This document discusses early brain development and the importance of nurturing relationships and experiences for children. It provides information on: - How experiences shape brain development from birth by strengthening connections - The role of responsive caregiving and supportive relationships in optimal development - New media use with young children and guidelines from organizations like the AAP recommending limits on screen time for children under 2. - The importance of experiences that are interactive, involve multiple senses, and occur in the context of warm relationships for promoting healthy development.

1. Mother Goose on the Loose with New Media !
Goose 2.0!

2. Children's Programming & Early Literacy Consultant!
www.mgol.net!
betsydc@mgol.org!
Dr. Betsy Diamant-Cohen!

3. Founder, LittleeLit.com!
@littleelit!
Cen Campbell!

4. Li#leeLit.com
• Young
Children,
New
Media
&
Libraries:
• Promising
prac?ces
for
the
incorpora?on
of
new
media
into
library
collec?ons,
services
&
programs
for
children
0-­‐5
and
their
families

5. Albert Einstein!
Learning is _________.!
Everything else is just ___________!!

6. Albert Einstein!
Learning is experience.!
Everything else is just information!!

7. Confucious!
• I ______ AND I forget.!
• I ____ and I MIGHT remember.!
• I _____ and I UNDERSTAND.!

8. Confucious!
• I HEAR AND I forget.!
• I SEE and I MIGHT remember.!
• I DO and I UNDERSTAND.!

9. John Ciardi!
• An ulcer is an unkissed _________.!

10. John Ciardi!
• An ulcer is an unkissed imagination.!

11. Early Brain Development:
Nurturing the Brain!

12. A
few
facts….
•
At
birth,
a
baby’s
brain
contains
100
billion
neurons
• At
birth
the
brain
is
25%
of
it’s
adult
weight;
by
age
2,
it
is
75%
of
it’s
adult
weight.
• As
a
child
grows,
the
number
of
neurons
remains
rela?vely
stable,
but
each
cell
grows,
becoming
bigger
and
heavier.

13. 13!
Growth of Brain
200
400
600
800
1000
1200
1400
1600
Conception 5 10 15 20
Conception to Birth
Birth to Age 20
Birth
Source: A.N. Schore, Affect Regulation and the Origin of the Self, 1994.
3
WholeBrainWeightinGrams!

14. Jane Healy, Your Child’s Growing Mind
Neuron!

15. Brain Cells Song!
Sung to the tune of “Where Have All the Flowers Gone?”
!
Cytoplasm nucleus,!
Axon, myelin sheath, dendrites.!
Synapse .. Between neurons!
Synapse .. Between neurons.!
By Brooke Harding!

16. Brain Chemistry!
• Cortisol (stress hormone)!
!
!
• Serotonin (neurotransmitter with
implications for mood, anxiety,
aggression, impulse control)!

17. The Triune Brain!
LIMBIC SYSTEMLIMBIC SYSTEM
BRAINSTEMBRAINSTEM
CEREBRAL
CORTEX
CEREBRAL
CORTEX
LIMBIC SYSTEMLIMBIC SYSTEMLIMBIC SYSTEMLIMBIC SYSTEM
BRAINSTEMBRAINSTEMBRAINSTEMBRAINSTEM
CEREBRAL
CORTEX
CEREBRAL
CORTEX
CEREBRAL
CORTEX
CEREBRAL
CORTEX

18. Limbic Level Communication!
• Touch!
• Tone of voice!
• Facial expression!
• Music!
• Smell!
• Rocking, other rhythmic motion!

19. Limbic System!
• Developed and functioning at birth!
• “Emotional” brain – actually the front line
of processing basic survival emotions!
• Interactive structures include:!
– Amygdala!
– Hypothalamus!
– Hippocampus!

