Beyond Storytime Successes

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Storytime is definitely a bread and butter program almost all libraries offer for preschoolers AND their parents/adult caregivers. But we wanted to explore other types of programs we can do with preschoolers besides storytimes. Here are some of the ideas that the class had:

Stuffed Animal Sleepover

- We invited kids to drop off their stuffed animal on day 1 and then they could return on day 2 to pick up their animal, along with a special souvenir. While the children were away, the animals played. We arranged the animals in groupings of 4-5 and had them play out different scenes like tea party, baseball, copy machine, book drop, etc. We also had all of the animals sit around the story room carpet and listen to a story read by Ms. Jennifer's childhood stuffed animal. We took a ton of pictures and made photo souveniers for each child that including a few scenes for their evening at the library and a group photo at story hour.  Many of the kids returned the next day to pick up their animals and were loving the souvenier booklets. We made sure to put a label on the back that said to like our library facebook page to see all the pictures.  This little tip really worked out because we had over 600 views on our stuffed animal sleepover slide show on Facebook.

-One of our most successful programs beyond storytime was when we did a "Teddy Sleepover" (all stuffed animals were invited).  The drop off time was between 4:00 and 5:00, the kids signed their stuffed animals in, made a nametag for thier animal with contact information, and then were able to play games and read stories with their animal before leaving them at the library for the night.  After the animals were all checked in we posed the animals doing things like having a tea party, playing checkers, watching a video, reading books, making a mess of the children's area, etc.  The children were encouraged to call and check in on their stuffed animal, they did and that was fun, they wished their stuffed animal sweet dreams at the end of the conversation and then it was off to bed for the stuffed animals.  The kids could pick up their animals the next morning when we opened, and also pick up a memory book of what their stuffed animal did on their library sleepover.  The memory book was created with photos of the evening with captions.  These books took time to make, but so worth it when you saw the child's face seeing their stuffed animal have so much fun at the library :)  

1000 Books Before Kindergarten Parties

Since starting 1000 Books Before Kindergarten last January, I have hosted 3 parties, all of which were great! The usual program plan is a super short storytime with one book (since the entire program is about reading) and a song or two to get the wiggles out.  Then the kids break out into different areas to play and work on early literacy skills.  We also had a special guest named Too Tall Torrie, a stilt walker who makes balloon animals that the kids loved (and I got a T-Rex so it was a win-win!).  Last August I had a graduation party and if you want to see the cutest thing ever, have kids walk across the stage to Pomp and Circumstance.  Adorbs!

Early Learning Readiness Program

- We have an Early Learning Readiness program that meets in our space two mornings a week for two hours each time that is designed for children ages 0-5 and their caregivers. It is run by the YMCA. They have a very specific set of guidelines they have to meet for the program, which includes a welcome circle and a closing circle, at least 3 age-appropriate books, and 13 different activity centers that help develop different skills children will need in school. They also provide snacks to the children and caregivers during the program. In our space, we tend to see children between 12 and 20 months of age with just a couple of children under 3. We actually don't currently have any between 3 and 5. The kids open with a 20 minute circle time with songs, finger plays, and 2 books before being released to play. They always get at least an hour to play in the centers, sometimes longer if everyone comes on time. We have 10 minutes of clean up time before we gather for closing circle to sing more songs, read one more book, and do some dancing. I pick out all the books based on the month's theme and lead one of the circle times whenever I can. Because it's run by an outside agency, it uses minimal library resources and staff time. I can work at my desk during the play times and be available to answer any questions parents have or help them find books for their children. The YMCA goals for the program are to enroll 10 children and caregivers for regular attendance. 

Movement Programs

- Our most popular preschool program is Little Wigglers!  We pick a theme for each month (Little Wigglers meets every Tuesday morning at 10:30 am).  We play the same games, sing the same songs, etc for the month and by the end of the month, the kids know the program very well!  We try to incorporate musical instruments, bean bags, scarves, rhythm sticks, balls and the parachute into the songs and games.  We end the program with a story and juice box to "cool down."  I think this program has been so successful because the kids are free to move and have fun!  For some in this age group, it is very hard to sit still for an entire book.  I have had many comments from grateful moms who were embarrassed their child wouldn't sit for a storytime (of course we squelch any worries and encourage them to keep coming for storytime, too!).  My favorite part about Litttle Wigglers is to watch the shy kids who hide behind Mom at first, but then eventually come and stand next to me to help lead the group--awesome!

- I've been presenting Let's Move, a creative movement program for preschoolers and toddlers for about six years. I offer the program on Friday mornings for 18 months and up, although I occasionally get kids who are slightly younger. In story time, I sing all the songs myself, but in this program all but the welcome songs are recorded. I use CDs that I burn myself of all my favorite songs. There are dance songs, shaky eggs songs, scarf songs, drumstick songs, instrument songs, bean bag songs, parachute songs, and wand songs. Each week, I do a variety of dance songs and then pick two of the props to play with that week. I have at least five or six songs in each category and can therefore switch out the music frequently, even when we are doing the same prop. 

