Flying high in story time


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  • Read a few pages of rhyming dust bunnies
  • We ask questions like (go back to make a scary face) what will happen to the bug? How would you get the bug out of your shirt? What should happen at the end of this book.
  • Using our finger to point to the words especially the title or pointing to pictures as we say words
  • Concept books-
  • Movement is necessary for a child’s healthy devleopment. Th American Academy of Pediatrics agrees. We have an obesity epidemic in this country and we want children to associate movement with fun. As there’s an increasing focus in schools on academics and less time for recess, we want children to start moving at a very young age. We want them to lead healthy intellectual as well as physical lives.
  • IN fact, some children learn the BEST this way. There’s a place in this world for that little 3 year old who just can’t sit still and listen without moving during story time. Maybe he’s a kinesthetic learner and will become an athlete or an architect or actor. We don’t want to leave out any child. We want to meet all of their needs and as much as we get frustrated with those squirmers, not only is it developmentally appropriate to squirm around at 2, it’s actually beneficial to some children to be moving while they learn.
  • For the same reasons movement is important, music is important. We want the children to have a multisensory experience.
  • Dr. Jean Youtube video
  • Link to this article on the resources page
  • Parachute practice: 1. sitting down with where is thumbkin 2. Call out names and run under the parachute 3. Row row row your boat 4. Winter snowflakes falling down 5. shake my sillies out 6. march around
  • Why don’t you take 10 minutes and try and think of a traditional song or finger play or action rhyme you could adapt to the parachute. Talk about with the people aroudn you lets go into groups of 3 and then we will share some of our ideas.
  • Flying high in story time

    1. 1. Flying High In Story Time Adding parachute play and movement to traditional story time Sara Figueroa Children’s Librarian Indian Valley Public Library Telford, PA
    2. 2. Why? <ul><li>Traditional Story Times Promote: </li></ul><ul><li>Print motivation </li></ul><ul><li>Phonological awareness </li></ul><ul><li>Vocabulary </li></ul><ul><li>Letter knowledge </li></ul><ul><li>Fun </li></ul><ul><li>Bonding time </li></ul><ul><li>Social Skills </li></ul>
    3. 3. <ul><li>Print Motivation </li></ul><ul><li>Print motivation means having an interest in and enjoying books. It is one of the 6 skills researchers say are important for children to know before they can learn to read. We do this in story time by involving children in the story, choosing books that are fun to read, repeating books, phrases and songs (repetition facilitates learning), and creating positive, fun feelings surrounding reading. </li></ul>
    4. 4. <ul><li>Phonological Awareness </li></ul><ul><li>Phonological awareness is also one of the 6 skills. This is the ability to hear and understand the smaller sounds in words, like rhyming, playing with syllables, or hearing beginning sounds of words. It involves understanding words are made up of smaller sounds. In story time we practice this skill by using nursery rhymes, rhyming text in books, songs, and practicing animal sounds. </li></ul>
    5. 5. <ul><li>Vocabulary </li></ul><ul><li>Vocabulary involves knowing the names of things, feelings, concepts and ideas. In story time we choose books with words a child might not understand and we talk about what they mean. We also talk about what pictures mean and describe what’s happening in illustrations. </li></ul>
    6. 6. <ul><li>Narrative Skills </li></ul><ul><li>This is the ability to describe things, talk about events, and tell stories. Narrative skill involve being able to retell stories and use expressive language. This skill helps a child understand what they have read. We use expressive language and ask questions throughout story time to help with this skill. </li></ul>
    7. 7. <ul><li>Print Awareness </li></ul><ul><li>Print awareness is noticing the print not only in a book, but all around us and recognizing that it has meaning. Recognizing that words represent things is also one of the 6 skills needed before a child can read. In story time we often point to words in books and use our finger to follow along. </li></ul>
    8. 8. <ul><li>Letter Knowledge </li></ul><ul><li>This involves knowing the names of letters, that letters make sounds and the same letter can make different sounds. In story time we point out letters and sounds as we read books. We also focus on learning shapes, which can help children learn how to write their letters in the future. </li></ul><ul><li>  </li></ul>
    9. 9. <ul><li>Social Interaction </li></ul><ul><li>Story time is a great time for children to learn how to interact with each other and as part of group. We practice following directions, sharing, taking turns and playing pretend. </li></ul>
    10. 10. <ul><li>Fine and Gross Motor Skills </li></ul><ul><li>Finger plays and action rhymes help develop the muscles children need for writing, coloring, using scissors and other movements. We also practice jumping and strengthening our muscles, helping us to have healthier lives. </li></ul>
