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Archive | The Lamppost

Fresh Air: Taking Storytime Outdoors

We could nev­er have loved the earth so well if we had no child­hood in it.” —George Eliot 

Giggle, Giggle, QuackIn the state of Iowa, where I live, the change from win­ter to spring is like an on and off switch. Yet, at the end of anoth­er vor­tex, Spring has final­ly come to Iowa. Spring is a per­fect time to sched­ule your sto­ry­time pro­grams out­doors. The library I work at has a court­yard where we have out­door sto­ry­times; how­ev­er, a local park will do as well. Out­door sto­ry­times bring the library out of its nat­ur­al habi­tat and into the wild and are a per­fect oppor­tu­ni­ty to bring sto­ries to life through a vari­ety of out­door activ­i­ties includ­ing:

  1. A Sto­ry Hike. For me, a sto­ry hike is a set of out­door activ­i­ties that enhance the read­ing expe­ri­ence. Each activ­i­ty I design is based on the sto­ries I read. One great exam­ple is The Very Hun­gry Cater­pil­lar by Eric Car­le. For this sto­ry hike, fam­i­lies were asked to search for the var­i­ous foods the cater­pil­lar ate. At the end of the hike, they enjoyed see­ing real but­ter­flies we raised at the library.
  2. Musi­cal Per­for­mances. Adding music to sto­ry­times is noth­ing new but, for out­door sto­ry­times, I enjoy invit­ing com­mu­ni­ty musi­cians to pro­vide a live per­for­mance. The songs are both clas­sics and mod­ern and relate to the cho­sen theme. Fam­i­lies are encour­aged to par­tic­i­pate by using musi­cal instru­ments through­out the per­for­mance.
  3. Art in the Park. An out­door sto­ry­time opens up many art oppor­tu­ni­ties by using nature as a back­drop. In years past, I cre­at­ed a flower sto­ry­time, for which one of the activ­i­ties was hav­ing the chil­dren paint a flower gar­den. Fam­i­lies used a key of the flow­ers on the library grounds and searched for them. They were pro­vid­ed with a col­or­ing sheet with the out­lines of flow­ers in a gar­den. Once they found each flower a bot­tle of paint was sit­ting in the gar­den. They were invit­ed to add that col­or to their col­or­ing sheet.
  4. Tast­ing Nature. For this activ­i­ty, I choose sto­ries with either veg­eta­bles or fruit. I con­tact­ed my local gro­cery store nutri­tion­ist to see if they would donate veg­eta­bles, fruit, or both for this activ­i­ty. At the end of this activ­i­ty, fam­i­lies are treat­ed with veg­eta­bles or fruit found in the sto­ry.

gardening

I Took a WalkGreat Sto­ries to Read for Out­door Sto­ry­time

  1. Are you Ready to Play Out­side? by Mo Willems
  2. I Took a Walk by Hen­ry Cole
  3. Plant­i­ng a Rain­bow by Lois Ehlert
  4. My Gar­den by Kevin Henkes
  5. Gig­gle, Gig­gle, Quack by Doreen Cronin
  6. Rum­ble in the Jun­gle by Giles Andreae
  7. Walk­ing through the Jun­gle by Stel­la Black­stone
  8. Planting a RainvowEat­ing the Alpha­bet by Lois Ehlert

Songs to Enjoy

  1. Walk­ing through the Jun­gle
  2. In the Gar­den
  3. A Camp­ing We Will Go
  4. Flap Your Wings Togeth­er
  5. Rain­bow Col­ors

Outdoor Science Lab for KidsIdea Books for the Great Out­doors:

  1. Out­door Sci­ence Lab for Kids by Liz Hei­necke
  2. Gar­den­ing Lab for Kids by Rena­ta Brown
  3. 150+ Screen-Free Activ­i­ties for Kids by Asia Cit­ro

Arti­cles on the Impor­tance of Out­door Play:

  1. 6 Rea­sons Chil­dren Need to Play Out­doors
  2. Our Proud Her­itage: Out­door Play is Essen­tial to the Whole Child
  3. Take it Out­side
  4. The Impor­tance of Out­door Play for Young Children’s Healthy Devel­op­ment
  5. The Perks of Play-in-the-Mud Edu­ca­tion­al Phi­los­o­phy
Read more...