This is one of the most popular preschool programs I offer. It routinely gets the largest crowd and everyone really enjoys it. I think they love moving to the music, but they also love the chance to do something different. It doesn't hurt that the music programs in the area for preschoolers are insanely expensive. 

Helping Patrons Accept Change

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In class we chewed on how to help patrons accept a new program format for preschoolers in place of one storytime session. The ideas and strategies flowed!

Positivity
I think in general, when you present an idea, and you deliver it with enthusiasm, they will also be enthusiastic. You can give your reasoning as to why you are changing it up and then tell them why they will be excited about it (like, their kids will love the new craft time that will follow story time), etc. I think in general, the parents will accept the change pretty easily. And, I think it is very healthy to introduce children to change! 

Giving the Facts, Jack
- I think if you explain the "why" behind a program change, the parents are better able to understand it.  We recently changed the format of our Baby Tots program to include learning a new nursery rhyme each month.  We shared our research with parents and explained the importance of learning nursery rhymes for early literacy success.  While this meant less social play time for the little ones, parents were on board with the change.

- I usually start with my core families, let them know that I have something that I think is going to work really well for them and I'm sure that they will want to check it out. I know that your boys are really interested in _________ so you are going to love this!  Then I give everyone involved the the information (usually a flyer) ahead of time so that if the change takes place next week they can get used to the idea and not be shocked coming in.  I alway try to let them know that we have good reasons for the change.  We have your children's best interest in mind.

Keep Things Changing
-I have to say we try things all the time.  My parents like the variety, they just go with the flow, as well as the kids. In fact, the month of March we are not doing story-time, but we are creating book bundles  which will have four books, one take home activity, a list of other books for the theme, and song and fingerplay suggestions.  We are also offering a reading challenge this month (March Madness) can you read 100 books in the month of March (ages preschool-4th grade) and can you read 25 books in the month of March for ages 5th grade and up.  

- In my old library, one of the weekly story times I did was a class visit from our local Head Start classroom. The teachers had been in that classroom for many years and were used to their set routines. The first time they came to visit me, which was the first week of school with all-new students, the head teacher yelled at them all to "sit down and shut up, the library is for quiet kids." I was horrified. I had planned 2 stories, a few songs, a felt board, and a craft for them to do. Not a single child sang along or tried to answer any of my questions to the group because they were so scared. Starting the second week, I began my story time by telling them all that the library was for having fun with stories, not for being quiet. I gave them a library tour and we talked about how the library was closed during their visits so the only patrons in the library were from their school. Then I told them that I needed their help in telling some of the stories and singing the songs each week, which got them much more relaxed an interested in participating. 

Smooth Transitions
- I feel like the families at my library are just itching for more hands on activities. Craft time is the children's and the parents' favorite part of storytime every week, even if it's just free form coloring. I feel like as soon as I decided to offer something more hands on like a messy art hour or parachute play, they'd be all over it. I think what I'd do is maybe offer a little bit of an overlap. I'd do part storytime, part hands on and totally different. That way I could possibly transition those parents who are a little skeptical of any educational value of a format that doesn't involve lots of storytelling into seeing how great the other programming format could be for them. Sometimes people need to see to believe. I feel like after one program, they and their kids would be all about something different. Changing things up even a little can really make kids excited! 

Organized Inspiration

As a director of a small library, one wears many hats. Luci shares her techniques and inspirations for putting her storytimes together that keeps fun, great content and new ideas together - while still running the library!

Perhaps because I'm a former school librarian,  I repeat many of my story hour themes.  Almost every session (September December and January-May), my weekly themes include the ABCs; colors; shapes; numbers and counting; specific animals,  both domestic and wild; and the seasons. While winter is my absolute least favorite season, I spent 4 weeks this past January on winter: snowflakes, snowmen, sledding, and mittens.  My favorite story hour theme is numbers and counting, and I try to have that as a three-week-in-a-row theme. (I don't like math but I do enjoy it when my monthly budget sheet from the village office balances with my financial report!). 

Now, while I do repeat themes, I change out the book titles; craft; and sometimes, the finger plays or songs. Because I'm the director of a small library,  I have many duties. When I catalog new books, I keep an eye out for books that will be great for story hour. I have a list in my computer called "Preschool Story Hour Ideas" and add the book, its call number, and the month and year we purchased it. The list is organized by possible story hour themes. When I am putting together a new session of story hour, I start with this list. My second resource is my 3 or 4" wide 3-ring binder that has copies of every finger play and song that I have used or want to use. (I also have 1 more ring binder that include samples of activities that I have done in the past; a file folder with copies of every story hour schedule that I have put together since 1992; and a binder with ideas for future story hours).  

