My Christmas Parade float, too, reflected my passion for literacy: I decked out a trolley in homage to Ezra Jack Keats’s classic picture book The Snowy Day. The marvel of art, craft, and engineering on wheels was brought to life by a dedicated team of volunteers. (Yes, we hung countless hand-cut snowflakes from the trolley windows to ensure a white Christmas.) All in the hopes of inspiring reading, encouraging parents to read to their children, and getting families to give books for Christmas instead of only toys.
Along the Dominion Energy Christmas Parade route, I tossed stuffed dolls of Peter, the main character of The Snowy Day, into the crowd. (Throwing board books into the air felt too risky.) I was joined by author friends Meg Medina, Gigi Amateau, Robin Farmer, and Stacy Hawkins Adams. At the time, I thought I might follow them into publishing fiction. Instead, I walked a different path, writing for parents and encouraging families to raise readers.
This wasn’t my first foray into advocacy. Previously, I’d launched a campaign to raise funds and awareness for Friends Association for Children, an early childhood development center that I adored and that I later highlighted in the conclusion of Reading for Our Lives. But my Christmas mother campaign gave me a platform to articulate what I now see as my core conviction: if we want to address society’s most entrenched challenges, we need to invest in children’s early education and literacy.
Looking back at a 2014 interview with Cheryl Miller on Virginia This Morning, I’m reminded of how long and deeply I’ve held this belief. All those years ago I said, “I’m a really big advocate for early childhood education programs and literacy programs for our children. I think as a community, we can invest more in children earlier and prevent a lot of the problems that many social-service organizations are grappling with as the children age.”
Some things never change! Ten years in the game and I say some version of this daily. Only now, I have the privilege of taking stages nationwide to spread the message. In 2024 alone, I addressed thousands of early childhood educators, K-12 teachers, librarians, interventionists, and parent educators in states as far-flung as Wisconsin, Louisiana, Iowa, Ohio, Maryland, Florida, and Idaho.
The Richmond Christmas Mother campaign wasn’t just a fundraiser. It was a turning point, a launchpad, and a testament to the power of a community coming together to create change. It’s been 10 years, but the lessons I learned and the momentum it sparked continue to shape the work I do today.
Get Reading for Our Lives: A Literacy Action Plan from Birth to Six
Learn how to foster your child’s pre-reading and reading skills easily, affordably, and playfully in the time you’re already spending together.
Get Reading for Our Lives