Joining Forces

Cre­at­ing a Library Exchange Net­work

Last year, I had the dis­tinct hon­or to attend a pro­fes­sion­al devel­op­ment oppor­tu­ni­ty at MIT (Mass­a­chu­setts Insti­tute of Tech­nol­o­gy). As part of the train­ing, we were giv­en a chance to see some of the projects stu­dents and pro­fes­sors are work­ing on in fields such as edu­ca­tion, fash­ion, and health­care. I was sur­prised to learn from Dr. Chris Bourg, Direc­tor for MIT Libraries, about the Pub­lic Library Inno­va­tion Exchange (PLIX) where MIT researchers work with pub­lic librar­i­ans to exchange ideas to devel­op new cre­at­ed learn­ing pro­grams. Scratch Cod­ing and the Duct Tape Net­work are exam­ples of their pre­vi­ous projects. After return­ing home, I cre­at­ed a Library Exchange Net­work with both com­mu­ni­ty and state part­ners to devel­op new learn­ing oppor­tu­ni­ties for library patrons and the com­mu­ni­ty by reach­ing out to indi­vid­u­als in a vari­ety of dis­ci­plines such as the arts and engi­neer­ing.

From small to large libraries, any size library can cre­ate a Library Exchange Net­work with THREE easy steps:

Step 1: Part­ner­ship Radar

A part­ner­ship radar pro­vides you the oppor­tu­ni­ty to map out poten­tial part­ners for your exchange. Cre­ate a list of poten­tial part­ners who could poten­tial­ly offer a library pro­gram (this is some­thing you might already have com­plet­ed). Some exam­ples might include a con­struc­tion com­pa­ny who could help chil­dren cre­ate bird­hous­es, a uni­ver­si­ty or col­lege who could pro­vide a STEM pro­gram, or a gar­den­ing group who could pro­vide chil­dren the oppor­tu­ni­ty to plant a bulb. Your map can include local and or non-local part­ners. Your part­ner­ship radar will con­tin­ue to grow.

Storytime with WrigleyStep 2: Throw­ing the Line Out

As with fish­ing, you need to throw a line out to poten­tial part­ners by email or phone, express­ing the library’s inter­est in devel­op­ing a library pro­gram relat­ing to their pro­fes­sion or skill. For exam­ple, I reached out to a local teacher who has a ther­a­py dog to estab­lish a new Sat­ur­day sto­ry­time pro­gram where fam­i­lies enjoy not only sto­ries, songs, and a craft but also enjoy time with her ther­a­py dog. Con­clude your email by wel­com­ing them to your library for a brain­storm­ing ses­sion.

Step 3: Idea Exchange

The idea exchange is an oppor­tu­ni­ty for you and the poten­tial part­ner to brain­storm ideas on poten­tial pro­gram oppor­tu­ni­ties for the com­mu­ni­ty. For exam­ple, I had our local train muse­um vis­it with me to brain­storm new pos­si­bil­i­ties for fam­i­lies to learn about the his­to­ry of trains through expe­ri­ences includ­ing an inter­ac­tive kiosk and a live pre­sen­ta­tion. The goal at the ini­tial exchange meet­ing is to throw out as many pro­gram ideas as pos­si­ble even if they seem impos­si­ble. The meet­ings that fol­low will be reserved for the design of the pro­gram. 