By now, I have chosen the books I want to read and the accompanying finger plays and/or songs, but I need a craft; project; or activity.  In the past,  I Googled "preschool dinosaur craft" or whatever.  Now, I will look at the different blogs I have been introduced to in this class. I do have a personal Pinterest account and while I don't spend lots of time on Pinterest,  I do look at the boards that are featured in the weekly emails I receive from Pinterest.  Obviously,  I have to keep my budget and staff prep time in mind as I do my planning,  but having fun is a top priority for me.  If I'm having fun and enjoying myself in story hour, chances are good that the children will, too! 

Image courtesy of Pixabay

Noon Year's Day Party

Librarian-students all had a chance to create/report out a program they developed as a final project. Each considered the goals of the program, format (active, passive), how much time/money it might take and described how it was or would be done. Tina from WI was inspired by an idea shared by classmate Erin from MI and shared this idea.

This is an active program type that would be held in the meeting room right off of our library.  We also have a gym in the community center that it could be held in should I think that I will have too many kids to fit in the meeting room.  (I just called the village clerk to reserve the room for December 31 of this year, so I DO plan to do this program this yearJ) The target age group for this program would be ages 3 to 6/preschoolers.  The length of the program would be an hour, from 11 a.m. until Noon on December 31!  

If a success, and I think it would be a big success, I would plan to do it once a year…..every New Years Eve to celebrate the coming of the new year!  This program should take little time to prepare for, I just need to decide on books that would tie into counting down, or learning about the months in the year.  Then, I would have to construct some numbers to use for counting down to the new/noon year’s.  I would have to purchase some balloons and balloon drops or make a homemade balloon drop.  I also love Erins idea of “fireworks” using squares of bubblewrap for the kids to stomp on for the sound effects.  The preparation and cost would be minimal for this program.  The preparation for this program should be minimal, I would guess about four hours total!  Since I am “stealing” the idea, most of the planning is done unless I came up with some idea of my own that I would like to add or change. 

Program Description and plan: 

~To implement this program, I would have to advertise in the way of flyers to the schools, posters in the Community Center /Library, the surrounding banks and post office and by putting it on our Facebook page. 

~The flyers and posters would read something like this: 

        Join the us at the Library for a Noon Years Eve Party!

                                        Date/Time:  Wednesday, December 31 from 11 a.m. until Noon

                 A family friendly celebration counting down to the New Year without staying up late!

                 Enjoy stories, crafts, music and dancing, concluding with balloon drop at 12PM.

                                                 ~Light refreshments will be offered.

~The week before the program, I would send a press release to the newspapers and radio stations.  The week of the program, I would ask the local bank to advertise the program on their digital sign. 

Make Party Hats:  I would prepare a craft of a party hat or crown for the kids to do when they first arrive.  I would just search for an easy idea online to come up with something simple that the kids could make out of paper that we already have available.  I would get out all of our odds and end craft items as well as the crayons, glue, and scissors that we have here for decorating the hats/crowns. 

Read a story: I would select a book or books for the program.  I could select a book or books that have to do with the months and talk about how the months make up a year and talk about the reason that we were celebrating.  I could also select a book that has to do with clocks and telling time.  Or even a book about learning the numbers from 1-10 tying in with the countdown. 

Dancing:  I would get some music for the kids to dance to, I would probably have to enlist the help of my own kids to help me download some fun songs for the kids to dance to.

The Countdown:  I would make up make up colorful signs with the numbers 1-10 on them to use for the countdown and have the children help me put them in order 1-10 and then 10-1 (for the countdown).    I could also make a giant clock to talk about numbers and time if I wanted, but it would have to be a pretty basic conversation for the age group. 

Fireworks:   I would get bubble wrap, hopefully donated, from someone who has an excess or even from a mailing or office supply store.  Then I would cut the bubble wrap in squares for the kids to stomp on for “fireworks” noise when the clock strikes noon. 

Balloon Drop:  I would purchase a balloon drop, if not too pricy, or construct one myself out of materials we have at the library.  I would purchase balloons, which aren’t too pricey, blow them up and put them in the balloon drop to drop at the end of the countdown.  I would play more music for more dancing!

Treats:   We have a popcorn popper at the library so I would have some popcorn made and have some juice or punch, that I would probably just supply from home, to ring in the noon yearJ.  

This program would engage the children by having them count and see/learn the numbers 1-10.  The numbers will be colorful so we could talk about colors.  We will read a story or stories to engage their listening skills.  I think there will be a lot of fun and positive stimulation and I am really looking forward to hosting this program this year!

Animal Adventures

Librarian-students all had a chance to create/report out a program they developed as a final project. Each considered the goals of the program, format (active, passive), how much time/money it might take and described how it was or would be done. Monica from IL shared this idea.

An active program would be Animal Adventures. This program would be on-site and would run for half hour. This four week program, would meet once a week and would explore the world of animals through books and a related activity or craft. Children ages 3-6 could attend this program alone as long as the caregiver stays in the department. This program can be offered mid day (11:00 a.m. - 12:00 p.m.) as it could entice preschoolers which have just been dismissed from preschool, or at 6:30 p.m. as it is after dinner and can be a pre bedtime activity.