20. Brainstem
“alarm center”
Cortical
“executive center”
Limbic
“emotional center”
Abstract thought
Logic
Reasoning
Attachment
Contextual Memory
Sexual Behavior
Emotional Reactivity
Appetite/Satiety
Blood Pressure
Body Temperature
Motor Regulation
Balance
Heart Rate
Breathing
Adapted from the Program for Infant/Toddler Caregivers

21. Three Brains in One!
The executive part of
the brain manages
attention, emotions,
and behavior. It
weaves together
social, emotional,
and intellectual
capacities in order to
help us reach our
goals.!
!
!
!
!
Pulling
together
feeling and
thinking
helps people
reflect, plan,
and
evaluate.!
!
Jane Healy, Your Child’s Growing Mind / Ellen Galinsky, Mind in the Making!

22. 22
Infant!
Gazing!
Study!

23. Synaptic Density
From Rethinking the Brain: New Insights into Early Development by Rima Shore (NY: Families and Work Institute, 1997)
Synaptic Density: Synapses are created with astonishing speed in the first three years of life. For the rest of the first decade, children’s brains have twice as many synapses as adults’ brains. (Drawing supplied by H.T. Chugani) !

24. Role of Experience!
• Repeated use strengthens brain
connections!
• If connections are not used, they are
“pruned” away!
• The brain “grows itself” for the
environment it experiences!
• Most of this experience-based growth
occurs in the cortex (the “executive
brain”)!

25. Experiences that Strengthen
Connections!
• Are frequent, regular, and predictable!
• Occur in the context of a warm,
supportive relationship!
• Are associated with positive emotion (fun,
excitement, humor, comfort)!
• Involve several senses!
• Are responsive to the child’s interests or
initiative!

26. Environment!
Welcoming!
Warm!
Safe!
Stimulating!
Joyful!

27. Ritual!
Invites us !
Unites us!
Involves senses!
Activates memory!
Embodies meaning!
Eases transitions!

28. Repetition…Repetition…Repetition !
!
Promotes learning!
Increases enjoyment!
Creates a sense of safety!

29. SURPRISE!
Alert – senses
Focus – attention
Activate – response
Impress -- memory

30. Music Helps Children Develop!
• Physically!
• Mentally!
• Emotionally!
• Socially!
• Aesthetically!
“The basic elements of the Listen – Like – Learn program are the basic
elements of music, which are: singing, movement, rhythm and melody, and
these elements can only be introduced successfully if, at the same time, the
children are learning to listen” (Cass-Beggs 1986, 21).!

31. Musical experiences!
• Trigger speech development!
• Improve concentration!
• Stimulate learning !
• Enrich vocabulary!

32. Movement
Movement is responsible for physical!
changes in the brain that can lead to!
higher intelligence !
!
Movement provides an !
outlet for expression of!
emotions!

33. Play!
- Playing helps children cope
with everyday pressures!
- Social play strengthens and
builds friendships and attachments!
- Imaginative play develops creative
problem solving skills!
- Physical play helps children to develop
gross and fine motor skills as well as
balance and coordination.!

34. Hydra0on
• Nerve
transmission
is
heavily
dependent
upon
water
• Many
parts
of
the
brain
draw
much
of
their
energy
from
water
• Drinking
water
keeps
the
brain
hydrated
which
boosts
learning
and
performance
• Dehydra?on
results
in
difficulty
learning
and
poor
performance
• Water
is
vital
to
energy
produc?on
in
cells,
in
overall
metabolism,
and
neurotransmission.

35. Science tells us !
• Gene expression is affected by
environmental influences!
!
• Positive experiences contribute to the
formation of well-functioning neural
circuits!
!
• In cases of excessive childhood stress,
chemicals are released in the brain that
damage it’s developing architecture.!

36. • Indicate that parents need specialized
skills to meet their children’s needs
• Support early emphasis on academic
skills
Early Brain Development
Research
Does Not...

37. Early Brain Development
Research Does...
• Support an emphasis on nurturing and
early relationships
• Indicate that early experiences influence
which brain connections are kept and
which are pruned away
• Indicate that optimal brain development
requires consistent, responsive, and
affectionate caregiving.