10 Ben­e­fits of a Library Exchange Net­work

  1. Pro­vides new learn­ing oppor­tu­ni­ties for the com­mu­ni­ty.
  2. Increas­es the library’s vis­i­bil­i­ty.
  3. Lim­its staff time to devel­op new pro­grams.
  4. Requires lit­tle or no cost. Many employ­ers require employ­ees to com­plete com­mu­ni­ty ser­vices.
  5. Shares both tal­ents and resources.
  6. Fos­ters coöper­a­tion.
  7. Reach­es new audi­ences.
  8. Re-images the pur­pose of the pub­lic library.
  9. Expands both ser­vices and pro­grams.
  10. Ensures the library con­tin­ues to be an enjoy­able place with­in the com­mu­ni­ty.

Nation­al Part­ners:

Code NinjasOur local part­ner­ship is exten­sive; how­ev­er, here are some of our non-local part­ner­ships who have chains through­out the Unit­ed States.

  1. Cod­ing Nin­jas
  2. Syl­van Learn­ing
  3. Bricks 4 Kids
  4. Boy and Girls Club
  5. After­school Alliance
  6. Engi­neer­ing for Kids

Arti­cles to Enjoy on Library Part­ner­ships:

The Who, What, Where, Why, When, and Hows of Pas­sive Pro­gram­ming,” by Aman­da Ben­nett, OLC Small Libraries, 17 March 2014

How Pub­lic Libraries Help Build Healthy Com­mu­ni­ties,” by Marcela Cam­bel­lo and Stu­art M. But­ler, Brook­ings Insti­tu­tion, 30 March 2017  

Books to Gen­er­ate Pro­gram Ideas

books for programming

Some Pro­gram Exam­ples Pro­vid­ed by Our Part­ners

Two Programs

Read more...

Paws and Read

Cel­e­brat­ing Our Fur­ry Friends with a Pet Read­ing Pro­gram

Ani­mals are such agree­able friends—they ask no ques­tions, they pass no crit­i­cisms.”

—George Elliott

Oliver Jones

Oliv­er Jones, Mr. Z’s good friend

In Octo­ber 2011, I was in a state of tran­si­tion. I had just returned from intern­ing at the Library of Con­gress to a full-time job as head of a children’s depart­ment. I was excit­ed about this new adven­ture but, to move for­ward, I was miss­ing a fur­ry friend. One day, a patron came into the library and walked up to me and said, “I have this male kit­ty cat I need some­one to adopt. Do you know any­one who might want to adopt him?” I looked up, and it was an orange tab­by cat. I smiled and told her I would adopt him. His name is Oliv­er Jones, and he has been with me for almost eight years through many highs and lows. I reflect on this sto­ry from time to time to remind myself how impor­tant ani­mals are to the human jour­ney.

Through­out my time as a children’s librar­i­an, pro­grams that com­bine read­ing with ani­mals have been suc­cess­ful. My library’s pet read­ing pro­gram occurs one Sat­ur­day each month. A local teacher and her dog Wrigley vis­it the library and pro­vide a sto­ry­time pro­gram for 2- to 5-year-olds. Pet read­ing pro­grams can be for any age group.

Steps in Cre­at­ing a Pet Read­ing Pro­gram:

  1. Decide on the objec­tives for a pet read­ing pro­gram at your library. Some ques­tions to ask might include: Will the ani­mal be part of a sto­ry­time pro­gram where fam­i­lies have time to inter­act with them? Should a new read-with-a-pet pro­gram be cre­at­ed where chil­dren can reg­is­ter a time to read to them?
  2. Research cer­ti­fied pet ther­a­py pro­gram web­sites for a direc­to­ry of cer­ti­fied mem­bers in your area. The ani­mals vis­it­ing the library should be a cer­ti­fied ani­mal, not your pet or a patron’s or a coworker’s. Ther­a­py Dogs Inter­na­tion­al is one resource for you to check.
  3. Reach out to local cer­ti­fied indi­vid­u­als to pro­pose the new pet read­ing pro­gram. At the ini­tial meet­ing, ask them to send a copy of their cer­ti­fi­ca­tion along with any insurance/liability infor­ma­tion. Keep this infor­ma­tion on file.
  4. Sched­ule your first pro­gram. Do you want this to be part of a morn­ing sto­ry­time or a new after-school pro­gram? I have done both types of pro­grams with great suc­cess.
  5. Iden­ti­fy the space for your pro­gram and col­lect resources spe­cif­ic to this pro­gram. Chil­dren can bring their own book to read or search the library col­lec­tion with the ani­mal.

