One of my favorite programs our library offers several times a month is Toddler Time, designed for children ages 18-35 months old and their accompanying adult. I intentionally design the program using a consistent framework that supports the American Library Association’s Every Child Ready to Read initiative’s Five Practices of Early Literacy: playing, writing, talking, reading, and singing.
The structure of the 45-minute program is the same for each session: 20 minutes of open play, a 5 minute transition period, and 20 minutes of storytime. Using this predictable structure not only gives my “regulars” a routine they eventually begin to recognize, but it also allows for me to subtly implement all five of these practices every session.
Five Practices In Action
Playing
Open play takes up the first half of Toddler Time sessions. I set the room up in a way that invites the kids to explore the toys for themselves. Typically I include some sort of blocks for building, cars and trucks, sensory bins, wooden puzzles and any other toys from the Children’s Department’s storage that I feel are developmentally appropriate for this age group. At the end of playtime, we all clean up the toys together by putting them back into storage boxes. The toddlers can really be such big helpers!
Writing
Toddlers who are 18-35 months old won’t be practicing writing letters the way preschool-aged children may. This age group is just starting to develop the fine motor skills to be able to hold a writing utensil and scribble on paper–but it’s a foundational skill for them to have in order for them to eventually be able to write! I try to incorporate this practice in the form of a simple craft. The craft is tied to whatever book I choose to read during that session’s storytime. My three favorite “writing utensils” for this age group are jumbo crayons, tempera paint sticks, and dot markers.
Talking
I love greeting each child by name as they come in the program. If a child is joining us for the first time, I make the effort to introduce myself and ask their name directly to them rather than asking the adult that is with them. During open play time I get down on the storytime rugs and play with them! I like to ask them questions about the toys they’re playing with, maybe the color of something, or even count objects together. When there is five minutes of playtime left, I clearly announce how much time we have left before cleaning up our toys.
Reading
The second half of Toddler Time is completely dedicated to storytime. We always start with a picture book I read aloud. I try to project my words clear, loud, and slow; and of course use funny voices and noises when I can! I will often point out illustrations or ask the kids questions about the page I’ve just read aloud, such as what animal is on the page I’m reading and if anyone knows what sound it makes. Even if none of the kids respond, usually one of the adults in the room will answer and it’ll ultimately reinforce the question and answer which gets them thinking about it. I also like to try sitting on the floor with the kids and their adults when I can, so that way they can come sit near me and get a good look at the illustrations on their level!
Singing
While I cannot promise you a Tony-winning performance, I am enthusiastic which I hope makes up for it! I have a “set-list” if you will of common songs/nursery rhymes that I rotate singing each session of Toddler Time. I try to pick a mix of songs each session that involve movement or the utilization of my handy-dandy popsicle stick puppets. For shorter songs such as “If You’re Happy and You Know It”, I will repeat the song intentionally once more just so the kids have another opportunity to be exposed to its language and movement. Repetition will help them recognize the song’s pattern in the future.
It’s All About the Little Things
The things I implement in Toddler Time are not necessarily unique. As a matter of fact, they are things that librarians do every day when conducting programs for young children. Despite this, librarians may often feel overwhelmed, and wonder if they are doing “enough” to support early literacy amid this national literacy crisis we’re facing.
I hope this can be a reminder that it really is the smallest things we do with young children that can make the biggest difference. Overtime those little moments add up, building a solid foundation to help a child eventually find their way in the world of reading.
What is your favorite way to implement early literacy practices into programming?
Our guest contributor today is Isabella Ragona (she/her/hers). Isabella is a Children’s Librarian at the South Country Library in Bellport, NY. She is a graduate of Stony Brook University and the University at Buffalo. Her professional interests include children’s programming, early literacy, diverse and inclusive collections, and intellectual freedom. Outside of the library, Isabella can usually be found reading, crafting, attending a rock concert, or taking a dance class.
This post addresses ALSC core competencies I- Commitment to Client Group and III- Programming Skills.
Please note that as a guest post, the views expressed here do not represent the official position of ALA or ALSC.
If you are interested in submitting a guest post, please read and fill out our Guest Blogging Interest Form. We would love to hear from you!
The post The Five Practices of Early Literacy in Action appeared first on ALSC Blog.
Discover more from DrWeb's Domain
Subscribe to get the latest posts sent to your email.