38. Relationships Matter!
• Securely attached toddlers show more
confident exploration and mastery in
new situations!
• Adults who are more emotionally
responsive and offer verbal and
cognitive stimulation enhance
children’s development!
Raver, 2002

39. What
is
new
media?
• Not
just
tablets
&
apps:
any
emergent
educa?onal
technology
• Content
crea?on
via
camera,
video,
microphone
&
wri?ng/
drawing
&
book
crea?on
tools,
etc.
• Mul?media/Transmedia
• Wearable
Tech

40. New
Media
is:
• Manipulated
• Networkable
• Dense
• Compressible
• Interac?ve

41. What’s
happening
right
now?
• What
are
the
current
controversies?
• What
have
your
heard
or
read
about
lately
• What’s
brewing
at
Li#leeLit
...

42. Concerns
about
new
media
&
children
• Commercial
messages
• Displacement
of
?me
doing
other
things
• Eye/Neck/Body/Brain
strain
• Less
crea?ve
and
open-­‐
ended
play
• Less
?me
running
around
outside
• Sleep
disrup?ons
• Age
inappropriate
content
• Under
2s
(AAP)

43. These
concerns
are
all
valid
• How
can
children’s
librarians
provide
guidance
for
the
use
of
new
formats
given
that
we
have
no
long
term
research
on
the
effects
of
mobile
media
with
young
children?

44. Model
for
Young
Children,
New
Media
&
Libraries
is
a
combina?on
of:
Pediatrics
Pedagogy

45. Technology
with
young
children!?
• NAEYC/Fred
Rogers
Joint
Posi?on
Statement
• American
Academy
of
Pediatrics
• Brazelton
Touchpoints
Guiding
Principles
• Goose
2.0
Use
of
Technology
Statement

46. American
Academy
of
Pediatrics

47. Parent
Recommenda?ons
from
the
AAP
Guidelines
• Limit
“entertainment”
screen
?me
to
<1-­‐2
hours
a
day
• Discourage
screen
media
for
children
<2
• Keep
screen
media
out
of
child’s
bedroom
• Monitor
media
usage
• Coview
• Establish
family
media
plan

48. NAEYC/Fred
Rogers
• When
used
inten?onally
and
appropriately,
technology
and
interac?ve
media
are
effec?ve
tools
to
support
learning
and
development
• Inten?onal
use
requires
early
childhood
teachers
and
administrators
to
have
informa?on
and
resources
regarding
the
nature
of
these
tools
and
the
implica?ons
of
their
use
with
children

49. Na?onal
Associa?on
for
the
Educa?on
of
Young
Children
&
Fred
Rogers
Center

50. Guidelines
for
Educators
• Select,
use,
integrate
&
evaluate
media
in
inten?onal
&
age-­‐appropriate
ways
• Balance
of
tech
&
non-­‐tech
• Prohibit
use
of
passive
media
• Limit
use
for
<2
year
olds
• Consider
recommenda?ons
from
health
orgs
• Equitable
access
to
technology

51. Brazelton
Touchpoints

52. Guiding
Principles

53. Guiding
Principles
to
Focus
on
• Focus
on
the
parent-­‐child
rela?onship
• Recognize
what
you
bring
to
the
interac?on
• Be
willing
to
discuss
ma#ers
that
go
beyond
your
tradi?onal
role

54. Social and Emotional Growth go
hand in hand with cognitive
development
• Early
years
lay
the
founda?on
for
many
social
and
emo?onal
skills
that
are
linked
to
success
in
learning
and
rela?onships
• These
skills
are
reflected
in
what
we
know
about
brain
development
and
are
shaped
by
experiences.
• All
our
programs
need
to
support
both
social/
emo?onal
and
cogni?ve
development

55. Unique
Features:
• Structure with 10 sections!
• 80% repetition !
• Librarian as facilitator!
• Includes:!
• 2 developmental tips!
• Material by Barbara Cass-Beggs!
• Positive reinforcement activities!

