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Storytime and Child Development: Imitating Sounds

Storytime&Child Development

 

It’s time for imitating sounds!

Just like last week’s post on walking with support, this is another one of those posts that almost seems silly to me because it’s so easy to observe and support in storytime. Anyone who’s done a baby storytime knows how much babies love repeating animal sounds and sounds from things that go, but why is it important to storytime and child development?

At this age, babies are really ramping up the building blocks of language and communication. They’re going from making less intelligible sounds like cooing and gurgling to making intentional ones that get our attention. They’re recognizing that some sounds create a favorable reaction and they can remember what sound to make to cause an adult to, say, pick them up or feed them. They’re also beginning to experiment with the way sentences work. You might hear them raise their voices while babbling like they’re asking a question or you might hear them grunt the sounds when they’re grumpy.

When it comes to storytime, I love to give lots of opportunities for adults and their babies to interact by imitating my sounds. Babies will be especially good at one or two syllable words with strong vowel sounds, which means that animal and things that go books are amazing! Even if the text doesn’t call for it, take some time to point to the pictures and say “What does this [this] say? [speak the sound]. Can you say [sound?]”

It’s also a really great time for practicing the way that sentences sound. Books that ask questions in the text and give answers are outstanding for this. Also, can I just recommend Moo by David LaRochelle 100 times?! It is absolutely perfect for supporting imitation because it’s just a simple sound that all babies can make, but said in lots of different ways. Plus! It’s guaranteed to make your adults chuckle.

 

When babies are babbling to you or even beginning to say their first words, it’s also really important to use it as an opportunity to model scaffolding in our conversations.

I like to do this during playtime most of all. When babies wander over to me and babble, I like to respond with a short reply. “Yes, the blue ball goes, ‘bounce, bounce.'” It takes some practice, but I always try to think of a word to end my sentence that can stick with them. Babies want to know names for things and they really like to speak the sounds it makes, so I often focus on that. Sometimes a baby or two will really get a kick out of saying their name, too. I often reply with what toys are near or what they are doing.

Baby: Edmund.
Me: Edmund is walking so fast, fast, fast.

Baby: Ava!
Me: Yes, Ava is making a tower!
Ava: To-wer.

I’ve seen parents really pick up on this practice with very little coaching from me and it can help tremendously with speech development. This is a really magical time when you can see first words appearing and my observation has been that adults really start to swell with pride and become even more involved in the learning process after that.

 

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Dino Mania! A Spring Break Program

School Age

 

The month of March was hectic for me at work. I had so many programs and collaborations going on that I didn’t get a whole of time to plan and prepare for any of them. Never good! Luckily I planned this program to be pretty simple. It was Spring Break, and that meant families would be looking for easy ways to spend quality time together. Since I was going for easy for me, too, I decided to make it a family movie day with some activities to extend on the experience.

I showed The Good Dinosaur, which was a new release, and created a few stations and activities to explore before the movie. Here are my stations.

dinodig

Dino Excavation Station

I found some dinosaur figures in the party favor section of my local Wal-Mart and bought a few packs. I buried each pack in a bowl of chocolate pudding with a marshmallow surface. There were wipes at each bowl to allow kids to wipe off the dinos before they took them to a table to identify them.

dino ID

Dino Safari

dinomask-safari

For this station, kids donned a mask, picked up their search sheet, and went searching around the library for those dinosaurs. Since this program was in the council chambers that’s connected to this library, the safari was a tricky way to get them into the library to look around and count them in our door count.

Kids got to keep their masks, which were also found in the party favor section at Wal-Mart. (Bookmarks above them are dinosaur-shaped and leftover from another program.)

Cave Painting

cavepainting

I set up a few tables in the room and draped them with black tablecloths to create “caves.” I explained that our movie would have a cave man and that humans used to make paintings as a way to tell stories. I asked them to create their own stories inside the caves.

These activities took around 20 minutes for most families to complete and when I saw that everyone was finishing up, I started our movie.

dinomovie

As the opening credits were playing, I pointed out exits and explained that no one’s feelings would be hurt should anyone choose to leave early. There were some preschoolers in my crowd and I said this to make them feel a little more empowered if (and when) those children got bored and disruptive.

The Good Dinosaur is not the most exciting kids’ movie I’ve ever seen. I watched it the weekend before the program and considered choosing another movie instead, but thought that since I’d advertised for this one already, I’d better stick with it. My advice would be to pass on this one as a program pick.

