Baby Steps is split into two age groups, one is for 3-12 month old babies, and the other for 12-23 month old babies. Parents have to register for this program with their children and only the parents and the child of the appropriate age may attend this class (no other children are to be brought along). The 3-12 month old babies have class from 1-1:45 PM on Mondays. The 12-23 month old babies have class from 10-10:45 AM on Mondays.
These Storytimes are meant to set your baby on the road to reading success with a focus on the six early literacy skills that every child needs in order to learn to read. Fun books, songs, and activities will be followed by a playtime.
Below I have listed the class agendas for both of the classes during the first week of the first cycle to give an example of how the class is run and what each class will be focusing on. A couple of important points that I found very enlightening within these programs are as followed: First off if you notice there are natural points within the program for the librarian to really teach the parent/guardian not only about what they are working on but also why it is important for the baby. The second point that ties together with the first point is that their is a bubble machine. Having a bubble machine for younger children is a cheap and super valuable tool that everyone loves. It may sound goofy at first but it helps so much with training the synapses, hand eye coordination, tracking skills, and then the additional content knowledge on shapes, colors, smell of the bubbles that can be added along. The last point I would like to make is at the end of the program a large amount of toys are brought out for the kids. All of the toys are plastic or another easily cleanable material. Some are music instruments, others are blocks and other types of toys. The babies are allowed to play with whatever they want for as long as they want until they are bored (usually 20-30 minutes). All of it is geared towards increases in general concept knowledge and advancement towards the critical milestones they are trying to reach. The important part of the toys being easily cleanable keeps the program hygienic as everything ends up in the babies mouths and it makes it less likely anything will be destroyed which helps keep the budget down.
ALL ABOUT ME! (3-12 mos.)
|
STORYTIME
COMPONENT
| COMMENT TO ADULTS BASED ON
RESEARCH |
|
Early
Literacy Tip
| Welcome to Baby Steps, our early literacy
storytime. These special storytimes are
somewhat the same and somewhat different
from our other storytimes. They are the same in that we do the same types of books, songs,
fingerplays, etc. But they are different in the
fact that we will be talking to you parents as
well, explaining some of the reasons behind
what we’re doing and also giving you tips on
how you can continue to develop these skills at home. So – what is early literacy? Early
literacy is NOT early reading – it’s what
children know about reading and writing
before they can actually read and write.
Children start learning these skills beginning
right from birth. And it begins with you –
what you do helps your child get ready to read. You are truly your child’s first teacher – and you have incredible opportunities to teach
them through play. You’re doing something so important by participating in this with your
babies. Before we get started, let’s briefly go
over the 6 skills that we’ll be emphasizing
during storytime and that every child needs to get ready to read: (explain skills, using poster) Today – print motivation – an interest in and
the enjoyment of books and reading. As we go along, we’ll be talking about these skills in a
little more detail, but first let’s go over some
basic guidelines: – Please keep child as near to you as possible, till playtime. -Please
participate as much as you can, following
along with the movements we do. Your
children take their cue from you – you’re
modeling for them – so if you’re enjoying the
program, they will, too. – We expect some
degree of chaos. – It’s OK if they’re moving
around some, making noise. However, if your child is cranky/overstimulated, feel free to
leave the room and come back when your child is calmer, in a few minutes, or next week. We don’t expect your child to take part in all of the activities. Babies are taking it in even if they’re not watching us. The goal is to have FUN with all the language-building play. |
|
Opening
Song
Clap and Sing
hello
ACTIVITY:
Cheek, Chin
| We always start storytime with a song – songs help develop phonological awareness, hearing that words are made up of parts. We’ll do this each time, get to know it. |
|
Fingerplays
with
actions:
Pizza Pizza
Pumpernickel
Where is Big Toe?
Roly Poly Up Up
Up
| Your children love to hear the sound of your
voice. They also pick up on the rhythm of
language, so we’ll do some rhymes and songs
together. Pizza Pizza (repeat 2x) Where is Big Toe? (repeat 2x) Roly Poly (repeat 2x)
The repetition is important – how children
learn. So at home or in the car, do these
rhymes and songs over and over again –
actually builds brain pathways. |
|
|
|
|
“Where
is your bellybutton?”
| Fingerplay:
These are baby’s fingers, these
are baby’s toes, Here is baby’s bellybutton,
around & around it goes. These are baby’s
eyes,
this is baby’s nose Here is baby’s belly button
Right where Mommy blows |
|
Individual
Flannelboards:
Where is Your
Bellybutton?
| (Point to body parts on flannel, then on baby – “Here is the baby’s head, where is your
head?” |
|
|
|
|
Hand
out board books:
Where’s Your
Nose?