56. The Ten Sections
1. Welcome
2. Rhymes, reads, & book illustration
3. Body: Head, arms, belly, legs
4. Rum pum pum
5. Stand-up activities
6. Animals (books and puppets)
7. Musical instruments or scarves
8. Lullaby
9. Interactive rhymes (candlestick, Humpty)
10. Closing songs

57. MGOL
Technology
Use
Statement
• Technology
handled
with
careful
considera?on,
in
modera?on,
in
ways
that
fit
in
with
the
program's
intent
and
don't
overwhelm,
that
enhance
but
don't
replace,
and
that
encourage
parent/child
interac?on
are
appropriate
for
use
in
Mother
Goose
on
the
Loose
programs.

58. Children’s
Librarians
Must
Engage
with
New
Media
for
Young
Children
• Ubiquity
of
tablet
technology
• Whether
it’s
good
for
kids
or
not,
parents
are
handing
the
devices
over
• Access
to
content
(mul?lingual,
diverse,
high
quality)
• Societal
need
for
Media
Mentorship
• Poten?al
to
increase
the
overall
quality
of
content

61. Joint
Media
Engagement
• The
New
Co-­‐viewing
(Joan
Ganz
Cooney
Center)
• Bringing
families
together
around
new
forms
of
media
• New
media
can
serve
as
a
focal
point
for
interac?on,
not
the
end
goal

62. Parent
Learning
• Support
parents
to
be
their
child's
first
and
best
teacher
• To
do
that
they
have
to
learn
some
skills
and
gain
some
tools
• The
use
of
digital
media
can
support
THEIR
learning
process

63. Avoiding
App
Mania
• Just
because
you're
going
to
model
intelligent
use
of
new
media
does
NOT
mean
everything
you
do
has
to
be
app-­‐based
• Present
stories,
songs
&
rhymes
in
lots
of
different
ways;
use
new
media
in
a
way
that
supports
engagement
and
does
not
distract

64. Read this book for more
information
• New America
Foundation
• Lisa Guernsey, Director
of the
New America
Foundation's Early
Learning Initiative
• First edition was Into the
Minds of Babes

65. And read this one too!
• Those who can
manipulate media
• Those who are
manipulated BY media

66. Mother Goose on the Loose
with New Media Demo!

67. Two little monkeys
MGOL APP!

68. Dear Zoo!

69. Five fat sausages
MGOL APP!

70. Take Video!
Open them shut them!

71. La araña pequeñita /!
La araña grandotota!
La araña pequeñita subió subió subió.!
Vino la lluvia y se la llevó.!
Salió el sol y todo lo secó.!
Y la araña pequeñita subió subió subió.!
!
La araña grandotota subió subió subió.!
Vino la lluvia y se la llevó.!
Salió el sol y todo lo secó.!
La araña grandotota subió subió subió.!
!

75. Let's go to Dover!!

76. Leg over leg!
The dog went to Dover!
He came to a stile!
And WHOOPS!!
He went over!!
!

82. Animal Sounds!
Free Animal Sounds App!

83. MGOL APP: jack in the
box!

84. MGOL APP: dancing
sheep!

85. Grandfather clock!

86. Fly buzzing app!

87. Fais do do !
Colas mon petit frere!
Fais do do!
T'auras du lolo!
Maman est en haut!
Qui fait du gateau!
Papa est en bas !
Qui fait du chocolat!

