Learning how to read videos

How Most Children Learn to Read

By: Derry Koralek, Ray Collins

Between the ages of four and nine, your child will have to master some 100 phonics rules, learn to recognize 3,000 words with just a glance, and develop a comfortable reading speed approaching 100 words a minute. He must learn to combine words on the page with a half-dozen squiggles called punctuation into something – a voice or image in his mind that gives back meaning. (Paul Kropp, 1996)

Emerging literacy

Emerging literacy describes the gradual, ongoing process of learning to understand and use language that begins at birth and continues through the early childhood years (i.e., through age eight). During this period children first learn to use oral forms of language (listening and speaking) and then begin to explore and make sense of written forms (reading and writing).

Listening and speaking

Emerging literacy begins in infancy as a parent lifts a baby, looks into her eyes, and speaks softly to her. It's hard to believe that this casual, spontaneous activity is leading to the development of language skills. This pleasant interaction helps the baby learn about the give and take of conversation and the pleasures of communicating with other people.

Young children continue to develop listening and speaking skills as they communicate their needs and desires through sounds and gestures, babble to themselves and others, say their first words, and rapidly add new words to their spoken vocabularies. Most children who have been surrounded by language from birth are fluent speakers by age three, regardless of intelligence, and without conscious effort.

Each of the 6,000 languages in the world uses a different assortment of phonemes – the distinctive sounds used to form words. When adults hear another language, they may not notice the differences in phonemes not used in their own language. Babies are born with the ability to distinguish these differences. Their babbles include many more sounds than those used in their home language. At about 6 to 10 months, babies begin to ignore the phonemes not used in their home language. They babble only the sounds made by the people who talk with them most often.

During their first year, babies hear speech as a series of distinct, but meaningless words. By age 1, most children begin linking words to meaning. They understand the names used to label familiar objects, body parts, animals, and people. Children at this stage simplify the process of learning these labels by making three basic assumptions:

Labels (words) refer to a whole object, not parts or qualities (Flopsy is a beloved toy, not its head or color).
Labels refer to classes of things rather than individual items (Doggie is the word for all four-legged animals).
Anything that has a name can only have one name (for now, Daddy is Daddy, and not a man or Jake).

As children develop their language skills, they give up these assumptions and learn new words and meanings. From this point on, children develop language skills rapidly. Here is a typical sequence:

At about 18 months, children add new words to their vocabulary at the astounding rate of one every 2 hours.
By age 2, most children have 1 to 2,000 words and combine two words to form simple sentences such as: "Go out." "All gone."
Between 24 to 30 months, children speak in longer sentences.
From 30 to 36 months, children begin following the rules for expressing tense and number and use words such as some, would, and who.

Reading and writing

At the same time as they are gaining listening and speaking skills, young children are learning about reading and writing.

At home and in child care, Head Start, or school, they listen to favorite stories and retell them on their own, play with alphabet blocks, point out the logo on a sign for a favorite restaurant, draw pictures, scribble and write letters and words, and watch as adults read and write for pleasure and to get jobs done.

Young children make numerous language discoveries as they play, explore, and interact with others. Language skills are primary avenues for cognitive development because they allow children to talk about their experiences and discoveries. Children learn the words used to describe concepts such as up and down, and words that let them talk about past and future events.

Many play experiences support children's emerging literacy skills. Sorting, matching, classifying, and sequencing materials such as beads, a box of buttons, or a set of colored cubes, contribute to children's emerging literacy skills. Rolling playdough and doing fingerplays help children strengthen and improve the coordination of the small muscles in their hands and fingers. They use these muscles to control writing tools such as crayons, markers, and brushes.

As their language skills grow, young children tell stories, identify printed words such as their names, write their names on paintings and creations, and incorporate writing in their make-believe play. After listening to a story, they talk about the people, feelings, places, things, and events in the book and compare them to their own experiences.

Reading and writing skills develop together. Children learn about writing by seeing how the print in their homes, classrooms, and communities provides information. They watch and learn as adults write – to make a list, correspond with a friend, or do a crossword puzzle. They also learn from doing their own writing.

The chart below offers examples of activities preschool and kindergarten children engage in, and describes how they are related to reading and writing.