The fol­low­ing are my top pic­ture book, chap­ter book, and non­fic­tion book sug­ges­tions. Although each of these choic­es have an ani­mal theme, a child can choose any book to read to the ani­mal.

Picture Books

 

 

 

 

 

Pic­ture Book Sug­ges­tions

  1. Drag­ons Love Tacos by Adam Rubin (inter­est lev­el: K-3)
  2. Moth­er Bruce by Ryan T. Hig­gins (inter­est lev­el: K-3)
  3. If You Give a Dog a Donut by Lau­ra Numeroff (inter­est lev­el: K-3)
  4. Giraffes Can’t Dance by Giles Andreae (inter­est lev­el: K-3)
  5. There’s a Bear on My Chair by Ross Collins (inter­est lev­el: K-3)
  6. Stel­lalu­na by Janell Can­non (inter­est lev­el: K-3)
  7. A Uni­corn Named Sparkle by Amy Young (inter­est lev­el: K-3)
  8. Pig the Pug by Aaron Blabey (inter­est lev­el: K-3)
  9. The Bear Ate Your Sand­wich by Julia Sar­cone-Roach (inter­est lev­el: K-3)
  10. Can I Be Your Dog? by Troy Cum­mings (inter­est lev­el: K-3)

Chapter Books

 

 

 

 

 

Chap­ter Book Sug­ges­tions

  1. Mag­ic Ani­mal Res­cue (series) by E.D. Bak­er (inter­est lev­el: 2–3 grade)
  2. The Chick­en Squad (series) by Doreen Cronin (inter­est lev­el: 2–3 grade)
  3. Ranger in Time (series) by Kate Mess­ner (inter­est lev­el: 2–5 grade)
  4. Almost Home by John Bauer (inter­est lev­el: 4–6 grade)
  5. A Dog’s Life by Ann M. Mar­tin (inter­est lev­el: 4–6 grade)
  6. Cap­tain Pug (series) by Lau­ra James (inter­est lev­el 1–4 grade)
  7. Mr. Popper’s Pen­guins by Richard Atwa­ter (inter­est lev­el: 3–6 grade)
  8. Stu­art Lit­tle by E.B. White (inter­est lev­el: 3–6 grade)
  9. Dog Man and Cat Kid by Dav Pilkey (inter­est lev­el: 2–5 grade)
  10. Drag­on Mas­ters by Tracey West (inter­est lev­el 2–4 grade)

 

 

 

 

 

Non­fic­tion Book Sug­ges­tions

  1. The King of Sting by Coy­ote Peter­son (inter­est lev­el: 2–6 grade)
  2. Nation­al Geo­graph­ic Read­ers: Woof! 100 Fun Facts About Dogs (inter­est lev­el: 1–4 grade)
  3. I Sur­vived True Sto­ries (series) by Lau­ren Tarshils (inter­est lev­el: 2–5 grade)
  4. Ani­mals that Make Me Say (series) by Dawn Cusick (inter­est lev­el: 2–5 grade)
  5. Dog Days of His­to­ry: The Incred­i­ble True Sto­ry of Our Best Friends by Sarah Albee (inter­est lev­el: 2–4 grade)
  6. The Bravest Dog Ever: The True Sto­ry of Bal­to by Natal­ie Stan­di­ford and Don­ald Cook (inter­est lev­el 2–4 grade)
  7. Oh, the Pets You can Get: All About our Ani­mal Friends by Tish Rabe (inter­est lev­el 2–4 grade)
  8. 50 Wacky Things Pets Do (series) by Hei­di Fiedler and Mar­ta Sorte (inter­est lev­el: 2–5 grade)
  9. Gross Me Out (ani­mal series) by Jody Sul­li­van Rake (inter­est lev­el: 2–5 grade)
  10. Nation­al Geo­graph­ic Kids 125 True Sto­ries of Amaz­ing Ani­mals by Nation­al Geo­graph­ic Kids (inter­est lev­el 2–5 grade)

