Storytimes for Newborns to 2-Year Olds
Presented by Kiomaris N. Fuller, MLIS, MPH
Brain
Development:
True or
False?!?
True and False:
Kind of a Trick
Question . . .
At birth the
brain is fully
developed,
just like one’s
heart or
stomach.
The Whole Truth
Most of the brain cells
are formed before birth,
but most of the
connections among cells
are made during infancy
and early childhood.
Brain
Development:
True or False?!?
FALSE
The brain’s
developme
nt depends
entirely on
the genes
with which
you are
born.
The Whole Truth
Early experience and
interaction with the
environment are most
critical in a child’s brain
development.
Brain
Development:
True or False?!?
FALSE
A toddler’s
brain is
less active
than the
brain of a
college
student.
The Whole Truth
A three-year-old toddler
brain is twice as active
as an adult’s brain.
Brain
Development:
True or False?!?
FALSE
Talking to a
baby is not
important
because he
or she can’t
understan
d what you
are saying.
The Whole Truth
Talking to young children
establishes foundations for
learning language during
early critical periods when
learning is easiest for a child.
Brain
Development:
True or False?!?
FALSE
Children
need
special
help and
specific
educationa
l toys to
develop
their
brainpowe
r.
The Whole Truth
What children need most is
loving care and new
experiences, not costly toys.
Talking, singing, playing, and
reading are some of the key
activities that build a child’s
brain.
“
Baby Brain
Development
“The first years last forever”
Developmental
Highlights: 1 Month
 Prefer
black and
white
 Focus 8-12 inches
away
 Hear very well
 Prefer human faces
 Recognize parents’
Developmental
Highlights: 3 Months
 Watch faces closely
 Open and shut hands
 Grab and shake toys
 Follow many objects with eyes
 Smile at parents’ voices
 Babble and imitate sounds
 Stretch legs out and kick when
on
tummy or back
 Raise head and chest when lying on
tummy
 Enjoy playing with other people
Developmental
Highlights: 7 Months






Roll over
Sit up
Reach for objects
with hands
Support whole
weight on legs when
held upright
Develop full color
vision and mature
distance vision
Use voice to express
joy and displeasure

Babble chains







(ba-ba-ba-ba)
Distinguish emotions by
tone of voice
Struggle to get objects
out of reach
Enjoy peek-a-boo
Respond to name
Explore objects with
hands and mouth
Show an interest in mirror
images


Developmental
Highlights: 12-24
Months
Sit without assistance
Respond to “no” and

Get into hands and knees
position

Pull self to stand up

Walk

Pincer grasp

(thumb and forefinger)

Say “Dada” and “Mama”

Use exclamations such as
“Uh Oh!”
simple verbal requests

Imitate words

Use simple gestures like
waving and shaking head
“no”

Explore objects by
(shaking, banging,
throwing, dropping)

Find hidden objects easily

Look at a correct picture
when an image is named
Suggested Breakdown of
Age Groups For Storytime

Baby – Birth to 18 Months

Toddler – 19 Months – 3 years

Preschool - 3-5 Years
What is early
literacy?
Early literacy is what children
learn about reading and writing
before they actually learn to
read and write.
6 Pre-Reading Skills
Print Motivation
 Phonological Awareness
 Vocabulary
 Narrative Skills
 Print Awareness
 Letter Knowledge

Print
Motivati
on
What is it?
Having interest
and enjoyment
in books.
How to Help:
 Begin reading
books early
 Make book
sharing a
special time
 Let your baby
see you
reading
 Visit your
public library
often
Phonologi
cal
Awareness
What is it?
The ability to
hear and play
with the smaller
sounds in words.
How to Help:

Singing songs is a
good way to help
your child hear
syllables in words.

Add actions to
songs to help
break down
language into
separate words.

Make up your own
silly nonsense
rhymes.
How to Help:
Vocabula
ry
What is it?
Knowing the
names of
things.
Read together
every day.
 When reading, name
pictures as you
point to them.
 Talk with your child
about what is going
on around you.
 When your baby
babbles or your
child talks, listen
carefully and
answer.

Narrativ
e Skills
What is it?
Ability to
describe things
and events
and to tell
stories.
How to Help:
 Talk to your
child about what
you are doing.

Tell your child
stories.

Encourage your
child to tell you
about things.