Begin Smart Books
| Children of different ages need different kinds of books. Children of this age are attracted to brightly colored, simple pictures and especially enjoy looking at faces and at pictures of things that are familiar to them. When you read this book with your baby, point to the pictures and do the actions to engage them. Always run
finger under title/author – doesn’t matter if they can’t read words – helps print awareness =
showing how books work. Follow their lead –
don’t worry about finishing book – 2-3”/time
is fine. More important to be positive/fun. |
|
|
|
|
Hand
out bells
|
|
|
Song: Nelly
Go Cross the Ocean (More Tickles & Tunes by Kathy Reid-Naiman)
| Now let’s play with music. Music and singing
are so important. So, let’s have some fun and
shake our bells to the rhythm. |
|
|
|
|
| Storytime is almost over, but we have one last treat. It’s Bubble Time! Parents, blowing
bubbles is fun, children are fascinated by them and follow them with their eyes, run after
them. This helps develop the pathways in the brain for visual tracking, which is essential for following print on a page. You can also talk
about the bubbles – their shape, size, colors.
By giving your child these words, they will
learn to describe things in detail, which helps develop narrative skills. So, let’s get ready for bubbles! |
|
Poem: Bubble
Play
Song: The
Bubble Song
Blow
bubbles
Song: Now
It’s Time to Say Goodbye
| Storytime is over now – let’s sing our goodbye song |
|
Bring
out toys
Display
Handouts
|
|
Clap and Sing
Hello (tune of Farmer in the Dell)
We clap and sing hello
We clap and sing hello
With our friends at storytime
We clap and sing hello!
(Wave, stomp, stretch, jump)
Pizza, Pizza,
Pumpernickel
Pizza, pizza, pumpernickel
My little guy shall have a tickle
One for his nose,
One for his toes,
And one for his belly where the hot dog goes!
Where is Big
Toe? (tune of Where is Thumbkin)
Where is big toe, where is big toe
Here I am, here I am
Wiggle wiggle big toe, wiggle wiggle big toe
My big toe, my big toe
(elbow…bendy, bendy elbow
Tummy…squishy, squashy tummy
Two eyes….winky, blinky two eyes
Two hands…happy clappy two hands)
Roly Poly
Roly poly, roly poly, up, up, up (roll fists and reach up)
Roly poly, roly poly, down, down, down (roll fists and hit the floor)
Roly poly, roly poly, clap, clap, clap (roll fists and clap)
Roly poly, roly poly, lap, lap, lap (rolls fists and pat your lap)
ALL ABOUT ME! (13-23 mos.)
|
STORYTIME
COMPONENT
| COMMENT TO ADULTS BASED ON
RESEARCH |
|
Early
Literacy Tip
| Welcome to Baby Steps, our early literacy
storytime. These special storytimes are
somewhat the same and somewhat different
from our other storytimes. They are the same in that we do the same types of books, songs,
fingerplays, etc. But they are different in the
fact that we will be talking to you parents as
well, explaining some of the reasons behind
what we’re doing and also giving you tips on
how you can continue to develop these skills at home. So – what is early literacy? Early
literacy is NOT early reading – it’s what
children know about reading and writing
before they can actually read and write.
