STEP into Storytime
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STEP into Storytime
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STEP into Storytime
- 1. STEP into Storytime Using StoryTime Effective Practice to Strenghten the Development of Newborns to Five –Year-Olds Saroj Ghoting and Kathy Klatt
- 2. Introductions Saroj Ghoting Early Childhood Literacy Consultant www.earlylit.net sghoting@gmail.com Kathy Klatt Assistant Children’s Librarian Children’s Program Coordinator Outreach Specialist katklatt@msn.com
- 4. What Is STEP? StoryTimeEffectivePractice Storytime approach Connects knowledge of children’s materials/activities to Domains of child development Framework to promote engaging storytimes that support children’s learning and development
- 5. How to Use STEP The book is divided into three parts: Part I • Understanding Part II • Connecting Part III • Applying
- 6. Developmental Domains Four developmental domains •Emotional and Social Development •Language and Literacy Development •Physical Development •Cognitive Development
- 7. Emotional andSocial Development “Emotional and social development underlies and supports all learning.” pg. 29 “Social and emotional development must be given the same level of focus and attention and planning as given to literacy, math and science” (Copple and Brendenkamp, 2009,120). “Many adults, library staff included, affect the daily lives and shape the growth of children.” pg. 29
- 8. Emotional andSocial Development Because . . . Babies—express feelings Toddlers—learn words for feelings Twos—can learn to talk about feelings Preschoolers—relate situations and feelings in books to their own experiences Storytime presenter includes books about feelings and points out the feelings of characters.
- 9. Emotions-Whatdoesthechildneed? Whatdoestheadultdo inresponse? Learn words for their feelings. Can learn to talk about feelings. Show empathy, concern, and sympathy for others.
- 10. Little Monkey Calms Down by Michael Dahl I Got the Rhythm by Connie Schofield-Morrison Ticlkle Monster by Edouard Manceau
- 11. Ways to promote emotional development through books Books that are about emotions. Talk about the facial expressions of the characters in the story. Talk about the meaning of the story and ask participants if they ever felt the same way as the character in the story.
- 12. Your ideas in chat box Share an example of promoting emotional development in your storytime. infant toddler 2 years 3-5 years
- 13. Supporting the emotional and social development of children by providing resources. Interact with children and their parents and caregivers in positive ways that support emotional and social growth. Provide flyers on family support services. Point out website sources on social and emotional development. Partner with local agencies. Waystopromoteemotionalandsocial development
- 14. Mixed-Age Storytimes Definition Models Traditional Storytime Sequential Storytime Book has 30 sample mixed-age storytimes, 15 of each type
- 15. Language Development Because . . . Babies—repeat sounds, imitate animal sounds Toddlers—imitate short phrase, look at bold, bright pictures Twos—recite familiar phrases, imitate your tone of voice Preschoolers—able to retell stories, recall elements from story All—need repetition to learn
- 16. Traditional Storytime Welcome Opening song—Come Along and Sing with Me Early Literacy Tip Storytime Intro (theme) Book/Flannel Board—Too Much Noise Stretch if needed Song/flannel board: Chicken Family to tune of Down by the Station Shakers with songs Factual Book—Chicken’s Life Cycle Big book: I Love You Sun, I Love You Moon Early Literacy Tip Demonstrated Early Literacy Tip Flannel Board: Matching game Action Rhyme: Hickory Dickory Dock Book: Cows in the Kitchen (songbook) Closing song Early Literacy Tip with Handout
- 17. Sequential Storytime Welcome Opening song—Peek-a-boo Early Literacy Tip Storytime intro (theme) Action Rhyme: Hickory Dickory Dock Big book: I Love You Sun, I Love You Moon Action Rhyme: Round and Round the Garden Book: Who Am I? Transition song: Rig a Jig Jig by Bob McGrath Quieting Rhyme: Wiggles Book: Sheep in a Jeep Early Literacy Tip Demonstrated Early Literacy Tip Song/flannel board: Chicken Family to tune of Down by the Station Flannel Board: Matching game Factual Book—Chicken’s Life Cycle Transition Song: Merrily We Stroll Along
- 18. SequentialStorytime continued Quieting Rhyme: Abracadabra Book/Flannel Board—Too Much Noise Song/flannel board BINGO All together Activity: Shakers with songs Closing song Early Literacy Tip with Handout
- 19. Ways to Span the Ages Rhymes Books Flannel Boards
- 20. Examples—Rhyme Jack in the box, Still as a mouse, Sits down inside, His little dark house Jack in the box, Sits so still, Will you come out? YES I WILL!!!