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Storytime and Child Development: Walking with Support

Storytime&Child Development

 

I’m finally back with some more content in my storytime and child development series. Hooray! I’ve loved thinking more deeply about how my practices in storytime not only build on early literacy, but the development of the whole child, too. Thinking about stages in more specific terms has made me realize that there are all kinds of ways that I can adapt any storytime to be more beneficial to the ages present.

Today I’m leaving the 4-8 months stage and moving into 8-12 months and I’m starting with one of the major, easily recognizable developments: walking with support.

By eight months, most children will be sitting up independently and beginning to walk around by pulling themselves up on higher surfaces like chairs and tables or a pair of helpful hands.

It takes a lot of confidence to walk totally independently and practicing with support is sort of like riding a bicycle with training wheels. Working in a time to walk during storytime can be a fun way to work out wiggles that even babies can get AND help build that confidence.

In my storytimes, I often pause between my two books or after my second book to do…A BABY PARADE. What is that? Well, basically I give all the families a scarf and I start bopping around the room to music. Adults with children who can walk might walk with their kids or stand and dance together. Where children need support, parents might help them stand and walk by holding their hands. With littler ones, adults can bounce them in their laps or standing with them on a hip and singing.

When I first introduced this element of baby storytime, I explained for awhile that a baby parade had a few purposes:

  1. To encourage connection to music and rhythm which are very beneficial as early math concepts and even in fostering a sense of community and empathy.
  2. To introduce new vocabulary through singing and listening to the words.
  3. To build those motor skills and confidence with the movements.
  4. For little ones who love to dance, it supports creativity.

For this age, I like to pick music that parents will like instead of picking music intended just for children. I think it’s a great way to show adults that everything is an opportunity to help their baby grow and they can enjoy it at the same time.

Here’s my list of favorite songs:

  • Three Little Birds- Bob Marley
  • Day O- Raffi
  • Ain’t No Mountain High Enough- Marvin Gaye and Tammi Terrell
  • All You Need Is Love- The Beatles
  • Dancing in the Moonlight- King Harvest
  • 1234- Feist

All of these have a strong bouncing or swaying rhythm and most are really recognizable to the adults, so they like to sing them.

This is a really cute, fun part of my baby storytimes and adults love using it as a time to connect to each other, too. Give it a try!

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Who I Am After Three Years of Blogging

Today, I’ve been cleaning up my blog and taking small steps to make it more useful and accessible to readers. If you’re a frequent reader, you’ll probably notice me tweaking the layout and categories and tags in the coming weeks. For today, I was just reviewing some of my older posts, things I haven’t seen or thought about in years.

This incarnation of my blogging life began when I started my current job a little more than two years ago, but I was blogging before that as a paraprofessional, as well. When I became a librarian, I had a lot of things to face up to right away. Not only was it my first job as a librarian, but I was alone as a branch manager in a new county with two teammates to supervise and really high expectations for how many programs I would provide each week. If you read my posts from the early days, bless you. I was struggling. HARD. My posts were about how overwhelming everything was and how I was making mistakes. SO. MANY. MISTAKES. I knew my blog was a kind of confessional and I thought that had some merit, too.

Others were talking about their storytime plans, their visions for how youth services should be structured and valued, and how we can better the field. I didn’t think I had anything to contribute to that at first. I was twenty-five when I stepped into my big role as a librarian and I didn’t really know what I was doing. I just knew, even then, that no one should feel alone in that kind of confusion. So I wrote about it, all the while hoping it would mean something to some other lost newbie one day.

As time went by, I got better and more confident. With big responsibilities to handle, I grew rapidly and now with just two years under my belt, I’m understanding and operating on a level that’s much, much higher than I would have if I’d been a low-level librarian in a big system among dozens of others just like me. My early years have been a trial by fire that forced me to find a way that was all my own.

I realized that my work was broad and significant and deep as a small-town/rural librarian and that there wasn’t enough recognition in the world for this caste of librarians who compose roughly 80% of the public library field. So I started speaking to how my work varies from urban libraries and how powerful that can be.

I understood that the way I was feeling–burdened and exhausted to the point of depression–wasn’t the way that anyone should feel in any career. I started sticking up for myself, saying no and negotiating lower expectations, asking for more staff.

I started building relationships with my local peers and better ones with my co-workers. I was supportive and created a way for us to get to know each other. (The first SU local chapter.) When I did, I found that my co-workers came to my defense more readily. They listened to me in staff meetings and became my allies. My peers in other libraries shared their resources and knowledge and gave me a place to vent. They encouraged me.