    11. 11. Circle Time Agenda <ul><li>Opening: Have children sit on floor around parachute with legs underneath </li></ul><ul><li>Parachute Play: Sing where is thumbkin. Get up on your knees, 123 GOOD MORNING </li></ul><ul><li>Up on your feet, 123 Good Morning! </li></ul><ul><li>While standing with parachute, practice the parachute wave. Lift the parachute up and down with your arms. </li></ul><ul><li>Finger Play: open shut them </li></ul><ul><li>Book: From Head to Toe by Eric Carle </li></ul><ul><li>Parachute Game: Head, Shoulders, Knees and toes with parachute. Bring parachute head level, shoulder level, knee level, and toe level. During eyes, ears, mouth etc. stick head under the parachute. Repeat quickly, then really slowly </li></ul><ul><li>Finger play: 10 Little Fingers </li></ul><ul><li>Book: Stretch by Doreen Cronin </li></ul><ul><li>Parachute Game: counting with soft balls while practicing the wave. Wave slowly with balls and lets count how long it takes the balls to fall off. </li></ul><ul><li>Finger Play: 5 little monkeys jumping on the bed. </li></ul><ul><li>Book: Playground Day by Jennifer Merz </li></ul><ul><li>Ok stretch your arms and fingers and get ready to do some jumping </li></ul><ul><li>Parachute Play Cd. Song #1 Bumpin the Parachute. Follow directions on song for jumping and waving the parachute. </li></ul><ul><li>Finger Play Clap hands fast/slow </li></ul><ul><li>Teddy Bear Teddy Bear Turn Around…touch the ground…reach up high…make the parachute fly (do really fast waves)…drop the parachute…show your boot…touch the sky…wave bye bye. </li></ul>
    12. 12. Some logistics <ul><li>Sign up </li></ul><ul><li>No over crowding </li></ul><ul><li>Name tags </li></ul><ul><li>Get rid of the parachute handles </li></ul><ul><li>Age limits </li></ul><ul><li>Few week sessions </li></ul><ul><li>Caregiver present </li></ul><ul><li>Repeat directions constantly </li></ul><ul><li>Emphasize that this is a transitional story time </li></ul><ul><li>Be flexible </li></ul><ul><li>Leave children room for error </li></ul><ul><li>Use active stories </li></ul><ul><li>Have fun! </li></ul>
    13. 13. FUN!
    14. 14. Why movement? <ul><li>Necessary for healthy child development </li></ul><ul><li>“ We can’t overemphasize how important this active play is. To encourage it in your toddler, you should be discouraging him from watching TV. The AAP believes strongly that children up to 2 years should not be watching any TV, choosing instead to participate in supervised physical activity outdoors and indoors.” </li></ul><ul><li>-American Academy of Pediatrics ( ) </li></ul><ul><li>Help Children to lead healthy lives and help them get into the habit of moving regularly. </li></ul>
    15. 15. <ul><li>PA Early Learning Standard 10.4 Physical Activity. </li></ul><ul><li>“ Big Idea: Children gain control over their bodies and body movements through active experiences and exploration.” </li></ul><ul><li>Parachute time helps “Control and coordinate movement of arms, legs and neck” </li></ul><ul><li>“ Combine and coordinate arm and leg movements when engaged in activity” </li></ul><ul><li>- PA Early Learning standards </li></ul>
    16. 16. Cognitive Development <ul><li>Movement can foster cognitive development as well. </li></ul><ul><li>Learning things and then doing them </li></ul><ul><li>“ When they’re [Children] given the opportunity to physically demonstrate such action words as stomp, pounce, stalk , or slither – or descriptive words like smooth, strong, gentle, or enormous – word comprehension is immediate and long lasting. The words are in context , as opposed to being a mere collection of letters. This is what promotes emergent literacy and a love of language.” –Rae Pica from In Defense of Active Learning </li></ul><ul><li> ” Play is essential to development because it contributes to the cognitive, physical, social, and emotional well-being of children and youth.” </li></ul><ul><li>-Ginsburg, Kenneth MD. </li></ul>
    17. 17. Kinesthetic Learners <ul><li>Learning depends on our senses processing the information around us </li></ul><ul><li>Kinesthetic learning is a learning style in which learning occurs by the student actually carrying out a physical activity, rather than listening to a lecture or merely watching a demonstration. It is also referred to as tactile learning. </li></ul><ul><li>Learn through exploration. </li></ul><ul><li>Uses more of the five senses including touch to help this type of learner. </li></ul>
    18. 18. Music is good for you! <ul><li>“ Music is a great way to engage young children because it is a natural and enjoyable part of their everyday lives.” </li></ul><ul><li>“ Music helps many children break information down into easily remembered pieces or associate it with previously known information, such as a familiar song.” </li></ul><ul><li>“ Music supports self-expression, cooperative play, creativity, emotional well being, and development of social, cognitive, communication, and motor skills.” </li></ul><ul><li>-Shelly Ringgenberg </li></ul><ul><li> “ Music as a Teaching Tool: Creating Story Songs” </li></ul>
    19. 19. <ul><li>“ Music and music experiences also support the formation of important brain connections that are being established over the first three years of life” (Carlton 2000). </li></ul>
    20. 20. Transitions <ul><li>Music and rhymes are excellent to transition! </li></ul><ul><li>Dr. Jean Feldman’s noteworthy educational career has spanned more than 40 years. She has served as a classroom teacher, instructor of adults, author, and consultant. She is a member of the National Association for the Education of Young Children, the National Kindergarten Alliance, and the International Reading Association. Dr. Feldman’s list of degrees include a B.A. from the University of Georgia, a D.A.S.T. from Emory University, and both M.A. and Ph.D. degrees from Georgia State University. Dr. Feldman inspires teachers across the country with her engaging songs and creative activities that help make teaching and learning FUN! </li></ul>
    21. 21. <ul><li>Parachute time is fun! </li></ul>FUN!
