Conclusion
"Storytime is one of the most rewarding aspects of children's services in a library" (Peck, 2014, p.67).
Research shows that early literacy begins in infancy, long before children learn to even hold a book (FACE, 2016). Parents are the first and most important teachers in their children’s lives, so library storytimes serve the dual purposes of engaging children and giving parents and caretakers the tools they need to help their children grow as learners and readers. By inspiring and encouraging parents to participate with their children in the literacy-boosting practices of talking, singing, reading, writing, and playing (Every Child Ready to Read, 2016), we empower them to cultivate a lifelong love of reading.
Through engaging readings of age-appropriate books; the performance of songs, finger plays, and puppet shows; interactive stories using flannel boards and other props; simple games; arts and crafts activities where developmentally appropriate; and parent talking points and handouts (Peck, 2014), library storytimes connect the dots between literacy behaviors and the early literacy skills outlined by the American Library Association’s Every Child Ready to Read initiative (Ghoting, 2011). Every storytime, no matter what the age of the children in the audience, should explain early literacy skills, demonstrate why they are important building blocks for learning, and teach parents and caregivers specific ways that they can support the development of these skills (Colorado Libraries for Early Literacy, 2015). For example:
In putting together the storytime programs for this plan, I discovered a wealth of informative and inspiring resources online, including videos of book readings and song performances, lists of rhymes and finger plays, printable templates for felt board stories and stick puppets and ideas for craft activities. I was also inspired by visits to some excellent storyime programs at public libraries in Oakland, Berkeley, and Alameda, California, as well as a local preschool and elementary school library.
The process of planning storytime programming should be intentional and research-based but also creative and rewarding. The most successful storytimes balance child and parent education with a sense of wonder and fun. Some parents feel self-conscious reading children’s books or singing aloud (especially if English is not their native language), but storytime performers can assuage their anxiety by continually demonstrating that perfection is unnecessary and that young children appreciate and will even learn from silliness above almost all else.
Storytimes are also a chance to show parents that literacy development isn’t just about activities like drilling flash cards or struggling to get a busy toddler to sit still for a story. Books are just the beginning. From music and movement to pretend play and arts and crafts, to everyday activities like going to the grocery store or cleaning up at home, opportunities for learning are all around.
Through engaging readings of age-appropriate books; the performance of songs, finger plays, and puppet shows; interactive stories using flannel boards and other props; simple games; arts and crafts activities where developmentally appropriate; and parent talking points and handouts (Peck, 2014), library storytimes connect the dots between literacy behaviors and the early literacy skills outlined by the American Library Association’s Every Child Ready to Read initiative (Ghoting, 2011). Every storytime, no matter what the age of the children in the audience, should explain early literacy skills, demonstrate why they are important building blocks for learning, and teach parents and caregivers specific ways that they can support the development of these skills (Colorado Libraries for Early Literacy, 2015). For example:
- Print Motivation: Being interested in books and reading
When children have positive feelings toward reading, they will be more willing to engage in the work of learning to read. Caretakers can foster an enjoyment of reading by coming to the library, borrowing books to take home, reading with their children, and letting their children see them enjoying their own reading. - Print Awareness: Noticing letters and words and understanding how to hold a book, turn pages, and read left to right
When children understand how books work, they can being to decode the words they find within the pages. To support the development of these skills, parents can let children hold books and turn pages during story time, use their fingers to follow along with words on the page, and point out words in everyday life, such as on signs and packaging. - Phonological Awareness: Hearing the sounds of letters and words
When children understand the sounds that put words together, they will be able to “sound out” unfamiliar words when they begin to read. Parents can support this skill by incorporating songs, rhymes, silly sounds and tongue twisters into everyday play. - Letter Knowledge: Understanding that words are made up of individual letters
To introduce children to the concept of letters, parents can talk about shapes, play I Spy games, read ABC books, and call attention to letters and shapes on signs and drawings. - Vocabulary: Knowing lots of words
The larger a child’s vocabulary as they learn to read, the easier it may be for them to make sense of new the new words they encounter on the page. Parents can boost a child’s vocabulary by speaking in their native language, talking to and with children throughout the day, and explaining the meaning of new words that come up during reading. - Narrative Skills: Describing events, telling stories, and making predictions
When children can describe what they see in a book, answer questions about a character or situation, or retell a story, they are building understanding and comprehension skills. To help foster these skills, parents can point our details of illustrations, ask open-ended questions about stories, ask children to guess what happens next, or even talk in detail about their day or surroundings.
In putting together the storytime programs for this plan, I discovered a wealth of informative and inspiring resources online, including videos of book readings and song performances, lists of rhymes and finger plays, printable templates for felt board stories and stick puppets and ideas for craft activities. I was also inspired by visits to some excellent storyime programs at public libraries in Oakland, Berkeley, and Alameda, California, as well as a local preschool and elementary school library.
The process of planning storytime programming should be intentional and research-based but also creative and rewarding. The most successful storytimes balance child and parent education with a sense of wonder and fun. Some parents feel self-conscious reading children’s books or singing aloud (especially if English is not their native language), but storytime performers can assuage their anxiety by continually demonstrating that perfection is unnecessary and that young children appreciate and will even learn from silliness above almost all else.
Storytimes are also a chance to show parents that literacy development isn’t just about activities like drilling flash cards or struggling to get a busy toddler to sit still for a story. Books are just the beginning. From music and movement to pretend play and arts and crafts, to everyday activities like going to the grocery store or cleaning up at home, opportunities for learning are all around.