What makes your storytime developmentally appropriate for your age group?
ex. Lap rhymes that help foster bonding experiences and cater to a child’s vision capabilities.
While PJ storytime is a hodgepodge of different developmental ages groups, I find that there are a number of things that make it special. This includes being the only storytime offered in the evening as well as also being a walk-in storytime. Parents and children who cannot commit to a morning storytime, due to any number of reasons, still have the opportunity to participate in storytime with this setup.
I want to make sure that preschool storytimes are developmentally appropriate for preschool aged children, although it can be a little trickier sometimes depending on the group (a group heavier with new 3 yr olds, versus a group heavier with 4-5 yr olds almost ready for kindergarten). When there are a lot more young children, there needs to be more repetition in regards to the rules (staying seated, keeping hands to self, etc.) I definitely don’t expect to have the children sit still for a full thirty minute period, so I make sure to break the activities up so there is ample time to get some wiggles out before settling down for the next quiet part. I use the same format every week as well, so that the children have consistency and know what to expect. It makes them feel good and secure to know what’s coming up next, and they take great pride in reminding me about something that I forget to do! :) (I also use the same format for Family Storytimes on Saturday.)
I choose books that are not too wordy with clear and big pictures, with a plot line to encourage the kids to make predictions and connections to what’s going on in their lives. The rhymes/fingerplays are oftentimes familiar ones, and I repeat some of the more popular ones throughout the 8-10 week session (the kids will say “Oh I remember this one from last time!”). Sometimes I use realia to go with the story I am doing (i.e. for a picnic storytime, I used a picnic basket and a bunch of fake food. I passed it out to some of the kids who were being extra quiet, and had them come up a few at a time to help with the rhyme). I use the stuffed animals a lot to show the kids what some of the animals we’re talking about look like.
When I create ppts for DC I try to focus on vocabulary building by emphasizing words and matching it with examples, be it pictures, videos, verbal descriptions, or items. I also encourage questions about the information rather than just talking at them. I believe giving them the opportuniy to participate in that aspect helps encourage self-esteem building, socialization, independence as well as helping them to make connections to their own experiences.
I especially love (love, love!) that we strive to include a STEM-based theme and an art theme every month.
I try to incorporate vocabulary building as well into preschool storytime. There might be certain words in the story I am reading that are unfamiliar, so I will introduce them, see if anyone knows what they mean, and then definite/give examples/show pictures/realia of them. I have them repeat the words, and then at the end of the storytime I will see if they remember what the words mean. [Ex. Just this past week in a Dog storytime, I read the book "Bark, George" aloud. George the dog visits the veterinarian with his mom, so I was able to teach the kids that word, what it means, and the short-hand word-Vet. Soo happy at the end when I asked them if they remembered what the animal doctor is called, and they did! :) ]
While PJ storytime is a hodgepodge of different developmental ages groups, I find that there are a number of things that make it special. This includes being the only storytime offered in the evening as well as also being a walk-in storytime. Parents and children who cannot commit to a morning storytime, due to any number of reasons, still have the opportunity to participate in storytime with this setup.
ReplyDeleteI want to make sure that preschool storytimes are developmentally appropriate for preschool aged children, although it can be a little trickier sometimes depending on the group (a group heavier with new 3 yr olds, versus a group heavier with 4-5 yr olds almost ready for kindergarten). When there are a lot more young children, there needs to be more repetition in regards to the rules (staying seated, keeping hands to self, etc.) I definitely don’t expect to have the children sit still for a full thirty minute period, so I make sure to break the activities up so there is ample time to get some wiggles out before settling down for the next quiet part. I use the same format every week as well, so that the children have consistency and know what to expect. It makes them feel good and secure to know what’s coming up next, and they take great pride in reminding me about something that I forget to do! :) (I also use the same format for Family Storytimes on Saturday.)
ReplyDeleteI choose books that are not too wordy with clear and big pictures, with a plot line to encourage the kids to make predictions and connections to what’s going on in their lives. The rhymes/fingerplays are oftentimes familiar ones, and I repeat some of the more popular ones throughout the 8-10 week session (the kids will say “Oh I remember this one from last time!”). Sometimes I use realia to go with the story I am doing (i.e. for a picnic storytime, I used a picnic basket and a bunch of fake food. I passed it out to some of the kids who were being extra quiet, and had them come up a few at a time to help with the rhyme). I use the stuffed animals a lot to show the kids what some of the animals we’re talking about look like.
When I create ppts for DC I try to focus on vocabulary building by emphasizing words and matching it with examples, be it pictures, videos, verbal descriptions, or items. I also encourage questions about the information rather than just talking at them. I believe giving them the opportuniy to participate in that aspect helps encourage self-esteem building, socialization, independence as well as helping them to make connections to their own experiences.
ReplyDeleteI especially love (love, love!) that we strive to include a STEM-based theme and an art theme every month.
I try to incorporate vocabulary building as well into preschool storytime. There might be certain words in the story I am reading that are unfamiliar, so I will introduce them, see if anyone knows what they mean, and then definite/give examples/show pictures/realia of them. I have them repeat the words, and then at the end of the storytime I will see if they remember what the words mean. [Ex. Just this past week in a Dog storytime, I read the book "Bark, George" aloud. George the dog visits the veterinarian with his mom, so I was able to teach the kids that word, what it means, and the short-hand word-Vet. Soo happy at the end when I asked them if they remembered what the animal doctor is called, and they did! :) ]
Delete