    22. 22. Why do we need fun?
    23. 23. Does Early Education Work? <ul><li>According to a 2009 report from the Washington, D.C.-based Alliance for Childhood, kindergartners are being taught to comply with state and national standards, which takes away from creative play-time known to be important to early childhood development . </li></ul><ul><li>“ These practices, which are not well grounded in research, violate long-established principles of child development and good teaching. It is increasingly clear they are compromising children’s health and long-term prospects for success in school,” according to the report. </li></ul><ul><li>The report, called “Crisis in the Kindergarten: Why Children Need to Play in Schools,” was based on nine studies of public school classrooms and showed that kindergartners spent four to six times as much of the school day focused on reading and math as they did playing. </li></ul><ul><li>- from Does Early Education Work by Betsy Yagla New Haven Advocate October 20, 2010 </li></ul>
    24. 24. <ul><li>“ Playtime is special. Not only is it fun, but it is critical to children's development. Play is their &quot;work&quot; and their way of learning about the world around them. Through play, babies and toddlers try out new skills, explore their imagination and creativity, and learn about relationships with other people.” </li></ul><ul><li>- </li></ul>
    25. 25. <ul><li>Playing and fun is important! </li></ul><ul><li>“ Play is so important to optimal child development that it has been recognized by the United Nations High Commission for Human Rights as a right of every child.” </li></ul><ul><li>- Kenneth R. Ginsburg, MD, MSEd, and the Committee on Communications </li></ul><ul><li>and the Committee on Psychosocial Aspects of Child and Family Health. </li></ul>
    26. 26. Why parachute? <ul><li>The parachute specifically helps children increase their ability to: </li></ul><ul><ul><li>Follow directions </li></ul></ul><ul><ul><li>Use language </li></ul></ul><ul><ul><li>Join group activities </li></ul></ul><ul><ul><li>Socialize </li></ul></ul><ul><ul><li>Develop small muscle control </li></ul></ul><ul><ul><li>Strengthen large muscles </li></ul></ul><ul><ul><li>Remain in control during very active play </li></ul></ul><ul><ul><li>-Liz Williams </li></ul></ul>
    27. 27. What has it done for us? <ul><li>Patrons are happy! </li></ul><ul><li>We have made active children feel like they have a place in the library. </li></ul><ul><li>Lots of people sign up for our story time. </li></ul><ul><li>More people mean more books going out. </li></ul><ul><li>Gateway story time- we draw people in with parachute time and they tend to join other programs later on. </li></ul>
    28. 28. How can you do it? <ul><li>Buy a Parachute </li></ul><ul><li>Use your existing knowledge. Add a song, extra movement, or parachute activity to your regular story time. </li></ul><ul><li>Ask you friends, neighbors, parents, teachers, patrons, etc for help. </li></ul><ul><li>4. Be ready to relax a little bit of control and let some rules and rigid structure slip. </li></ul>
    29. 29. Let’s Play!
    30. 30. Some Great Ideas <ul><li>Row, row, row your boat </li></ul><ul><li>Head and shoulders (goes great with From Head to Toe with Eric Carle). </li></ul><ul><li>Teddy Bear Teddy Bear </li></ul><ul><li>Hokey pokey </li></ul><ul><li>Stretch by Doreen Cronin </li></ul><ul><li>Simon Says </li></ul><ul><li>Popcorn with Popcorn by Frank Asch </li></ul><ul><li>What are some of your ideas? </li></ul>
    31. 31. 2 Things <ul><li>2 Things you think you can use </li></ul><ul><li>2 People: tell 2 people you are going to use them </li></ul><ul><li>2 Weeks: implement the two new things in the next two weeks </li></ul>
    32. 32. References <ul><li>American Academy of Pediatrics. </li></ul><ul><li>Carlton, E.B. 2000. Learning through music: The support of brain </li></ul><ul><li>research. Child Care Exchange 133 (May/June): 53–56. </li></ul><ul><li>Ginsburg, Kenneth R., M.D., MSEd. The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds . PEDIATRICS, January 2007. </li></ul><ul><li>PA Early Learning Standards. </li></ul><ul><li>Pica, Rae. A Running Start (New York: Marlowe & Company, 2006). Rae has been a children’s physical activity specialist for 26 years and is the author of 15 other books, including the textbook Experiences in Movement (3rd edition) and the award-winning Great Games for Young Children . </li></ul><ul><li>Ringgenberg, Shelly. &quot;Music as a Teaching Tool: Creating Story Songs.&quot; NAEYC journal, Young Children </li></ul><ul><li>Williams, Liz & Dick. Parachute Play. Gryphon House. 2010. </li></ul>