90. Twinkle twinkle the
experience App!

91. SCHOOL READINESS
and

92. What is school readiness?!
Put on your thinking cap; let’s take a quiz!!

93. Uses pencils and paint brushes ___
Enthusiastic and curious ____
Pays attention ____
Knows letters of the alphabet ____
Can follow directions ____
Is sensitive to other’s feelings _____
Takes turns and shares ____
Can count to 20 or more ____
Identifies primary colors and basic shapes ____
Verbally communicates thoughts ____
Is not disruptive in class ____
The National Center for Educational Statistics KTSSR 1993

94. Verbally communicates thoughts (84%)
Enthusiastic and curious (76%)
Can follow directions (60%)
Is not disruptive in class (60%)
Is sensitive to other’s feelings (58%)
Takes turns and shares (56%)
Pays attention (42%)
Identifies primary colors and basic shapes (24%)
Uses pencils and paint brushes (21%)
Knows letters of the alphabet (10%)
Can count to 20 or more (7%)
The National Center for Educational Statistics KTSSR 1993

95. School readiness is NOT just based on
academic skills like knowing letters,
numbers or shapes, or even how to hold a
pencil.!
Scientific knowledge is crystal clear:
cognitive, emotional, and social!
competence evolve hand in hand.!

96. Success in school begins before a
child ever enters a classroom. !
Growth of Brain
200
400
600
800
1000
1200
1400
1600
Conception 5 10 15 20
Conception to Birth
Birth to Age 20
Birth
Source: A.N. Schore, Affect Regulation and the Origin of the Self, 1994.
3
WholeBrainWeightinGrams!

97. Domains of School
Readiness
Readiness for school encompasses a range of
physical, social, emotional, language, and
cognitive skills that children need to thrive
1. Physical Well-Being and Motor Development!
2. Social and Emotional Development !
3. Cognition and General Knowledge!
4. Approaches to Learning!
5. Language Development!
In other words, The WHOLE CHILD!

98. Physical well-being and motor
development!
Fine motor sills!
Gross motor skills!
Expressing self through movement!
!
Physical problems
Identified and treated!

99. Social & emotional
development!
Self-confidence!
Able to express feelings and needs!
Sensitive to others!
Seeks adult help if needed!
Can work as part of a group!
!

100. Social and Emotional Development
Self-
Regulation!
100!

101. The Marshmallow Experiment!

102. Social & emotional development:!
Influenced largely by
positive relationships
between children &
caregivers!

103. Cognition & general
knowledge!
Recognizing shapes !
Knowing colors and sizes!
Familiarity with everyday things!
Names of objects!
People’s roles!
!

104. Approach to learning!
Enthusiastic!
Good sense of the “teacher”!
Wants to find out about things!
Can work independently or as part of a group!
Can follow directions!
!

105. VOCABULARY!
The number of words a child knows when
entering kindergarten affects rates of
graduation from high school, earning potential,
quality of life, and employment opportunities.!
The average number of words heard by a child in one year:
• In a higher income home: 11 million
• In an average income home: 6 million
• In a lower income home: 3 million
Language and Literacy!
Hart & Risley. (1995). Meaningful diifferences in the everyday experience of young American children. Baltimore: Brookes.!

106. Print Motivation
Vocabulary
Narrative Skills
Phonological Awareness
Print Awareness
Letter Knowledge
Language and Literacy: !
The Six Skills To Get Ready To Read !
!

107. • Are repetitive and include words
that begin and end with the
same sounds!
!
• Help the child’s brain recognize
syllables and hear similarities in
patterns.!
!
• Promote “sound play” which
leads to phonological awareness
skills!
!
• Are often simple to sing, within
the voice range of the child.!
Nursery rhymes:!

108. Talk!
Sing!
Read!
Write !
Play!
ECRR2
The Five Practices That Help
Children Be Ready to Learn

109. What else is valuable, and why? !

110. STEM (Science, Technology,
Engineering and Mathematics)!
Use senses to observe and explore!
Familiarity with numbers!
Cause and effect!
Sequences!
Patterns!
!

111. The Arts – sometimes left out!!
Music!
Learning to listen!
Imitating patterns!
Hearing sounds in words!
Creative Expression & Movement!
Expressing ideas, thoughts, and feelings !
Using the imagination!
Fine Arts!
Exposure to colors, lines, and shapes!
Aesthetic appreciation!
!

