A Foundation for School
Multiple reports and studies emphasize the need for young children to be surrounded with books, to hear and learn big and interesting words, and to interact with language through play. In addition to those vital elements, storytimes in libraries and other learning opportunities in the community are now viewed as a critical component of young children's preparation to enter school. They are also vehicles for giving parents guidance on how to encourage early literacy skills at home.
Beyond introducing young children to stories, book characters, and print concepts, storytime expectations range from encouraging executive functioning skills in children to introducing them to the latest technology and learning apps. It is no longer a passive listening experience- it is a much about play as it is the stories, according to Susan B. Newman, and education professor at New York University.
Engaging Parents
It's no secret that parents also play a much larger role in storytime than they used to. There's an expectation that caregivers participate in the activities with their children. Many librarians are ready to offer suggestions about how parents can help their children at home or to explain normal stages of development if a child doesn't want to participate with the rest of the group. Story sessions often end with take-home handouts or even books and other materials parents can share with their children at home. "Research is really clear about how we can help parents be stronger parents," says Judy Nelson, a customer experience manager with for youth with the Pierce County Library System in Tacoma, Washington. "We're here to work with the kids, but we're also here to help parents work with their kids." Improving young children's early literacy and skill development is too important not to actively involve parents in storytime.
~Excerpts taken from an article entitled "A Story About Storytime" by Linda Jacobson, School Library Journal, July 2017.
Multiple reports and studies emphasize the need for young children to be surrounded with books, to hear and learn big and interesting words, and to interact with language through play. In addition to those vital elements, storytimes in libraries and other learning opportunities in the community are now viewed as a critical component of young children's preparation to enter school. They are also vehicles for giving parents guidance on how to encourage early literacy skills at home.
Beyond introducing young children to stories, book characters, and print concepts, storytime expectations range from encouraging executive functioning skills in children to introducing them to the latest technology and learning apps. It is no longer a passive listening experience- it is a much about play as it is the stories, according to Susan B. Newman, and education professor at New York University.
Engaging Parents
It's no secret that parents also play a much larger role in storytime than they used to. There's an expectation that caregivers participate in the activities with their children. Many librarians are ready to offer suggestions about how parents can help their children at home or to explain normal stages of development if a child doesn't want to participate with the rest of the group. Story sessions often end with take-home handouts or even books and other materials parents can share with their children at home. "Research is really clear about how we can help parents be stronger parents," says Judy Nelson, a customer experience manager with for youth with the Pierce County Library System in Tacoma, Washington. "We're here to work with the kids, but we're also here to help parents work with their kids." Improving young children's early literacy and skill development is too important not to actively involve parents in storytime.
~Excerpts taken from an article entitled "A Story About Storytime" by Linda Jacobson, School Library Journal, July 2017.
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