- 21. RhymeProgression Babies—on or with the child Toddlers/Twos—gross motor Preschoolers—fine motor
- 22. Physical Development Because . . . Babies—bounce when supported by an adult Toddlers—dance to music Twos—imitate your movements Preschoolers—need movement to focus Storytime presenter provides books and activities to promote interaction and physical activity
- 23. Your ideas in chat box Share how you have adapted a fingerplay or action song to appeal to different age levels: infant/toddlers toddlers/twos preschoolers infant toddler 2 years 3-5 years
- 24. Examples—Book Too Much Noise by Ann McGovern
- 25. Too Much Noise by Ann McGovern “Too noisy,” said Peter. Peter went to the wise man. “Do as I say. Get a . . .” Have the children draw the animals. Don’t worry if it looks like scribbles. Your youngest children can say the sounds of the animals, the names of the animals, older children can repeat the words “too noisy,” while even older children retell the whole story, or as much of it as they can.
- 26. Examples—Book Cake Day by Eileen Mayer
- 27. Cake Day by Eileen Mayer
- 28. Your ideas in chat box Give title and author of a book and how you have adapted how you share it to appeal to different age levels: infant/toddlers toddlers/twos preschoolers infant toddler 2 years 3-5 years
- 29. CognitiveDevelopment Because . . . Babies—notice patterns and shapes Toddlers—match one characteristic such as color or shape Twos—match an object to its picture Preschoolers—sort objects by category Storytime presenter offers activities and opportunities to classify and sort
- 34. Examples—Flannelboard Direct visual match Wings Visual match No visual clue Visual match if easier needed
- 37. Through an increased understanding of child development, we better plan and deliver storytimes that reach children of different ages and stages.
- 38. Questions/Comments Saroj Ghoting Early Childhood Literacy Consultant www.earlylit.net sghoting@gmail.com Kathy Klatt katklatt@msn.com
Notas do Editor
- KK Our book started out as ALA presentation on mixed age storytimes. As we analyzed how we plan for a storytime for a group including babies, toddlers and infants, we realized that we were planning activities that worked best with meeting the needs of each age group. But when we questioned that further, we knew we needed to focus on child development to really understand why we choose what we do and why it was successful.
- SG StoryTime Effective Practice (STEP) is a storytime approach that connects a knowledge of children’s books, materials, and activities with a knowledge of children’s emotional, social, physical, cognitive, and language development from birth ages newborn to age five; it informs the storytime presenter’s attitudes, demeanor, preparation, planning, and presentation, making the presentation more responsive to the ages and stages of the participants, and resulting in an engaging storytime experience; it supports parents and caregivers by incorporating information on early literacy and child development.
- KK Understanding gives the background information on each of the domains Connecting Applying
- KK As we began research on child development, our mixed age storytime presentation was turning into a much broader topic. The more we researched, the more questions we had. One of the goals of Every Child Ready to Read is to meet the needs of young children, especially those who do not attend preschool. Our child development research needed to include more than just literacy and language development. We would have to research four developmental domains in order to understand why we do what we do and how that benefits children and meets their needs.
- KK In current research the focus seemed to be on the importance of emotional development. This was an interesting challenge for us. How can we as storytime presenters provide emotional support for children in our storytimes? We found that emotional development support was the most important to provide and children may not fully benefit from attending activities at the library if we did not intentionally provide ways to support emotional development.
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- KK Learn words for their feelings. Include books, songs and fingerplays that support emotional and social development. Can learn to talk about feelings. Include books about feelings and point out feelings of characters. Show empathy, concern, and sympathy for others. Provide opportunities to talk about feelings.
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- SG Designed for children newborn to five and their parent/caregivers Sometimes we publicize a storytime as mixed age Sometimes we end up with mixed-age storytimes if we say have a two-year-old storytime and we allow siblings to attend While the ideas offered here may help, the two-year-old storytime is still geared to the two-year-old. Planning the two year old storytime where siblings are allowed is different from planning and publicizing a storytime for newborn to five year olds. Much of what we say applies to all storytimes
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- SG Reach all the children at the same time Too Much Noise—sounds, repeated phrase, retell the story Shaker songs—slower transitions for younger children
- sg Merrily We Stroll Along—toddlers may have sat long enough If you would like to take a break for our next part which is aimed at the preschoolers Please come back at the end for our All Together time
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- KK Go to video: https://www.youtube.com/watch?v=8pifkNG_9Lw
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- SG Cake Day by Eileen Mayer Younger—what kind of cake do you like Older—how do you make cake Older—what happens when you add milk and eggs to flour Younger—stir
- Cake Day by Eileen Mayer Younger—what kind of cake do you like Older—how do you make cake Older—what happens when you add milk and eggs to flour Younger—stir More examples: Doorbell Rang add bell sound; Please Puppy Please—add action, add repeated phrase, episodic so cut easily
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- SG Direct visual match Visual match without visual clue Add visual clue if necessary Hand out cards according to abilities/stages
- SG Direct visual match Visual match without visual clue Add visual clue if necessary Hand out cards according to abilities/stages
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- kk Now you have seen some specific examples of the four domains . . . We have a responsibility to meet the needs of children Only exposure