Assuming that that there are supplies on hand like paper, scissors, glue sticks, markers, ribbon, feathers, paint and brushes, etc., there would be no extra expenditures on the budget other than that of estimated program preparation time, presentation time, and perhaps material replenishment as needed. This program has a strong literacy component as well as a connection to our book collection as the first part of the program would commence with a nonfiction animal book (whichever animal one may choose). Such titles like Owls by Gail Gibbons or Peacocks  by Kathleen Pohl are guaranteed to have great facts and pictures which will entertain younger children. The presenter can advertise these books by setting up a supplementary table of the designated animal being discussed that day and also showing children where they can find these books in our nonfiction collection.  Program preparation time would be 2 hours in order to gather the designated book to be presented, research for an age appropriate craft, gather necessaries supplies and props, and perhaps extra pictures or videos in order to enhance the program.  

Animal Adventures would explore the world of animals through books and a related activity or craft. The program plan would entail selecting a different animal in the animal kingdom per week. Planning time would include finding an age appropriate nonfiction book which had easy to understand text and engaging pictures in order to captivate the attention of the young patrons. During the program, sharing this book with the children should take no more than 10 minutes in order for them not to get restless. Great questions and remarks to make during the program can include questions about its habitat, food it consumes, body structure, and so on. It is important to engage the children during the book in order to further the child’s interest in animals and science.

Following the book, the presenter may want to show more pictures of the animal or a video in order for the patrons to see the animal in action. A prop, such as a puppet, may further make children understand the animal.

Once the literacy component of the program is over, the children are to assemble a related activity or craft. This hands-on component can be a craft which resembles the animal which was discussed that day. Again, crafting supplies should be basic in order to introduce children to crafting, following directions, and to stay within a designated budget. It should also be simple so children do not get discouraged by their inability and also for staff to have an easier time giving directions about assembly of the activity or craft. Below is an example of an animal which could be introduced in Animal Adventures. Books and related crafts are also suggested below. 

·         Animal: Octopus

·         Book: Octopuses (Under the Sea) by Carol K. Lindeen

·         Extras: link- http://www.worldbookonline.com/pl/forkids/article?id=ar831653&st=octopus

·         Craft: Octopus Counting Craft

The craft can review physical features of the animal. It can also be cost effective while implementing STEAM and Common Core concepts. 

Dig into Nature

Librarian-students all had a chance to create/report out a program they developed as a final project. Each considered the goals of the program, format (active, passive), how much time/money it might take and described how it was or would be done. Michelle from IN shared this idea.

Program Type: Active

Program Location: On-site, outside in summertime, could be used for outreach in a park

Target Age: 2-6 with caregivers, could also be used for K-3 with or without caregivers

Length: 45 minutes

Scheduling: One Time Event, 10 AM; before lunch/naptime… and before the Indiana heat and humidity become unbearable

Staff Time: 30 minutes for prep, to glue scavenger hunt sheets to the outside of the bags

Supplies:

scavenger hunt list with words and pictures (such as this)

bags for scavenger hunt finds (I used gift bags with handles from the dollar store, but anything can be used)

pencils

bottled water for thirsty families

read-aloud book

Collection connection: non-fiction plant, animal, weather, hiking books, as well as picture books featuring habitats, plants, animals, and outdoor activities

How It Works:

My library has a huge courtyard as well as a lovely wildflower and grassy area. I figured I could take advantage of the nice outdoor space with an outdoor program for the preschoolers.

We gathered in the small, shady courtyard for a welcome song: “If You’re Happy And You Know It.”

I read Maisy’s Nature Walk by Lucy Cousins.

We sang “Dig The Earth” to the tune of “Row, Row, Row Your Boat.”

                                Dig, dig, dig the earth (digging motion)

                                Plant your seeds in rows (plant seeds)

                                A gentle rain and bright sunshine (rain with fingers, stretch arms overhead for sun)

                                Will help your flowers grow (use hand and fingers as a growing flower)

I passed out the scavenger hunt bags and explained that the families could place items in the bag if they wanted to do so, or they could simply mark the items that they found on their nature walk around the library.

After 20 minutes or so, we reconvened in the courtyard to explore our findings. The hardest item was a squirrel! Only one child found one…and it was on the “Dig Into Reading” t-shirt I was wearing!

I handed out water and we talked about our items. I showed everyone the cart of nature books I had wheeled outside and we were finished.

The kids were really engaged because most of them had never been outside at the library before! I figure the majority of kids like wandering around outside and picking up objects, so I grasped that idea and took off with it. I’m thankful that I can do this kind of nature program on-site without much prep or hassle.

Welcome to Bubble Mania!

Librarian-students all had a chance to create/report out a program they developed as a final project. Each considered the goals of the program, format (active, passive), how much time/money it might take and described how it was or would be done. Gina from WI shared this idea.

This is a new event at the library for preschoolers and their parents.  This is a fun yet still educational program that is guaranteed to provide lots of smiles and giggles.