112. Why is school readiness important?!
!
• Relationship with literacy & life experience!
ü Likelihood of holding a job!
ü Average weekly earnings!
ü More successful long-term relationships!
ü Lower incarceration rates!
ü Direct economic benefit to society!
HighScope Perry Preschool Project!

113. Testing and Assessments!

114. English Language Arts Standards » Reading:
Foundational Skills » Kindergarten!
!
Print Concepts!
CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization
and basic features of print.!
Follow words from left to right, top to bottom,
and page by page.!
Recognize that spoken words are
represented in written language by specific sequences of letters.!
Common Core Sample

115. Ways of thinking. Creativity, critical thinking, problem-
solving, decision-making and learning!
Ways of working. Communication and collaboration!
Tools for working. Information and communications
technology (ICT) and information literacy, STEM!
Skills for living in the world. Citizenship, life and career,
and personal and social responsibility!
!
21st Century Skills!

116. Ellen Galinksy, 2010, Mind in the Making !
Seven Essential Life Skills !
Every Child Needs!
1. Focus and self control.!
2. Perspective taking!
3. Communicating!
4. Making connections!
5. Critical thinking!
6. Taking on challenges!
7. Self-directed, engaged learning!

117. There is a gap between what society
knows and what society does
relating to early care and education
• Mistaken impressions!
• Misunderstandings!
• Misplaced priorities!
Science, Policy, and the Young Developing Child, Jack
P. Shonkoff, M.D.!

118. Public libraries can help by offering
Early Literacy Programming!
!
• No preschool for many kids!
• Many childcare providers and caregivers are!
• unaware of the need for school readiness skills
& unfamiliar with developmental activities!

119. Present these programs"
on a weekly basis"
Experiences that strengthen positive connections:!
Are frequent, regular and predictable!
Occur in the context of a warm, supportive relationship!
Are associated with positive emotion!
Are responsive to the child’s interests!
or initiative!
Involve several senses!

120. • Ritual!
• Social skills!
• Play!
• Bonding!
• School readiness!
• Fun!
• Movement!
Ø Repetition/surprise
Ø Music/art/literature
Ø Language development
Ø Encourages joy,
enthusiasm, curiosity
Ø Stress/relaxation
Ø Builds self-confidence
Mother Goose On The Loose ®!
is an early literacy program that incorporates
brain research

121. How does Mother Goose on the
Loose help children develop
early literacy skills?
Connect the Dots!!

122. The program!
1. Welcome!
2. Rhymes, reads, & book illustration!
3. Body: Head, arms, belly, legs!
4. Rum pum pum !
5. Stand-up activities!
6. Animals (books and puppets)!
7. Musical instruments or scarves!
8. Lullaby!
9. Interactive rhymes (Humpty)!
10. Closing songs!

123. assists healthy development!
of the WHOLE CHILD!

124. MGOL sessions foster a positive
approach to learning.!
Attendees develop familiarity and comfort:!
• With libraries!
• With books !
• With words!
• With music!
• With other children!
• With rules!
• With routine and structure!
• With new media as well!
• Joy through learning; learning through play!

125. Opportunities for Social and Emotional
Growth in an Optimal Learning Environment
for Children!
Caregivers relax when young
children are not expected to
behave like adults!
Positive physical interaction
between adult & child is
encouraged!
!

126. Strengthens the bond between
children and their caregivers !
Developmental tips explain the
importance of activities; caregivers
learn how and why to play with their
child!
Gives caregivers the tools to help
children develop early literacy skills!
It’s an Optimal Learning Environment
for Adults, Too!"
!

127. 1. Welcoming remarks!
!
2. Opening rhymes and reads!
Fingerplay: "Old Mother Goose !
Flannel board: "!
Flannel board or Puppets" #!
Book: " !
Song: #!
!
3. Body Rhymes!
Head: # !
Fingers: #!
Knee bouncing: "!
!
4. Rum Pum Pum Sequence !
Rum pum pum (Tap out names with syllables)!
!
5. Standing-up Activities!
Circle Activity: "!
Circle Dance: " !
Sit down: "Handy Spandy!

