Programming for Children 0-3 Years Old: Key Questions

1. Programming for Children 0-3 Years Old: Key Questions Jennifer Mathia

2. Key Questions • When and why did this programming trend develop? • How do libraries go about setting up infant/toddler programming for the first time? • What do typical infant/toddler programs look like? • What does “developmentally appropriate” mean for this age group? • How do they differ from preschool programs? • Do these programs help further libraries’ goals? • Do these programs work?

3. When and Why? When • Infant/toddler programming began in the 1980’s but took off in the 1990’s. Why • New research findings about how children learn to read were reported. • Children begin building prerequisite reading skills at birth. These are called emergent literacy skills and include: vocabulary, print awareness, letter knowledge, narrative skills, phonological sensitivity, and print motivation. (Arnold, “Public Libraries and Early Literacy” 48)

4. Emergent literacy is fostered when: • Caregivers speak and sing to/with children and respond to their attempts to communicate. • Books are readily available. • Caregivers engage in dialogic reading with children and reread their favorite books often. (ALSC website) • Children see their caregivers reading. • Librarians believed they could model behaviors that promote emergent literacy growth for caregivers and explain how important they are to a child’s future ability to learn to read. • There are 2 target audiences for these programs, the children and the caregivers.

5. The Goals 2000: Educate America Act was passed in 1994. • The first goal stated that all children would enter school ready to learn by the year 2000. (PL 103-227) • Libraries believed providing services for very young children could help make this happen.

6. Starting Infant/Toddler Programming • Do a community study to see if it is needed. • Demographic information • Other agencies that serve young children • Establish goals and objectives for your infant/toddler programming. • Consider your staff: numbers, training, possible community partners • Consider your collection • Consider your physical space • Consider how you will group the children • Decide when and how often programs should be held

7. Starting Infant/Toddler Programming 3. Figure out how much the services will cost and create a budget. • Advertise your new programs. • Where can you advertise to attract people who do not currently use the library?

8. Typical Infant/Toddler Programs • Will include a combination of: songs, active verse, books and caregiver education • Suggested Structures differ somewhat but all include a combination of these activities. • Baby/toddler is accompanied by caregiver • The one-to-one ratio is important. • Props, activities and media items such as puppets, crafts, flannel boards, and videos are used to add variety to programs. • Do not have to be themed.

9. Typical Infant/Toddler Programs • The interactive portion of programs lasts around 30 minutes, but more time should be blocked to allow for mingling and questions. • Activities must be developmentally appropriate for the group.

10. Developmentally Appropriate Practice • Activities must be changed frequently because young children have short attention spans. • Children’s motor skills need to be carefully considered when using active verses. • Books should be short and have: • Simple plots (if any plot at all) • Uncluttered, clear, bright illustrations • Just a few words or sentences on each page • Repetition of favorite stories, songs and rhymes is a good thing. It aids in the development of: • Phonological awareness • Narrative ability: emergent readings

11. Infant/Toddler Versus Preschool Programs • The combination of activities is similar. • The caregiver does not have to attend preschool programs. • Many times they are encouraged not to attend. • Preschool programs can last a little longer. • Preschoolers are ready for books with slightly more developed plots. • Preschoolers have more developed fine motor skills and need less assistance with fingerplays and craft activities.

12. Do Infant/Toddler Programs Further Libraries’ Goals? Infant/toddler programs further the goals of libraries that decide to pursue service responses (from The New Planning for Results) in any of these areas: • Basic literacy • Commons • Community referral • Cultural awareness • General information • Lifelong learning (Definitions of the service responses can also be found in New Directions for Library Service to Young Children by Patrick Jones.)

13. Do Infant/Toddler Programs Work? • Smardo Study: What type of story hour, live, video, film or none, has the biggest impact on receptive language development? (DeSalvo 11-12) • Live • Film • Video • None • Preschool Literacy Initiative: a program co-sponsored by the PLA, ALSC and the NICHD shown to have positive effects on caregiver behavior (Arnold, “Public Libraries and Early Literacy” 51)

14. Typical Active Rhyme Here is bunny with ears so funny. Here is his hole in the ground. When a noise he hears, He pricks up his ears And jumps in a hole in the ground. -(Marino 84)