The children will learn what bubbles are made from, they will make their own bubble solution and by doing this they will be using tools such as measuring cups. We will also talk about what happens if there is too much water or not enough water in the solution. They will have a chance to make their own bubble wands out of different items to see what works and what doesn’t. We will talk about sizes, how small of a bubble can they make, how big a bubble can the make and even see if they can make a square bubble?

This will allow the kids to get messy, have fun and still learn at the same time right here at the library.

Everything will be provided by the library including snacks so bring your little one down to the Boscobel Public Library where fun and learning go together.

Join us on July 19^th at 2 p.m. for a bubbly good time.

Age Group: Preschoolers (0-5)

Program Type: Active (one time event)

Length: 60 minutes

Staff time/Preparation: 60 minutes using 2 staff members

Budget: $9 for the purchase of soap. Snacks provided by a library board member. We will be borrowing swimming pools, tubs and measuring cups from volunteers.

Collection: Will have on display books on water activities including math and science concepts, summer activity and other craft books. Will also have on hand activities sheets to take home on how to make bubbles at home along with other water activities including some finger plays and songs.

Directions:

1.       Gather in the kids room at the library and welcome kids and their families to this new event.

2.       Read a simple book non-fiction or fiction on bubbles

3.       Talk about how bubbles are made. Can ask the kids how they think bubbles are made. Talk about how you could make different sized bubbles.

4.       Go downstairs to the clubroom and make wands and their own bubble solution.

5.       Head outside with their wands to play area and have fun with BUBBLES!

Photo courtesy of Pixabay

Misty is Having a Baby!

Librarian-students all had a chance to create/report out a program they developed as a final project. Each considered the goals of the program, format (active, passive), how much time/money it might take and described how it was or would be done. Renee from KY shared this idea.

Active Pre-School Program

Location: Library Community Room

Targeting Pre-Schoolers

Length: 40 minutes

One-Time Event

Scheduling Strategy:  Misty, our pre-school presenter, is having a baby in June.  She will therefore be gone for some time, and our little ones will miss her!  I want to explain it to them, and reassure them that Misty is coming back.  I want them to understand that she will be absent for a very important reason!

Program Description and Plan:

Environment:  The room will be set up as usual, with children and parents seated on floor, and chairs behind the floor semicircle for caregivers who prefer to sit “up.”  The rocker from our department will be in the Community Room, with balloons tied to it, to indicate the special seat for Misty.  Also, I have asked our co-workers throughout the library to bring in one baby photo of themselves, and these will be displayed on a poster, where our young patrons can see them.  This will include Misty, Maggie, and myself (which comprises our department), as well as two dozen others!

Rationale:  I have chosen easy fingerplays, on a handout, (see attached) with motions included.  Each one relates to family, and baby, in some way.  Since at this age, most of our patrons are able to copy simple hand motions, I expect the fingerplays to help them assimilate the idea that Misty is adding to her family in an important way. 

Also, the poster with baby photos of library employees will interest them, (even if briefly!) and demonstrate that babies are important; they grow up to be people who help us do important things, like read, and find books at the library, and teach, etc.!  At this age, they should be able to connect the photos with the idea I am putting forth.

Since they can pretty much understand the concepts of “now,” “soon,” and “later,” I hope to help them to see that we wait for the baby very eagerly, and after a while, Misty will bring the baby home to her family from the hospital!  After a little while longer, Misty will bring the baby to the library for us to see him!

Since at this age they begin to understand cause-and-effect relationships, I hope to help them see that Misty will be absent from them for a while because of this important event, but that it is a good thing, and that Misty will return.

Because they are beginning to understand the moods of others, I hope to help them “catch” our excitement about Misty’s new baby!

Collection Connection: I read The Berenstain Bears’ New Baby, because this book demonstrates preparation and excitement over the arrival of the new baby.  These young patrons do understand cause and effect, so I want them to connect the ideas that new babies require preparation, and that new babies are exciting.

I also read New Baby Train, which is more of a fun, imaginary way to handle the topic.  These patrons enjoy a rollicking reading style, and this book provides that, as well as pictures with which they will be familiar and which they will understand: babies needing bottles, naps, diapers, etc.  They will also see new babies being warmly welcomed by their parents.

My personal favorite, and it seemed to be the kids’ too, was Ma!  There’s Nothing To Do In Here!  It is hilarious and not TOO much info!

Also, the room was ringed with a display of new baby books.

Marketing Strategy:  We maintain a list of our regular attendees’ emails.  Each of them will be apprised of this very special Story Time by email, and we are asking each parent to have the child bring a picture, made by him/her, of the subject of his/her choice, “signed” by him/her, as a gift for Misty.

Staff Time/Budget: We did buy extra balloons, blew them up ourselves, and opened the closet, at the end, to let them all fall out, and allowed the children time to play in them!  They cost $4.89.  It took three of us about an hour to blow them all up.

Estimated Program Preparation Time was about three to four hours; this is including finding the books, the balloon time prep, etc., making the staff baby poster.

Snap, Crackle, Pop Art!