What children might do	How it relates to reading and writing
Make a pattern with objects such as buttons, beads, small colored cubes.	By putting things in a certain order, children gain an understanding of sequence. This will help them discover that the letters in words must go in a certain order.
Listen to a story, then talk with their families, teachers, or tutors and each other about the plot, characters, what might happen next, and what they liked about the book.	Children enjoy read-aloud sessions. They learn that books can introduce people, places, and ideas and describe familiar experiences. Listening and talking helps children build their vocabularies. They have fun while learning basic literacy concepts such as: print is spoken words that are written down, print carries meaning, and we read from left to right, from the top to the bottom of a page, and from the front to the back of a book.
Play a matching game such as concentration or picture bingo.	Seeing that some things are exactly the same leads children to the understanding that the letters in words must be written in the same order every time to carry meaning.
Move to music while following directions such as, put your hands up, down, in front, in back, to the left, to the right. Now wiggle all over.	Children gain an understanding of concepts such as up/down, front/back, and left/right, and add these words to their vocabularies. Understanding these concepts leads to knowledge of how words are read and written on a page.
Recite rhyming poems introduced by a parent, teacher, or tutor, and make up new rhymes on their own.	Children become aware of phonemes – the smallest units of sounds that make up words. This awareness leads to reading and writing success.
Make signs for a pretend grocery store.	Children practice using print to provide information – in this case, the price of different foods.
Retell a favorite story to another child or a stuffed animal.	Children gain confidence in their ability to learn to read. They practice telling the story in the order it was read to them – from the beginning to the middle to the end.
Use invented spelling to write a grocery list at the same time as a parent is writing his or her own list.	Children use writing to share information with others. By watching an adult write, they are introduced to the conventions of writing. Using invented spelling encourages phonemic awareness.
Sign their names (with a scribble, a drawing, some of the letters, or "correctly") on an attendance chart, painting, or letter.	Children are learning that their names represent them and that other words represent objects, emotions, actions, and so on. They see that writing serves a purpose to let their teacher know they have arrived, to show others their art work, or to tell someone who sent a letter.

Becoming readers and writers

By the time most children leave the preschool years and enter kindergarten, they have learned a lot about language. For five years, they have watched, listened to, and interacted with adults and other children. They have played, explored, and made discoveries at home and in child development settings such as Head Start and child care.

Kindergarten

Beginning or during kindergarten, most children have naturally developed language skills and knowledge. They…

Know print carries meaning by:

Turning pages in a storybook to find out what happens next
"writing" (scribbling or using invented spelling) to communicate a message
Using the language and voice of stories when narrating their stories
Dictating stories

Know what written language looks like by:

Recognizing that words are combinations of letters
Identifying specific letters in unfamiliar words
Writing with "mock" letters or writing that includes features of real letters

Can identify and name letters of the alphabet by:

Saying the alphabet
Pointing out letters of the alphabet in their own names and in written texts

Know that letters are associated with sounds by:

Finger pointing while reading or being read to
Spelling words phonetically, relating letters to the sounds they hear in the word

Know the sounds that letters make by:

Naming all the objects in a room that begin with the same letter
Pointing to words in a text that begin with the same letter
Picking out words that rhyme
Trying to sound out new or unfamiliar words while reading out loud
Representing words in writing by their first sound (e. g., writing d to represent the word dog)

Know using words can serve various purposes by:

Pointing to signs for specific places, such as a play area, a restaurant, or a store
Writing for different purposes, such as writing a (pretend) grocery list, writing a thank-you letter, or writing a menu for play

Know how books work by:

Holding the book right side up
Turning pages one at a time
Reading from left to right and top to bottom
Beginning reading at the front and moving sequentially to the back

Because children have been learning language since birth, most are ready to move to the next step – mastering conventional reading and writing. To become effective readers and writers children need to:

Recognize the written symbols letters and words used in reading and writing
Write letters and form words by following conventional rules
Use routine skills and thinking and reasoning abilities to create meaning while reading and writing

The written symbols we use to read and write are the 26 upper and lower case letters of the alphabet. The conventional rules governing how to write letters and form words include writing letters so they face in the correct direction, using upper and lower case versions, spelling words correctly, and putting spaces between words.

Routine skills refer to the things readers do automatically, without stopping to think about what to do. We pause when we see a comma or period, recognize high-frequency sight words, and use what we already know to understand what we read. One of the critical routine skills is phonemic awareness – the ability to associate specific sounds with specific letters and letter combinations.