Children start learning these skills beginning
right from birth. And it begins with you –
what you do helps your child get ready to read. You are truly your child’s first teacher – and
you have incredible opportunities to teach them through play. You’re doing something so
important by participating in this with your
babies. Before we get started, let’s briefly go
over the 6 skills that we’ll be emphasizing
during storytime and that every child needs to get ready to read: (explain skills, using poster) Today – print motivation – an interest in and
the enjoyment of books and reading. As we go along, we’ll be talking about these skills in a
little more detail, but first let’s go over some
basic guidelines: – Please keep child as near to you as possible, till playtime. -Please
participate as much as you can, following
along with the movements we do. Your
children take their cue from you – you’re
modeling for them – so if you’re enjoying the
program, they will, too. – We expect some
degree of chaos. – It’s OK if they’re moving
around some, making noise. However, if your child is cranky/overstimulated, feel free to
leave the room and come back when your child is calmer, in a few minutes, or next week. We don’t expect your child to take part in all of the activities. Babies are taking it in even if they’re not watching us. The goal is to have FUN with all the language-building play. |
Opening Song Clap and Sing hello
ACTIVITY: Head and Shoulders | We always start storytime with a song – songs help develop phonological awareness, hearing that words are made up of parts. We’ll do this each time, get to know it. |
Fingerplays with actions:
10 Little Fingers (Saroj pg. 113)
Right Hand, Left Hand (Babies in Library pg. 73)
Put Your Finger on Your Belly | Your children love to hear the sound of your
voice. They also pick up on the rhythm of
language, so we’ll do some rhymes and songs
together. 10 Little Fingers (repeat 2x) Right Hand, Left Hand (repeat 2x) Put Your Finger on Your Belly (repeat 2x) The repetition is
important – how children learn. So at home
or in the car, do these rhymes and songs over
and over again – actually builds brain
pathways. |
|
|
|
Standing Songs:
Ring Around the Rosie
I Clap My Hands | Now, let’s all stand up. Ring Around the Rosie (2x in each direction) I Clap My Hands (do as call and response) All sit down. |
Book:
I Like It When – Mary Murphy (E/MUR) | Now, let’s read a book. Choose a time when
you and your child are in a good mood to share books – quiet, alert, well-rested. The more
you share books and talk together, the better, but do it when it can be a positive experience
for you both. Young children are highly
attracted to brightly colored, simple pictures
and to things in their world that they can
relate to. This book is about a baby penguin
and his mommy and all the fun things they do together. Always run finger under
title/author – doesn’t matter if they can’t read words – helps print awareness – showing how books work. |
|
|
|
| Hand out board books: Guess What-Flowers | Now is an opportunity for you and baby to
read together and enjoy actions in book. Don’t worry about finishing the book. Follow their
lead – 2-3”/time is fine. More important to be positive – keeps it fun. Collect board books |
|
|
|
|
Hand
out bells
|
|
|
Song: Nelly
Go Cross the Ocean (More Tickles & Tunes by Kathy Reid-Naiman)
| Now let’s play with music. Music and singing
are so important. So, let’s have some fun and
shake our bells to the rhythm. |
|
|
|
|
| Storytime is almost over, but we have one last treat. It’s Bubble Time! Parents, blowing
bubbles is fun, children are fascinated by them and follow them with their eyes, run after
them. This helps develop the pathways in the brain for visual tracking, which is essential for following print on a page. You can also talk
about the bubbles – their shape, size, colors.
By giving your child these words, they will
learn to describe things in detail, which helps develop narrative skills. So, let’s get ready for bubbles! |
Poem: Bubble Play
Song: The Bubble Song Blow bubbles
Song: Now It’s Time to Say Goodbye | Storytime is over now – let’s sing our goodbye song |
|
Toys/Handouts
|
|
Ten Little Fingers
I have ten little fingers (hold up 10 fingers)
They all belong to me
I can make them do things
Would you like to see? (wiggle fingers)
I can shut them up tight (make fist)
Or open them all wide (open hands wide)
I can put them all together (interlock fingers)
Or make them all hide (hide behind back)
I can make them jump high (reach over head)
I can make them jump low (down to floor)
I can fold them quietly (fold hands)
And hold them just so (hands in lap)
Right Hand, Left
Hand
Right hand, left hand (each hand out, palm up)
Put them on your head (hands on head)
Right hand, left hand
Put them all to bed (hands under head as if sleeping)
Right hand, left hand
Put them on your chest
Right hand, left hand,
Put them all to rest (hands on lap)
Put Your Finger on
Your Belly
Put your finger on your belly, on your belly
Put your finger on your belly, on your belly
Put your finger on your belly, wiggle it round and round
like jelly
Put your finger on your belly, on your belly.
(finger in the air…wave it round while you are there
Finger on your nose…run it right down to your toes
Finger on your toe…and move it to and fro
Finger on your ear…and see if it’s still here)
Librarianship 