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Early Literacy Programming in Public Libraries Presented by Dr. Betsy Diamant-Cohen Idaho Commission for Libraries October 2012 ©Betsy Diamant-Cohen, 2012.

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Presentation on theme: "Early Literacy Programming in Public Libraries Presented by Dr. Betsy Diamant-Cohen Idaho Commission for Libraries October 2012 ©Betsy Diamant-Cohen, 2012."— Presentation transcript:

1 Early Literacy Programming in Public Libraries Presented by Dr. Betsy Diamant-Cohen Idaho Commission for Libraries October 2012 ©Betsy Diamant-Cohen, 2012

2 Welcome Dr. Betsy Diamant-Cohen Children’s Programming Consultant Mother Goose on the Loose, LLC Baltimore, MD betsydc@gmail.com www.mothergooseontheloose.com www.facebook.com/mothergooseontheloose 443-928-3915

3 Agenda Brain research & child development theories Preschool storytime & themes Different ways children learn & EECR Activities that build school readiness skills (Hands-on) Repeating a book in different ways (Demonstration) BREAK Break-out groups for brainstorming Presentations Summing up Questions Evaluation and lunch

4 Whole Brain Weight in Grams

5 Jane Healy, Your Child’s Growing Mind The Developing Neuron: Where Learning Begins

6 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 CEEBRAL CEREBRAL CORTEX LIMBIC SYSTEM BRAINSTEM

7 Infant Gazing Study

8 Optimal learning environment Ritual Repetition Movement Music Enthusiasm Play Language Suggested Ingredients for a Successful Early Literacy Program

9 Library Programs Can Help Strengthen the Skills Children Need Baby programs –For non-walkers and walkers Toddler programs –For two year olds Preschool storytime –For ages 3-5

10 Typical Structured Programs Mother Goose on the Loose – 10 sections – 80% Repetition – 2 developmental tips Toddler Times – Ritual – Repetition – Bridge between MGOL & Preschool – 2 developmental tips Preschool Storytime – Ritual – Books always followed by an activity – Stand-up in middle – Shortest book last – 2 developmental tips

11 Multiple Intelligences Linguistic Logical-Mathematical Visual spatial Bodily-kinesthetic Musical Interpersonal Intrapersonal Naturalist Emotional Social

12 John Dewey – Constructivism Maria Montessori – Active Learning Lev Vygotsky - Scaffolding Jean Piaget - Cognitivism Daniel Goleman – Emotional & Social Roberta Golinkoff & Kathy Hirsh-Pasek- Purposeful Play Alison Gopnick – Scientific Experimentation Ellen Galinsky – Life Skills Theories of Children’s Learning

13 Ways of thinking. Creativity, critical thinking, problem-solving, decision-making and learning Ways of working. Communication and collaboration, persistence 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 21 st Century Skills

14 Promote School Readiness….. But, what IS School Readiness? What do kindergarten teachers think?

15 oVerbally communicates thoughts (84%) oEnthusiastic and curious (76%) oCan follow directions (60%) oIs not disruptive in class (60%) oIs sensitive to other’s feelings (58%) oTakes turns and shares (56%) oPays attention (42%) oIdentifies primary colors and basic shapes (24%) oUses pencils and paint brushes (21%) oKnows letters of the alphabet (10%) oCan count to 20 or more (7%) The National Center for Educational Statistics KTSSR 1993

16 Domains of School Readiness 1. Health and physical well-being 2. Social and emotional well-being 3. General knowledge 4. Approaches to learning 5. Language development In other words, The WHOLE CHILD

17 Fine motor sills Gross motor skills Expressing self through movement Physical Well-Being and Motor Development Physical problems identified and treated

18 Social & Emotional Development Self-confidence Self regulation Most important skill is being able to relate needs, wants, and feelings to others Sensitive to others Manages transitions Seeks adult help when needed Can work as part of a group

19 Social and Emotional Development Influenced largely by positive relationships between children & caregivers

20 Recognizing shapes Knowing colors and sizes Familiarity with everyday things Names of objects People’s roles The Arts STEM Cognition and General Knowledge

21 Enthusiastic Good sense of the “teacher” Able to ask questions Wants to find out about things Can work independently or as part of a group Can follow directions Approach to Learning

22 Language Development Knows how to listen Things have names Print awareness Letters make up words Words are composed of sounds Scribbling as the first step to writing Familiarity and good feelings about books Listens and asks questions

23 Print Motivation Vocabulary Narrative Skills Phonological Awareness Print Awareness Letter Knowledge Language and Literacy: Six Skills to Get Ready to Read Every Child Ready to Read @ your library

24 Why Is School Readiness Important? Relationship with literacy & life experience Likelihood of holding a job Average weekly earnings More successful long-term relationships Lower incarceration rates Direct economic benefit to society HighScope Perry Preschool Project

25 Talk Sing Read Write Play EECR2 Helps Children Become Ready to Learn

26 Themes

27 Promotes learning Increases enjoyment Creates a sense of safety To theme or not to theme, that is the question Librarian is facilitator rather than performer Familiarity creates fondness Learning is easier when the material is familiar Repetition … Repetition… Repetition

28 Drum – Phonological awareness Bells, Shakers, Sticks – Experimentation Recorded Music – Learning to listen Colored Scarves – Imagination Dancing – Get wiggles out, gross motor Freeze games – Learning how to stop Puppets – Vocabulary, narrative skills Book illustrations – Aesthetic awareness Incorporating Activities Into Library Programs

29

30 Break Time!

31 Repeat Books in Different Ways Read it aloud Tell it Use puppets Flannel Board Create props Create a sound track Ask open-ended questions Act it out in an environment

32 Choose a book Someone in your group reads the book aloud Brainstorm (as a group) six different ways to present the book Incorporate at least one EECR1 skill and one of the other skills into each session. List the skills next to the corresponding session (what is being learned & strengthened) Choose an example of your best program to share Activity Directions for Each Group:

33 Presentations

34 Greet people warmly (we want them to feel welcome) Create a safe environment for children as well as adults (with risk-taking in a safe way that builds self- confidence) Offer fun, age-appropriate, stress-free experiences (no right or wrong way to do things) Provide experiences that ignite imagination, inspire learning, and nurture growth through play. Translate the Research into Practical Implementation

35 Take place in an environment with the child in mind & take multiple intelligences into account, Plug into children’s social and emotional development. Encourage development of school readiness skills. Have opportunities for children to work & play together. Promote bonding between parents & children. Enrich children’s lives through the arts. Are joyful and make everyone laugh. Incorporate repetition. Plan Programs that…..

36 Incorporate repetition of a book through a few storytimes, presenting it differently each time Use a planning sheet to keep track of what you have done and want to do Explain the change to parents so they understand the value Add developmental tips that touch upon all the domains of school readiness, connecting the tips with the activities Transform Your Preschool Storytime

37 Questions

38 The 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 I’m feeling 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)

39 Evaluation and Lunch


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