Research has shown that phonemic awareness is the best predictor of early reading skills. Phonemes, the smallest units of sounds, form syllables, and words are made up of syllables. Children who understand that spoken language is made up of discrete sounds – phonemes and syllables – find it easier to learn to read.

Many children develop phonemic awareness naturally, over time. Simple activities such as frequent readings of familiar and favorite stories, poems, and rhymes can help children develop phonemic awareness. Other children may need to take part in activities designed to build this basic skill.

Thinking and reasoning abilities help children figure out how to read and write unfamiliar words. A child might use the meaning of a previous word or phrase, look at a familiar prefix or suffix, or recall how to pronounce a letter combination that appeared in another word.

First and second grades

By the time most children have completed the first and second grades, they have naturally developed the following language skills and knowledge. They…

Improve their comprehension while reading a variety of simple texts by:

Thinking about what they already know
Creating and changing mental pictures
Making, confirming, and revising predictions
Rereading when confused

Apply word-analysis skills while reading by:

Using phonics and simple context clues to figure out unknown words
Using word parts (e. g., root words, prefixes, suffixes, similar words) to figure out unfamiliar words

Understand elements of literature (e.g., author, main character, setting) by:

Coming to a conclusion about events, characters, and settings in stories
Comparing settings, characters, and events in different stories
Explaining reasons for characters acting the way they do in stories

Understand the characteristics of various simple genres (e.g., fables, realistic fiction, folk tales, poetry, and humorous stories) by:

Explaining the differences among simple genres
Writing stories that contain the characteristics of a selected genre

Use correct and appropriate conventions of language when responding to written text by:

Spelling common high-frequency words correctly
Using capital letters, commas, and end punctuation correctly
Writing legibly in print and/or cursive
Using appropriate and varied word choice
Using complete sentences

The chart below offers examples of activities children engage in and describes how they are related to reading and writing.

What children might do	How it relates to reading and writing
Discuss the rules for an upcoming field trip, watch their teacher write them on a large sheet of paper, and join in when she reads the rules aloud.	Children experience first-hand how different forms of language – listening, speaking, reading, and writing – are connected. They see language used for a purpose, in this case to prepare for their field trip. They see their words written down and hear them read aloud.
Look in a book to find the answer to a question.	Children know that print provides information. They use books as a resource to learn about the world.
Read and reread a book independently for several days after the teacher reads it aloud to the class.	Children read and reread the book because it's fun and rewarding. They can recall some of the words the teacher reads aloud and figure out others because they remember the sequence and meaning of the story.
Read some words easily without stopping to decode them.	Children gradually build a sight vocabulary that includes a majority of the words used most often in the English language. They can read these words automatically.
Read words they have never seen before.	Children use what they already know about letter combinations, root words, prefixes, suffixes, and clues in the pictures or story to figure out new words.
Use new words while talking and writing.	Children build their vocabularies by reading and talking, sharing ideas, discussing a question, listening to others talk, and exploring their interests. Using new words helps them fully understand the meaning of the words.
Recognize their own spelling mistakes and ask for help to make corrections.	Children understand that spelling is not just matching sounds with letters. They are learning the basic rules that govern spelling and the exceptions to the rules.
Ask questions about what they read.	Children understand that there is more to reading than pronouncing words correctly. They may ask questions to clarify what they have read or to learn more about the topic.
Choose to read during free time at home, at school, and in out-of-school programs.	Children learn to enjoy reading independently, particularly when they can read books of their own choosing. The more children read, the better readers they become.

Key points about development

Children develop in four, interrelated areas – cognitive and language, physical, social, and emotional.
Most children follow the same sequence and pattern for development, but do so at their own pace.
Language skills are closely tied to and affected by cognitive, social, and emotional development.
Children first learn to listen and speak, then use these and other skills to learn to read and write.
Children's experiences and interactions in the early years are critical to their brain development and overall learning.
Emerging literacy is the gradual, ongoing process of learning to understand and use language.
Children make numerous language discoveries as they play, explore, and interact with others.
Children build on their language discoveries to become conventional readers and writers.
Effective readers and writers recognize letters and words, follow writing rules, and create meaning from text.
Successful programs to promote children's reading and literacy development should be based on an understanding of child development, recent research on brain development, and the natural ongoing process through which most young children acquire language skills and become readers and writers.