Read favorite
books again and
again.
Print
Awarenes
s
What is it?
Noticing print in the
environment,
knowing how to
handle a book and
understanding how to
follow words on a
page.
How to Help:
 Read aloud
everyday.
 Point to each
word on a
page as you
read it.
 Use board or
cloth books
and have your
child hold the
book.
How to Help:
Letter
Knowled
ge

Help your child see
and feel different
shapes as you play.

Point out letters on
toys, food boxes and
on objects around the
house.

Talk with your child
about what is the same
and what is different
between two things.
What is it?
Knowing that
letters are
different from
each other.
5 Practices of Early Literacy

READ

TALK

SING

WRITE

PLAY

Remember: Rainbows Take Sun
Water Perfection
Basic Plan for
Storytime
1. Recurring



Your Opening
Your Closer
Your Transitions
2.BOOKS
3. Changeable

Songs

Fingerplays & Rhymes

Action Rhymes

Bounce & Stretches

Parent Tip

Optional: Free Play
Activity
Your Opening
Sets the tone and clearly
signifies the beginning of
storytime.
OPENING IDEA:
The More We Get
Together
The more we get together,
Together, together,
The more we get together,
The happier we’ll be,
For your friend are my friends,
Great opportunity to add a little
sign language into your story time.
And my friends are your
friends,
http://www.youtube.com/watch?
v=VYJS_xckWY0
The more we get together,
The happier we’ll be.
OPENING IDEA:
Using Names . . . for smaller
groups
We’re So Glad to See You
(tune: Frere Jacques)
We Say Hello
(tune: Hi Ho the Derry-o)
Where is (Childs Name)?
We Say Hello Like This (wave)
Where is (Childs Name)?
We Say Hello Like This (wave)
There s/he is.
We’re all here for storytime!
There s/he is.
We say hello like this (wave)
We’re so glad to see you,
We say hello to (child’s name)
We’re so glad to see you.
We say hello to (child’s name)
Peek-a-boo, Peek-a-boo.
We’re all here for storytime!
So say hello to (child’s name)
Opening Idea:
Open Shut Them
Open shut them, Open shut them,
Give a little clap, clap, clap!
Open Shut them, Open shut them,
Put them in your lap, lap, lap,
Creep them, Crawl them,
Creep them, Crawl them,
Right up to your chin, chin, chin!
Open wide your little mouth,
But do not let them in!
Your Closer
A song or activity that
clearly marks THE END!
Closer Idea: Hi Ho
Hi, Ho!
Hi, Ho!
It’s time for us to go.
Let’s clap our hands!
And Stomp Our Feet!
And Wave GoodBye!
Bye!Bye!Bye!
We’ll See You Here Next Week.
Closer Idea: Good-Bye Song
(Tune: Goodnight Ladies)
Good-bye (child’s name),
Good-bye (child’s name),
Good-bye (child’s name).
I’m glad that you were here.
Closer Idea: We Had A Happy Day
(Tune: “The Farmer in the Dell”)
It’s time to go home,
We’ll see you again,
It’s time to go home.
We’ll see you again.
Wave good-bye to everyone, Wave good-bye to everyone,
It’s time to go home.
We had a happy day,
We had a happy day.
Wave good-bye to everyone,
We had a happy day.
We’ll see you again.
Your Books
Not just about finding any book,
but about finding the right book
and reading it just correctly.
How to
Choose Your
Book?
Use
Goldilocks as
a your guide!

Not too long,
Not too short,
but just right!

Not too crazy,
Not too boring,
but just right!

Not what they
like or what they
like, but what
you like!
Your Books:
Start With Your Theme!
Animals
 Animal Sounds







Numbers
 Opposites

Bedtime
Body
Bugs

Colors
Food
Mother Goose




Pets
Shapes
Songs
Things that Go
Toys and Games
Your Books:
What to
Consider?
What kind of
performer are
you?

Are you the energetic
performer?

Are you the funny
performer?

Are you the educational
performer?

Are you the nurturer
performer?

Are you the soothing
performer?
Your Books: Some Book Ideas

Baby Happy, Baby Sad by Leslie Patricelli (check out her
series)

Soup For One by Ethan Long

1-2-3 Peas by Keith Baker

What Will Fat Cat Sit On? by Jan Thomas

One Two That’s my shoe! by Alison Murray
“Children learn more from
books when they are actively
involved.”
Your Books: It’s about how we read them.
1.
What is
Dialogic
Reading?
2.
Fundamental
reading technique
where the audience
is actively involved.
4.
Readingrockets.org
3.
5.
6.
Ask “what”
questions.
Follow answers
with questions.
Repeat what your
child says.
Help your child as
needed.
Praise and
encourage your
child.
Follow your child’s
interests.
The Changeable Elements
Songs
Fingerplays & Rhymes
Action Rhymes
Bounces & Stretches
Free Play
Parent Tip
Classics for Baby &
Toddler Storytime

Pat-a-cake

One, Two Buckle My Shoe

Where is Thumbkin?