128. Create
a
safe
environment
for
everyone
(with
risk-­‐taking
in
a
safe
way
that
builds
self-­‐confidence)
Offer
fun,
age-­‐appropriate
ac?vi?es
Design
ac?vi?es
to
bring
children
and
adults
together
in
posi?ve,
loving
ways
Offer
stress-­‐free
experiences
(no
“right”
or
”wrong”
way
to
do
things)
Provide
experiences
that
ignite
imagina?on,
inspire
learning,
nurture
growth
through
play
Translation:
Create an Optimal Learning
Environment

129. But what about technology?!
!

131. Make your own!!!!!!!
• Choose a rhyme or song!
• Make a flannel piece that is bigger than
your fist but not as big as 8 ½ x 11!
• Keep to a limit of 2 pieces maximum!
• Think of an physical activity to go along
with your piece.!
• Think of a way to support your activity with
new media!

132. Presentations!

133. Welcome everyone!
Smile!
Enjoy yourself!
Share your enjoyment!
Connect with children and adults!
Don’t be afraid to try new things!
The key is YOU !!!!!!

134. Enthusiasm Breeds Enthusiasm!

135. How you feel affects how you learn!
Research suggests that children who had
been read to on a regular basis in an
unfriendly, pressured or threatening home
environment actually developed strong
negative reactions to books. These
findings indicate that it is better not to
read to a child at all at home rather than
read to him or her in a resentful or
coercive and harsh manner. (Bus, Belsky, van
Ijzendoorn, & Crnic 1997)!
!
Create a Joyful Environment!

136. !
Take
place
in
an
environment
with
the
child
in
mind
Take
mul?ple
intelligences
into
account
Plug
into
children's
social
and
emo?onal
development
Give
children
opportuni?es
to
work
&
play
together
Promote
bonding
between
parents
&
children
Hold
joyful
programs
and
make
everyone
laugh
Enrich
children’s
lives
through
the
arts
Plan Programs that develop skills:!

137. Adhere to a Structure!
Mother
Goose
on
the
Loose
10
sec?ons
80%
Repe??on
2
developmental
?ps
Posi?ve
reinforcement

138. Look at Your
Audience!
What
are
the
ages
of
the
children?
Are
there
any
children
with
special
needs?
Are
children
with
parents
or
childcare
groups?
Do
children
have
difficulty
keeping
s?ll?
Do
adults
need
encouragement
to
partcipate
enthusias?cally?

139. Use Age-Appropriate
Materials!
Mother
Goose
on
the
Loose
Mostly
nursery
rhymes
Read
only
one
book
cover
to
cover
Use
book
illustra?ons
without
reading
the
book
Use
new
media
in
a
way
that
supports
engagements
with
a
caregiver.

140. • Create
music
with
voice
and
instruments
• Introduce
diverse
musical
sounds
&
their
characteris?cs
• Give
simple
direc?ons
&
verbal
cues
in
singing
games
• Explore
a
steady
beat
through
singing
and
playing
• Experiment
with
sound
pa#erns
• Play
music
from
a
variety
of
cultures
• Imitate
rhythmic
and
melodic
pa#erns
Include
The
Arts
–
Music

141.
Respond
to
steady
beats
through
body
movements
Develop
the
concept
of
personal
space
Explore
a
variety
of
movements
Express
&
imitate
using
body
parts
&
posi?ons
Reproduce
demonstrated
movements
Respond
to
prompts
related
to
?ming
Move,
Move,
Move!