Learning to Read | NPT

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NPT’s LEARNING TO READ kid's series teaches reading skills through everyday activities.

NPT’s LEARNING TO READ series focuses on family literacy, providing parents and children with skills that can help improve literacy levels in children. Through the experiences of diverse families, the series takes viewers on a journey through wide-ranging aspects of literacy and includes ways to access free books in a community, how to build literacy through everyday activities and more.

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Cycling is a great way to blend science, health, and physical education for children.
11/14/2022 | 1m 4s
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11/03/2022 | 1m 4s
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Learning to Read is a local public television program presented by NPT.

Funding for LEARNING TO READ is provided by the Dollar General Literacy Foundation and the Hays Foundation.

Learning to read by syllables (video lessons)

About 10 years ago, when a child came to school, he was just beginning to get acquainted with letters, sounds, syllables, and as a result, the first year of study was devoted to the formation of learning to read and write in elementary level.

Today's fast paced life and educational programs require children to be able to read and write as early as school entry. In connection with these norms, preparatory children's centers, tutoring of teachers of preschool and early school development, classes in kindergarten, which takes on the task of teaching children the most necessary knowledge and skills, are of particular importance. You can use all the above methods so that a child in the first grade, coming to the lesson, does not feel flawed. But what to do for those who, for one reason or another, cannot hire a tutor or attend classes outside the home is quite difficult.

I found myself in just such a situation, when my daughter did not go to kindergarten because of her frequent illnesses: there was no good developing center where they could teach reading, and a tutor is not cheap. So I had to master the technique myself, how to teach a child to read syllables.

Many mothers are afraid to do this, they do not want to take responsibility for the development of their children.

I know from my own experience that it is not difficult to teach a child to read or write. In addition, you begin to communicate more and more closely with your own child, who appreciates you and your knowledge. And now in detail.

Contents

Where to start?
At what age can one think about how to teach a child to read syllables?
Let's sing syllables
How to put letters into syllables?
Sample games
Cartoons of Dizyak Mizyak
Useful video tutorials on the topic

Where to start?

Like any subject at school, learning to read also requires manuals and special literature, which for us will be the Primer.

Today, publishing houses offer a lot of primers or books on the topic “Learning to read by syllables” with pictures, according to new methods, but for me the main criterion when choosing textbooks is clarity in construction and structured material.

According to the listed features, I offer primers by N.S. Zhukova and A.N. Tkachenko, which can also be brought to the lesson in the 1st grade. They are built in such a way that learning to read by syllables becomes logically justified for the baby.

You can download the book for free here.

You can read a review about Zhukov's primer here.

Book cover photo.

So, the first step is done.

At what age can one think about how to teach a child to read syllables?

I think the need for this arises at the age of 5-6, but in no case do not delay learning to read until the child goes to school in the 1st grade. It will be late.

At the age of 5-6 years, learning to read looks like a conscious process, of course, if the baby is accustomed to a book and his mother often read to him at an earlier age.

Otherwise it will be difficult to seat the child behind a book. Starting from 2-3 years old, do not deprive the baby of the opportunity to determine for himself whether he is interested in learning letters.

My friend's son was reading by syllables at the age of two. From the age of two, my daughter began to take an active interest in the alphabet and knew how almost all the letters of the alphabet looked and were pronounced. Therefore, it is difficult to name definitely the age at which you need to start learning to read.

The child himself will make it clear that he is ready for learning. However, I want to warn against methods that call for hanging cards with letters on the walls from the age of three months so that the baby sees and remembers them. It seems to me that this is harmful, since the child memorizes letters thoughtlessly, without understanding their purpose and not correlating with sounds. The baby’s brain is clogged with things that he doesn’t need yet, distracting from the knowledge of the world around him, which the child is just beginning to discover for himself.

It would be more expedient at this age to use Doman's method of teaching a child to read by memorizing a word.

The main rule when teaching reading is to do it unobtrusively, in the game, otherwise you risk losing interest in the book for life.

Try to interest:

start the lesson by molding a letter from dough, plasticine, consider objects whose names begin with the letter being studied;
if finances allow, get a "talking" electronic alphabet, cards with letters and pictures, cubes, etc. (when choosing a “speaking” alphabet, I want to warn against a common mistake. Sometimes in such alphabets the letters are pronounced as they are called in the alphabet. We don’t need this! We choose the alphabet, where each letter corresponds to one sound).
My daughter and I love to cut out letters from raw potatoes, fry them and eat them, pronouncing each letter. Use your imagination, and there will always be a way to motivate learning.