Librarian-students all had a chance to create/report out a program they developed as a final project. Each considered the goals of the program, format (active, passive), how much time/money it might take and described how it was or would be done. Erin from MI shared this idea. 

For children 2-4 years old with a caregiver

Join us for an exploration of art with inspiration from picture books.

Dress for a mess! Meet in the Children’s Activity Room

October Wednesdays (10/1, 10/8, 10/15, 10/22, and 10/29) at 11am

Based on a recent survey of our very popular toddler storytime, we  decided to offer a trial art program for this age group. We chose Wednesdays at 11am (after our baby storytime) as this was an extremely popular choice among those polled. It’s also a time when there are no other programs offered. One staff member will be responsible for set up and executing the program. We’ve opted to not include registration despite a potentially large crowd and will chose projects that are more easily executed with large groups. As this is a trial program, we will only offer it for the month of October. Depending upon response, we will consider offering this program in rotation with our preschool dance parties once a month.

The budget requested is $50 or $10/week. We anticipate approximately 25-30 toddlers participating each week plus caregivers. Most materials we have on hand, but we will need to purchase a few items that will be able to be used in other programs (contact paper, aluminum foil, sandpaper, playdough making supplies, bubble wrap, balloons, new paint, thicker paper).

Resources for ideas:

First Art: Art Experiences for Toddlers and Twos by MaryAnn Kohl  and Young at Art by Susan Striker

As children enter the room, they will be instructed to write their names on our Wall of Names (used in Toddler storytime currently to encourage writing. It will be a familiar task and helpful in determining a count of those participating). We’ll then gather together and the staff member will talk about what materials we’ll be working with today. Staff will read a story that will act as inspiration and give general guidance to kids and caregivers on suggested ways to interact with the materials presented. Staff will introduce an “adult challenge of the week” encouraging caregivers to focus on the process of the art with their child not the product (see: librarymakers blog). The remainder of the time will be for children to explore various materials. Similar books (either in style or content) will be provided for those children who finish quickly and would like to read a story with their caregiver. These books will also be available for checkout.

Weekly project ideas:

• Contact paper collages
• Foil sculptures
• “painting” with sandpaper and string
• Playdough monsters
• Bubblewrap/balloon painting (the one potentially messy project)

While there is some prep and clean-up for this program, we do not anticipate more than 30 minutes of additional staff time per session.

We do not currently offer crafts in toddler storytime opting for play time at the end instead which is an extremely valuable component of our storytimes: allowing children to learn to play together, having interaction with our storytime presenters and it’s valuable time for caregivers to visit with one another . I believe a toddler art class is entirely appropriate for our organization. It will help develop fine and gross motor skills, narrative skills, and vocabulary. It will also be a valuable experience for caregivers to focus on process instead of product. Given the low cost per child ratio and minimal staff time, I believe our community will find value in this program. 

Preschool Outreach Success Stories

The class shared success stories on their outreach to daycares. Among the ideas:

Strategy - We have gone to the various daycares and have done storytimes and also talked about the library. A couple of the daycares do bring some children to one of our three weekly stortyimes. In the summer, some of the daycares bring the children to the weekly performances. Last year, we started up a parent/teacher section which makes it easier for the daycare providers to find materials. We also ordered a few home schooling magazines which we keep in the same area.

Consistency - Every month I do about 28-30 outreach story times (this also includes the elementary schools too) each month.  In August, I contact all the daycares, preschools and teachers from the previous year. We schedule a monthly appointment (such as the first Wednesday of every month).  I type a confirmation letter with each months visit date and time and mail it to them.  I feel like this is the most successful way for me to reach the preschoolers!  I make up one story time for outreach each month, use it over and over again (yes, I could read these stories in my sleep) and I do an easy craft with most of them.  It just depends on the class or facility.  It is a great way get story time to kids that have working parents and busy families and may not get into the library regularly.

Emotional Payoff - The outreach that was most successful was that to preschools/daycares. These settings are perfect for a standard storytime, so it's an easy thing to squeeze into a busy schedule. Also, the kids are so excited and receptive that there is great emotional payoff for this sort of outreach. 

Give 'Em Nonfiction! - I often use preschool outreach as an opportunity to showcase some great new nonfiction books - often ones with photographs.  I don't read them all the way through - just paraphrase the interesting bits and show some really cool pages. Because of budgets, many schools and daycares really stick to the tried and true picture books, and I always hope that teachers will be inspired by my selections to a). visit the library to check out titles for their kids and b). ask me for suggestions - especially for nonfiction. Occasionally, instead of a craft, I bring a simple hands-on activity for the kids. For example, squirts of two colors of paint gels in a (well-taped) ziplock bag for kids to mix. And q-tips so they could write or draw on the gel bags once they were done mixing.

Less is More - One thing to consider - outreach to the same location doesn't have to be weekly or monthly! See how it might fit into a busy schedule. Maybe it's only once a year or once in fall and once in spring.  Just making that effort to meet people halfway by going out here and there makes a difference. We visit our daycares and classrooms in selected grades only once a year (beyond SLP promo visits). It is a treat for the kids - and  us - and keeps time used reasonable and do-able!