If You’re Happy and You
Know It
This Little Piggy Went to
Market

Mary Had a Little Lamb

The Itsy Bitsy Spider

Old MacDonald (Short)

The Wheels on the Bus
(Short)

I’m A Little Teapot

Hickory Dickory Dock

Twinkle, twinkle, little
star

Row Your Boat

Head, Shoulder, Knees &
Toes

Apple Tree
Fun
Stretches/Movements
Popcorn
Popcorn, popcorn,
Pour it in a pan.
Shake it up,
Shake it up,
Bam,
Bam,
Bam!
Bubbles – Song and
Activity
There Are Bubbles
There are bubbles in the air, in the air,
There are bubbles in the air, in the air,
There are bubbles in the air,
There are bubbles everywhere,
There are bubbles in the air, in the air,
There are bubbles way down low, way down low,
There are bubbles way down low, way down low,
There are bubbles way down low,
There are bubbles by your toes,
There are bubbles way down low, way down LOW!
Fun Laprides
Grand Old Duke of York
Three Little Monkeys
Oh, the grand old Duke of York he had
ten thousand men
He marched them up to the top of
the hill
and he marched them down
again.
When they were up, they were up
and when they were down, they
were down
and when they were only halfway
up
they were neither up nor down.
Three Little Monkeys Jumping
on the bed,
He marched them to the left,
He marched them to the right,
He marched them upside down,
Oh, what a silly sight.
One fell off and bumped her
head,
Mama called the doctor and
the doctor said,” No more
Monkeys Jumping on the
Bed!
Two - - One - - -
Go Bananas!
Bananas Unite! Bananas Split!
Go Bananas!
Go, go Bananas!
Go Bananas!
Go, go Bananas!
Bananas to the right! Bananas to the
left!
Peel your banana and mmmm, take a
bite!
Changeable: Equipment
 Puppets
 Scarves
 Flannel
 Rattles
Boards
 Music CDs
 Coloring
Sheets
 Costumes
 Board Books
 Balls
 Bubbles
 Puzzles
 Blocks
Changeable: Parent Tips for
Reading With Baby
A few minutes
at a time is
O.K.
 Talk or sing
about the
pictures.
 Make the story
come alive.
 Create books
together.

Make books part of your daily
routine.
Meal times

In the car

Grocery store


Nap time

Bath time

Bed Time
Resources for
Parents
 Flyer
 Welcome
letter
 Agenda
 Evaluation
Additional Steps
to a Successful
Storytime
Steps:
Planning for Your Program

Decide on Registration/ Participant Limits

Physical Setting/ Environment (see next
slide)

Length of Program

Strollers

Nametags

Siblings

Agenda/Song Sheet
Steps:
Physical
Setting/Environment
 Room
Temperature
 Nursing
 Outlet
Station
Covers/Safety
 Easy
Access to the Room
 Easy
to Contain Audience
 Changing
 Room
Tables
Set Up
The
Display
Check the Room
Steps:
Temperature
Before the
Program Start on Time
Review the Rules
Announcements
Steps: Rules for YOUR
Programs!!
1.
If at any point during storytime anyone gets louder than
me, please take a break – go outside, breath and then
come back in.
1.
If someone does not want to be in storytime,
please don’t make them. We want a positive
experience.
2.
Everyone who has a song sheet must sing.
3.
Please silence all cell phones.
Steps:
During
the
Program

Parent/Caregiver
ParticipationAGENDA

Pay Attention to
Your Audience

Have a Back-Up

The Evaluation
 Infant
Additional Baby
Programs
CPR/first aid
 Baby signlanguage
 Baby yoga
 Baby massage
 Nutritionist
 Speech
Pathologist
 Audiologist



Outreach


Where do we find
parents with
children under 2
years of age?



Child care centers
Professional
associations
Parent education
groups
Head Start
Family support
agencies
Relocation
centers
Hospitals,
pediatricians
Early childhood
educators
Resources

Abby the Librarian


Mel’s Desk


Storytimekatie.com
Reading Rockets


Melissa.depperfamily.net/blog
Storytime Katie


www.abbythelibrarian.com
Readingrockets.org
Colorado Libraries for Early Literacy

www.clel.org