The next rule for teaching a child to read syllables is to pronounce the sounds correctly. In no case, when naming a letter to a baby, do not pronounce its “official” name in the alphabet.

Designate it with a sound, for example: M - "m", not "em"; Sh - "sh", not "sha". Otherwise, the child will become confused.

There are methods by which it is advised to sing vowel sounds (Zaitsev's method). I think that such an approach is possible only at the level of studying individual sounds and letters.

Singing syllables

When reading by syllables begins, it is better to move away from this method, otherwise the children will not pause between words and not see the boundaries of the words themselves.

It is better to devote the first lesson to studying the vowels A, O, U, Y, I, E. They represent two sounds: E - "ye", Yo - "yo", Yu - "yu", I - "ya".

In different positions they will be read differently. Don't confuse the child.

There are only 6 vowels in the Russian alphabet, so learn these six first.

As for consonants, I advise you to study first of all the sounds and letters M, L, then Sh, Zh, S, Z, i.e. hissing and whistling. The first letter that my daughter mastered was Zh - she really liked its sound.

How to put letters into syllables?

After mastering some letters and sounds, we begin to add syllables. You can download syllables for free here.

We are the first to study open syllables, i.e. ending in a vowel sound, for example: “be”, “me”, “ma”, “pa”, etc. They are easier to pronounce and digest. Then one consonant can be added to the open syllable, for example: “ma-k”, “so-k”. As you study the next consonants, follow the same method: first simple syllables, then more difficult ones.

Be sure to reinforce and review the material covered at every opportunity: while walking on the street, at home when performing everyday activities.

Remember: repetition is the mother of learning.

So, we have learned open syllables. The next stage is closed syllables. They are more difficult to pronounce. These are syllables where the consonant, on the contrary, runs after the vowel: “ap”, “am”, etc. Vary sounds in syllables, changing them, alternating. When the child learns to read syllables well, proceed to the next step - words.

First, we select words with the same type of syllables (ra-ma, mo-lo-ko) or with several open and one closed (ob-la-ko, el-ka).

Do not use words that are difficult to pronounce, such as sister, rain. It will be difficult for the kid to read them, he will start to mumble, as a result, diction will suffer. For now, we do not focus on expressiveness or reading speed. Our task is to learn to read in general. Speed will come with practice, and the intonation filling of a phrase is possible only with a clear understanding of its meaning. This is a later matter.

Examples of games

If your child is going to school in grade 1, you can play a role-playing game: student - teacher. In this case, the child can act as a teacher. Have him ask you to write or read a word. Do it obviously wrong: let the child see the mistake and correct you. This will give him self-confidence and the ability to see his own and others' mistakes, correct them. At 5-6 years old, children are quite capable of such exercises. If it is possible to involve children of the same age in classes, then they will be much more productive. Children have a very developed sense of competition, they rarely allow someone to be better. Thus, there will be an incentive to work on yourself and motivation, and grade 1 will no longer be so scary.

If the child is still not interested in reading even after all the methods tried, or if he does not succeed, do not despair. Keep trying in a playful way. Perhaps the moment will come when he will mentally mature and take part in the game with pleasure. Support the child, do not say that something is not working out for him, rejoice at each new success, step forward.

So, as you can see, the question is, "how to teach a child to read syllables?" not complicated. You just need to show diligence, patience, imagination, make sure that classes are held regularly. If you do not have the opportunity to devote a lot of time to your baby, entrust your grandmother and grandfather with classes, giving the necessary instructions in advance. Sometimes children make contact with older generations more easily and are more willing to learn from them. Use this opportunity, do not be jealous. All the same, the success of the child will be your merit, as you wisely allowed them to manifest in the right place at the right time. Your motto should be the rule: “We read syllables together!”

Cartoons of Dizyak Mizyak

Coming to the 1st grade, the teacher can start learning to read by syllables with the video of the studio "Dizyak Mizyak". It can be downloaded or watched online here:

These are training videos that are short cartoons, each of which is dedicated to a separate warehouse. It was the warehouse, and not the syllable, since the video was created based on Zaitsev's methodology. The warehouse may include not only consonants and vowels, but also a consonant letter with a soft sign.