One day, I was surprised to feel that I had my own unique voice in the blogging world of librarians. I used it to lift up other people and to understand what kinds of needs existed. I started focusing on more school-age content, information about how to be a community builder in a small town, and child development.

I volunteered to be a Joint Chief for Storytime Underground and was also selected as a director for my state’s youth services board. I’ve been trying to use both to connect people and make sure that no one needs to feel isolated.

When I look back at those first posts from a couple years ago, I feel like a completely different person and part of me is embarrassed by how vulnerable I was. Still, I remember twenty-five year old Brytani fondly and I want better things for her and I’m leaving all that content, but hoping that no one needs it.

 

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Totes and Quotes: a craft to go with any book club

This year, our library system participated in the Big Read and our county-wide book selection was To Kill a Mockingbird. We end the program this week and with a wide variety of programs ranging from a jazz concert to movie and documentary showings, we’ve had some great participation from our patrons and communities. I hosted three programs at my two branches:

  • A showing of the documentary Hey Boo
  • A book discussion with coffee and card games from the 1930’s
  • A craft program called Totes and Quotes where we decorated tote bags and coffee mugs with quotes from the book.

Today, I’ll share what you need to host a Totes and Quotes program for your adults. It’s a great way to extend on the experience of any book club and it has wide appeal for different ages. You could probably also do this with teens.

First, you may want to search your local dollar and discount stores for plain white mugs and canvas tote bags. I got mine from Wal-Mart and my local Dollar Tree. Locating and pricing them ahead of time will help you come up with a budget and decide how many materials you can provide.

Here’s the material list I used:

  • Plain white ceramic mugs
  • Canvas totes
  • Fabric-friendly paints
  • Variety of brushes including circular stampers and fine brushes for lettering and stencils
  • Mod Podge
  • Stencils of modern flowers, vines, and swirls
  • Printed images of mockingbird outlines that I cut out to make mockingbird stencils (free)
  • Painters tape for those who wanted their stencils taped down
  • Oil-based markers for writing on mugs (more permanent than Sharpies)
  • Hand sanitizer and/or rubbing alcohol
  • Printed sheets of quotes

 

paints

 

I found it was really useful for this program to explain to participants as they were registering that this was process art, like making a painting, and wouldn’t have simple steps to follow for a set outcome. Some of our patrons are used to programs where crafts are made by following an example with provided materials and products are pretty much the same. Those people may have been uncomfortable with this program where they would need to imagine what they wanted and free hand most of the work. My experience with adults and art in library programs has taught me to think ahead about who programs appeal to and how to explain expectations.

I started out by explaining how to use everything on the table. I introduced people to the paint pens, Mod Podge, and which brushes were best to use with the stencils. When it seemed like everyone understood the materials and how to use them, I just sat down at the head of the table where I was sitting with the other 5 participants and started planning aloud with the people around me.

I started by picking my text and the sort of imagery that would go with it. I imagined my lettering and picked where elements would be on my bag. As I began, I encouraged the other participants and helped them plan, too. I gave them feedback and reassured them that no craft or artwork is perfect, but it’s all about the experience of making. My elderly participants struggled most, but shortly after they began, I could see them enjoying themselves more and more, even as they were making mistakes. I helped everyone correct anything they didn’t like by covering it with a stamp of paint or turning things into flowers.

One thing I learned is that your younger participants will know what you mean by putting a quote on a mug or a bag. They’ll understand that the idea is to play with the lettering and use the words to make art. Your more elderly participants may not. They may take it more literally, and I think this is probably a divide in where these different generations find ideas for crafts. Those who surf Pinterest have seen typography and posters a lot. Looking back on it, I wish this had dawned on me beforehand and I wish I would have printed some images of quotes on coffee mugs or posters.

otherbag  mybag

See what I mean?

The oil-based paint pens go on smoothly on ceramic mugs and mistakes are easier to remove there with hand sanitizer or rubbing alcohol. You can also apply small stencils to mugs, but words take a smooth hand. Your elderly patrons can always opt to just draw or decorate with stencils on their mugs if they have a hard time with lettering.

If either are going to be washed in a washing machine or dishwasher, advise your participants to add a layer of Mod Podge when their design is dry. It will dry clear and help protect the paint from washing off or peeling.

Your mugs should be baked at home at 350 degrees for 30 mins and allowed to cool slowly in the oven. I typed and printed these instructions, attaching as a tag to each mug with a string.

That’s it! Ta-da!