142. Include Activities that Help with Social
and Emotional Development, by Allowing
Children to Experience…!
Taking
turns
Wai?ng
pa?ently
Pupng
toys
away
when
asked
Learning
the
rules
and
s?cking
to
them
Interac?ng
with
others
in
a
posi?ve
way
Receiving
posi?ve
reinforcement
for
a
job
well-­‐done

143. Give positive reinforcement!
Set
achievable
tasks
and
show
verbal
apprecia?on
Model
it
for
parents
Give
parents
the
vocabulary

144. SING!!!!!
Whether or not you sing on key,!
music helps children!
Develop
self-­‐awareness
Improve
concentra?on
Expose
their
natural
abili?es
Strengthen
muscle
coordina?on
Experience
coopera?on
with
others
By
providing
another
way
to
communicate
By
providing
an
emo?onal
outlet
By
providing
a
source
of
enjoyment
and/or
relaxa?on

145. Use
MGOL
ac0vi0es
with
older
kids!
Mesmerized faces!
Tickling rhymes!
Tapping names with syllables on the drum!
Marching to the drum!

146. Make
it
Comfortable
for
Yourself
Like
the
books
and
ac?vi?es
you
are
using
Be
familiar
with
material
before
you
start
Use
nametags,
if
want
to
know
names
State
limita?ons
at
the
beginning
Keep
back-­‐up
materials
available
Don’t
re-­‐file
materials
you
will
use
again

147. Keep
Goals
in
Mind
Create
&
strengthen
connec?ons
With
you,
the
library,
books,
other
children,
their
adults
Encourage
explora?on
Ignite
imagina?on
Promote
joy
through
learning;
learning
through
play
Give
opportuni?es
for
building
self-­‐confidence
and
giving
posi?ve
reinforcement
Build
early
literacy
and
school
readiness
skills
-­‐-­‐
For
Children:

148. For
Caregivers:
Create
Connec?ons
With
you,
the
library,
books,
other
adults
Strengthen
bonds
between
caregivers
&
their
children
Explain
the
importance
of
ac?vi?es
&
give
tools
to
help
develop
skills
via
developmental
?ps
Help
caregivers
relax
by
knowing
what
to
expect
(and
what
NOT
to
expect)
Promote
joy
through
learning;
learning
through
play
Keep
Goals
in
Mind

149. Your
Goals
Serve
as
a
voice
to
relay
the
message:
Reading
aloud
to
young
children
is
important
Model
for
families
how
to
read
aloud
joyfully
Provide
children
with
posi?ve
early
learning
experiences
Give
opportuni?es
to
prac?ce
social
skills
Encourage
problem-­‐solving
and
cri?cal
thinking
Help
foster
a
life-­‐long
love
of
reading
or
learning

150. Make
it
an
Op0mal
Learning
Environment
for
You,
Too!
Plan
ac?vi?es
you
consider
fun
Use
your
talents
Choose
high-­‐quality
books
that
you
like
Be
enthusias?c
Don’t
be
afraid
to
try
new
things
Share
yourself

151. Hopes
for
This
Workshop
Knowledge
Skill
Mo?va?on

153. Bellybutton Song !
Heather Bishop!
Chorus: Bellybutton, bellybutton, oh my bellybutton,!
Oh my bellybutton, I love you.!
!
Oh how sad, how lonely I would be,!
When I lifted up my shirt if I didn’t see… (chorus)!
!
You’re the only friend I have, the one who really cares.!
Every time I need you, you’re always there…. (chorus)!
!
When things get down, looking kinda grim, !
I simply lift up my shirt and stick my finger in! (chorus)!
!
There’s one thing, I would like to say, !
I think that there should be, a Bellybutton day – a holiday! (chorus)!

154. On the Kindergarten Wall!
Of all the things you learn here, remember these the best.!
Don’t hurt each other!
Clean up your mess.!
Take a nap every day!
Wash before you eat!
Hold hands!
Stick together!
Look before you cross the street.!
Remember the seed in the little paper cup?!
First the roots go down!
And then the plant grows up.!
By John McCutcheon

155. Visit us online!
www.mgol.net
Littleelit.com