The layout of the video from "Dizyak Mizyak" is very simple:

a truck or a boat leaves, carrying blocks with letters;
cubes are placed on the ground;
each sound is pronounced separately by the announcer;
cubes are combined and pronounced as part of a warehouse;
further pictures and spelling of several words are shown, which include this warehouse;
ends the video with a song about this warehouse.

Thus, if you regularly put this cartoon "Dizyaka Mizyaka" online to your child, he will gradually memorize the composition and sound of the syllable, perceiving it as a whole.

It is enough to watch up to 3-4 cartoons per day from "Dizyak Mizyak". The kid will not sit in front of a computer or TV for a long time, such an online lesson will give the maximum benefit for learning.

Use every opportunity to make your studies colorful and fun!

Useful video lessons on the topic

Cartoons for children. Learn letters and learn to read with the truck Timoshka (apricot). watch online video from TheUmnyasha in good quality.

12+

8 years and 4 months ago

TheUmnyasha106 subscribers

http://www.youtube.com/user/TheUmnyasha?sub_confirmation=1 The truck Timoshka transports letters one by one. Today we are learning letters and learning to read. Cartoons for children about Timoshka are an exciting journey for children into the world of knowledge. Watch educational cartoons for children on the Umnyash channel, updates every day! Cartoon: http://www.youtube.com/watch?v=gkb6HPzVHGg Channel : http://www.youtube.com/user/TheUmnyasha Rutube: http://rutube. ru/video/2831889fbed26866e072d3d89bd3afda/ VKontakte: https://vk.com/theumnyasha Yandex video: http://video.yandex.ru/external/4611686021742000703/view/150370237/?cauthor=staryuriy2013&cid=4 Odnoklassniki: http://odnoklassniki.ru/multfilmyc My [email protected] : http://my.mail.ru/v/theumnyasha kinostok.tv : http://kinostok.tv/video/352790/skazka-na-noch--puteshestvie-k-zvyozdam-spokoynoy-nochi-malyishi Other interesting cartoons: 1. Train Umnyash - Educational cartoons http://www.youtube.com/watch?v=swlg-Kp5Fus 2. Learning Letters - educational cartoons for children - alphabet for children http://www.youtube.com/watch?v=Ix5s7ZLH5m8 3. Educational cartoons - learning Flowers http://www.youtube.com/watch?v=Cq9OEZnY4OI 4. Educational cartoon about cars - Constructor: we assemble a car - educational cartoons for children http://www.youtube.com/watch?v=B4S107V9r-E 5. Geometry for kids. Flat geometric shapes and colors Part 1 educational cartoons for children http://www.youtube.com/watch?v=G8fPKsjOyo8 6. Educational cartoons - Geometry for children - Cartoon about cars. http://www.youtube.com/watch?v=WQYb8BmSPXQ 7. Learn Colors-cartoons about cars. Cartoon-Coloring. Educational cartoons for children. http://www.youtube.com/watch?v=M3RaCh4Q7cs 8.Cartoons about cars.Designer: assembling a fire truck.Developing cartoons for children. http://www.youtube.com/watch?v=4urHgQFSZs8 9. Geometry for kids. Flat geometric shapes and colors Part 2. Educational cartoons for children. http://www.youtube.com/watch?v=sbmUNaNlE9o 10. Bedtime story - "Journey to the Stars". GOOG night kids. http://www.youtube.com/watch?v=Dnfhrl_0iCg 11. Educational cartoons. Geometry for children. Flat geometric shapes and colors Part 2. Cartoon http://www.youtube.com/watch?v=g0cXnCCCgKU 12. Cartoon-Coloring. Learn Colors. We color the fire truck. Cartoons about cars. http://www.youtube.com/watch?v=bOoIhtS-r_E 13. Learning numbers - Learning to count. Educational cartoons. http://www.youtube.com/watch?v=D8HS8sXJjB4 We were searched for: educational cartoons for the little ones, cartoons for kids online, cartoons for the little ones list, developers, cartoon, for kids, for the little ones educational cartoon, cartoons for kids cartoons about cars, cars, cartoon about cars cartoons for kids, cartoon cars, cartoon cars, car cartoons, cartoon steam locomotive, steam locomotive cartoon, choo-choo train, learning to count cartoons about steam locomotives.