On-the-Road Storytime- We have 4 Headstart classrooms and 4 daycare centers.  I visit each one once a month by packing up my Storytime for the week and "taking it on the road."  I love going into their locations and see children that don't get to the library.  I also make a point to say hi to the kids that do visit the library.  The daycare personnel love for me to take over for a few minutes each month, but the hard part is seeing the conditions that aren't always the best.  I have scheduled Thursdays as my outreach day.

Graphic courtesy of Pixabay

The Journey Towards Preschool Outreach

In our discussions about outreach successes and challenges, Erin shared the experiences and  thinking behind her library's initial efforts to do preschool outreach.

This winter we decided to try outreach to our area preschools for the first time as a "test." Here's what we did:

While we only have 2 staff members dedicated to storytimes in-house, we decided to pool our branch and anyone else who has done storytimes. This left us with 6 people who could do outreach. Each staff member was asked to find 4 times from January-May they would be able to go to a preschool for a storytime (this needed to not affect desk time/other programs/meeting etc.) and we created an online form with Survey Monkey. This form was sent to all preschools we could find contact information for (this was harder than expected!) and each class was allowed to sign up for 1 visit. Staff was responsible for contacting the preschool to confirm the visit. 

Each staff member is responsible for creating their own 30 minute storytime (we didn't want to make it uniform as each of us has our own strengths and favorite books) they repeat at each preschool. We send each preschool a survey after we visit for them to tell us what they liked and if it was successful. 

I don't think we were very clear with our goals and objectives. We ask on our survey if providers feel they know more about library resources for them after our visit. We should have included a handout with information on our provider card (because we have one! I know NOTHING about it! It's on the agenda for this week's dept. meeting) and we should have included our department flyer with upcoming events. Each child did receive a bookmark about our "Discovery Packs" (We have a number of backpacks available for checkout for anyone. Each has 3-5 books on a theme, a song sheet, and a craft/DVD/CD. Sort of a storytime to go for our patrons). 

I know we'll be continuing outreach to preschools this fall. We are considering offering storytime training to volunteers and we'd like to remove some of our paid staff from this program. We're very out of balance with visits to our area schools and while it's important for preschoolers to be exposed to the library, we're starting to feel it may be more important for older school aged children to identify library staff at outreach events. 

Photo courtesy of Pixabay

Barriers to Doing Outreach

In our discussions of doing outreach visits to daycares, the class shared some of the things that make it difficult for these visits to happen.

Work Assigned to Others - large libraries often have outreach librarians whose responsibility covers outreach from adults to children. Sometimes, daycares prefer to have a children's librarian visit but that isn't possible with the staffing responsibilities.

No Nearby Daycares - At this point in time, we are not doing any type of outreach for daycare children and parents.  The closest day care center closed several years ago and the remaining day care center is just outside of the village.  We did advertise our new “1000 Books Before Kindergarten” program through the day care center last fall by dropping off individual letters to the parents of the children who attend.  

Uncomfortable - I personally don't like doing outreach. I get really uncomfortable when I don't have control over my environment (I'm a control freak and I know it! Medication helps, but you know...) so I'm in charge of all the in-house visits, and my supervisor does all outreach because she LOVES it. She likes to do storytimes for daycares who invite us...it gives her a break from booktalks, which she loves, but it's always fun to do a great read-aloud.

Reciprocity - We used to go to all of the Headstart locations (and there's a bunch, plus the main building that has 7 classes in it), however, these children would never be brought to the library.  Twice a year we had programs with them, once on their site, and once here. About five years or so ago, we changed this and they now visit us for programs twice a year.  The teachers love it.  It wasn't that we didn't want to go to the sites, but we felt it was more beneficial for them to come here.

Haphazard Outreach - Each year we'd try something different, preschools in the August, preschools in May, Boys & Girls Club occasionally, brainstorming on who else to contact, should we partner with a school, should we visit back-to-school nights? Essentially, we had no plan and no consistency. This meant that outreach dropped further and further down the priority list. It was easy to argue that we have strong community support, offer lots of different programs at different times and on different days, and it's always hard to cover the desk with someone out of the library. 

Time -  We don't do any outreach, in my dreams I have thought about it often but in reality I just don't have the time.  We mainly just have home daycares in our town and I know that they can't come here because of the transportation issue.  I would love to be able to go to them but it's just not feasible. 

Territory - My community is very small, and doesn't have any day cares or head start programs.  I've thought about going to the neighboring communities , but they have local libraries and I don't want to step on anyone's toes.  

Making Storytimes Count

In our discussion about bringing on board parents who might be reluctant to accept preschool programs beyond storytimes, the class also discussed how to change up their storytimes to make them more powerful!

