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Page history last edited by James Thomas 7 years, 2 months ago

 

  

                                                           

                                                                                 

James "Mr. Jim" Thomas, "the toddler icon"

 

 Over the past several years, I have had the opportunity to work with young toddlers (ages 12 months to 24 months) in a story time setting. 

 

As a result of these programs,  I have developed various handouts that parents have found helpful in locating information and book titles appropriate for this age group.  To save on the consumption of paper, these materials are available for anyone to print at the right of this page: "SideBar".

 

Should you have input/reactions, please contact me via my email address: earlyliteracyworkshops@live.com

 

additional wiki sites

      itsybitsybabies.pbworks.com; rtor.pbworks.com

      2s3s4s.pbworks.com; boysbooksreading.pbworks.com 

 

video of "The Young and the Restless" program with one-year-olds available upon request via email 

 

Background

 

      "Mr. Jim," as I am called in the library setting, has worked as a children's librarian for the past 10 years after retiring as a library science professor for seventeen years at Texas Woman's University in Denton, Texas.  I have also taught English in grades 7 through 11.  My academic background includes a BA in English, MA in English, MLS in library science, and doctorate in Curriculum & Instruction from the University of Virginia.  I have taken postdoctoral work in early childhood education.  I have two grown sons and six grandchildren.

 

 

 

Contents of Story Times for Young Toddlers

 

     Objectives

 

Young Toddlers (ages 12 to 24 months)
 
 
-for children
 
                        -establish comfort with the storytime structure and
 
                         presenter
 
                        -provide familiarity with the 30-minute time sequence
 
                        -encourage appropriate interactions of children with one
 
                         another
 
                        -identify personal names and body parts
 
                        -introduce language and concepts: alphabet, numbers,
 
                         color, shape
 
                        -demonstrate use of gross-motor skills through music
 
                          and exercise
 
                        -promote eye/hand coordination and small-motor with
 
                         signs for concrete objects
 
            -for parents/caregivers
 
                        -demonstrate that learning can be fun and enjoyable
 
                        -model behaviors for individual interactions and group
 
                          participation
 
                        -suggest book and music titles for 12-24 months
 
                        -share information by providing topical handouts for
 
                         parents to take home
 
    -provide opportunities for communication between parent
 
      and child in order to promote the development of early
 
      literacy skills outside the story time setting
 
 

Format of Program 

 

 opening             

 

-welcome to children and parents/caregivers

 

-introduction of self

 

-expectations of parents/caregivers:
 
   sitting on floor;

 

   working with their child continuously; 

 

   request parents to turn cell phones off

 

 

parts of the program  

 

                 alphabet mixed up on board and then moved to correct order;

 

                     words that go with each letter

 

                     shapes: triangle, square, circle (real objects such as tissue box for square)

 

                                       OR

 

                 colors: green, red, yellow  (scarf of each color, such as green, walk around room

 

                                          lightly touch each child and say the name of color

 

                    “where, where, where is (name of color)”; locate children or parents who are wearing the color

 

                 counting (1-5)

 

                   count concrete alphabet objects shared in identification;

 

                        place numbers 1-5 on board and sing: “one little…” etc, until the group reaches 5

 

song:  Big Fat Hen (recorded)book same title by Keith Baker displayed                

 

                        children practice with me: buckle shoes, shut the door,  pick up sticks, lay them

 

                        straight, big fat hen (hands in front of tummy) to music

 

                        (variations depending upon group size and time)

 

               self: baby face on board and identification of parts

 

               clapping: listening skills; following directions; coordination of eyes-hands (BINGO)

 

               foreign language: exposure to words used for common objects in other languages

 

     exercises:    “Let’s tap our legs together”

 

           songs—“Head, shoulders, knees and toes”

 

           yoga—“snake” and “lion” positions (eventually include “frog” & “camel”) 

 

              walking/participation

 

“This is the way we wash our hands…” etc. (song)

 

                    (children walk with me around room; separate from parent/caregiver)

 

                    to I Went Walking (book) by Sue Williams;  pictures are placed around room; each is

 

                           removed and then placed on a child until complete

 

                                      OR

 

or Polar, Bear, Polar Bear by Bill Martin for variety Brown Bear, Brown Bear

 

           (same actions as above)

 

            signing concrete objects:

 

animals: duck, elephant, butterfly, dog, cat, turtle, etc.  words, then without

 

“The Tiny Little Spider” (show book); motions with words, then without

 

“In a Cabin in the Woods” (show book) motions with words,then without;

 

“Five Little Ducks” all five ducks on display board; take finger play to zero; mother returns
 
songs: "Please Change My Diaper," "More Milk," "There's a Tiger Walking" (Pick Me Up!)

 

           ending:

 

song: “Hokey Pokey” recorded (basic actions: left, right, etc.)

 

story basket: dump on floor and children must identify and retrieve their own names

 

                       located at entrance: piece of paper paper sheets cut in ribbons and markers for

 

                  child’s name to take into room

 

                  goodbye—stickers with alphabet, color or shape

 

          signage: (numerous vertical signs of handouts for parents to take)

 

 

                                      REPETITION IS THE KEY!

 

 

 

                                                                                                                                                                                                                           

 

 

 

 

 

 

 

 

 

 

 

 
 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

         

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

         

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

         

 

 

 

 

 

 

 

 

 

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