Pump It Up -The person who held story time before me read 4 books and that was story time. Since then I have tried to offer songs, fingerplays, crafts, etc. into story times and I've tried to offer resources sheets to parents about the importance of not only reading to your child to help develop literacy skills, but the importance of play, talking, writing, listening, and interacting with your child and that all skills are needed to develop a good and confident reader, but they are important for the overall development of their child. So I guess my hope is that by slowly trickling the information to parents they will come to realize the importance of "it's not just a story time". 

Hands-On - It always drives me crazy when I hear of someone reading three or four books and calling that a storytime! I try to do as many hands on activities as I can (in addition to the fingerplays and songs you mentioned): we have made mini pizzas with English muffins; squeezed oranges to make juice; made popcorn with a stir-crazy popper; made a graph on the floor with bottle caps from kitty litter jugs; gone on "treasure" hunts in the library looking for numbers, etc. I like to get the children thinking and the parents involved.

Name Changer - We just changed our storytime names to little Movers (ages 10-23 months) and Bouncing Babies (birth-9 mos). I like shaking up names. Next up - what to call the 2 year old storytime besides Toddler and then there is Family Storytime, a very true, but snooze-y name!

Surveys - We're on storytime break for the next 2 weeks so this seemed like a great time to check in with my caregivers: am I communicating early literacy tips effectively, do you find the handouts useful (there's been discussion about eliminating handouts in all storytimes-I've been resisting and I'm happy to say my survey backs me up!), AND are you interested in other programs for this age group: technology-based, science/sensory, art, longer playgroups and a spot for suggestions.  I also asked what times and days of the week work best for them. And we're going to start tracking when we're seeing groups of under 5s in the department with their caregivers. 

Listening Ears - We have changed our storytime sessions with a new preschool program format with a new program called Learning to Listen. This program is a 10 minute length program and is designed for children to learn how to sit quietly, pay attention, and engage in the program (see why its only 10 minutes)? Although it’s a shorter program, patrons understand that it was a program which is engaging and helped their children in a future classroom setting.

Get Physical - Our storytimes are very active, but not all parents and caregivers know that and no matter how I describe storytime, they stay away - worrying that their wiggly kids won't sit still. So I think my strategy for pitching to parents, would be to emphasize the hands-on, active nature of whatever program I was piloting - and any new programs I plan will be hands-on and active.  I don't think I'll have a problem convincing parents to try things. A classmate replied: I like your idea of using the wigglies to promote a different type of program. I've been in a number of systems that started more dance/exercise related programs, and they've been hugely popular. I think the trick is not convincing people to bring their kids, but explaining how the movement and dance relate to the library!

New Faces - I think it would be possible to sub in a preschool program once a month instead of a storytime. I know that it would captivate some of the families that already attend as well as introducing a whole other group of parents and groups to join in the fun. I'm thinking our unschooling, homeschooling, and smaller preschool groups would love to participate in a non storytime activity at the library.

Photo courtesy of Pixabay

Changing Up Preschool Programming

The class discussed ways to help diehard "I-love-storytime" parents accept programs beyond storytime.

Parent as Teacher - To sell parents on a preschool format change, we can emphasize that the library wants to help parents because parents are a child's first teacher, that all types of programs help with reading and school readiness. A format change will offer more choices for their children, including ongoing reading incentives like 1000 bks, and more activities for preschoolers during the summer. I'd also like to see more parent/family involvement in activities.

Re-Branding - As I consider my parents, I don't think they would have an issue with this.  I think they'd be totally for it!  If I did think there was going to be an issue, I would consider still calling it a "storytime" but add something to differentiate it.  So it would be called Explore! Storytime or Hands-On Storytime or something, depending on what the emphasis was.

Try It, You'll Like It! - Whenever I begin something new, I simply tell caregivers to try it out because I know they will love it. And if they come to a program and don't love it...I'll try to get feedback and tweak it so it suits their needs. I have young kids of my own, so I do my best to cater to my little friends' sensibilities. :)

Awesomness Ahead - I would promote it with fun, colorful flyers.  I try to make sure that I pass them out at story time, when patrons are checking out, or when they are just playing in the children's area.  But I also really like to talk to the parents and I would just make sure they know about it and tell them how awesome it will be!

Variety is the Spice of Life - I do feel as though my community would be very receptive to additional preschool programming. AND it doesn't need to be an added program. I could offer 1 "traditional" storytime a week and a 2nd that has a rotating schedule: 1st week is movement, 2nd week is science, 3rd week is art, 4th week is play. There may be storytime elements, but the majority could be more interactive exploration.  If we as storytime presenters can communicate the value of such changes ("We all know 2-5 year olds are little explorers! They learn all the time in all sorts of environments. I'm confident these activities will continue to reinforce the early literacy skills we've been working on just as well as storytime does!") caregivers will follow. 

Ask Parents! - I would definitely go to our patrons and ask what they might want for a new program.  We also have an active MOPS group in our community.  I would go and talk to the moms and see if they have any new programming ideas that they would like to see at their library.  I could see how their input would then help promote it to the community. The MOPS group has a very active Facebook account and the power of social media is easy to tap into.

Graphic courtesy of Pixabay