Tam­pa Bay Humane Soci­ety Pet Read­ing Pro­gram

Here’s a video about a suc­cess­ful pet read­ing pro­gram at the Humane Soci­ety of Tam­pa Bay. This video adds that these pro­grams are not only essen­tial to help a child with their read­ing, but they also help chil­dren build their self-esteem in a non-judg­men­tal envi­ron­ment.

Read to a Dog Pro­gram at Pima Coun­ty Pub­lic Library

Enjoy watch­ing this video about a suc­cess­ful dog read­ing pro­gram at Pima Coun­ty Pub­lic Library. This video stress­es the impor­tance that this pro­gram helps to boost a child’s con­fi­dence. 

Read more...

Puppet Mania

Using Pup­pets to Enhance the Sto­ry­time Expe­ri­ence

Any­one who does any­thing to help a child in his life is a hero to me. ”

― Fred Rogers

Mr. Z with two of his puppets

Mr. Z with two of his pup­pets

I recent­ly watched Won’t You Be My Neigh­bor, the new doc­u­men­tary on the life and career of Fred Rogers … Mis­ter Rogers. At the con­clu­sion of the doc­u­men­tary, I reflect­ed on how he shone a light on the role sto­ry­telling has in our ser­vice to chil­dren and fam­i­lies. At the start of every show, Mis­ter Rogers joined the audi­ence at 143, his numero­log­i­cal code for “I love you.” Rogers pro­vid­ed a wel­com­ing envi­ron­ment where every audi­ence mem­ber was invit­ed to trav­el to the Neigh­bor­hood of Make-Believe, where the audi­ence met pup­pet friends Daniel Tiger and Lady Elaine Fairchilde, to name two of them. Each pup­pet por­trayed real feel­ings and real expe­ri­ences.

Through­out my expe­ri­ence as a children’s librar­i­an, pup­pets have been essen­tial tools for con­nect­ing with fam­i­lies. Here’s a pup­pet toolk­it to help you bring pup­pets into your sto­ry­time pro­gram or to enhance your cur­rent work with pup­pets. This toolk­it is based on my expe­ri­ence. Add or edit the toolk­it to meet your needs.

The Pup­pet Toolk­it

Tool #1: Pup­pet Pur­pose: Think about the pur­pose a pup­pet will serve for your sto­ry­time pro­gram. Some ques­tions to con­sid­er:

  1. Does the pup­pet align with a theme or does it need to align with a theme?
  2. Will the pup­pet help facil­i­tate the pro­gram?
  3. Will you have one or mul­ti­ple pup­pets in the pro­gram?
  4. Will you use ani­mal or peo­ple pup­pets?
  5. Where will you use the pup­pet in your sto­ry­time (at the begin­ning, mid­dle, end, or through­out the sto­ry­time?

Tool #2: Find­ing or Cre­at­ing a Pup­pet: Search for places to pur­chase pup­pets or ideas on how to cre­ate a pup­pet. In doing a sim­ple search, you can find sev­er­al pup­pet dis­trib­u­tors. Search at com­mu­ni­ty yard sales or a local thrift store. Many of us, includ­ing myself, are on tight bud­gets and it may be dif­fi­cult to pur­chase pup­pets. There are many resources for mak­ing pup­pets. Here are a few to get you start­ed:

  1. A video from Par­ents Mag­a­zine on how to make a sock pup­pet.
  2. A pup­pet craft tuto­r­i­al from Danielle’s Place 
  3. Mak­ing Home­made Pup­pets” from Savay Home­made 
  4. A sim­ple Pin­ter­est search.

Tip: Always remem­ber to look in your library sup­ply clos­et before pur­chas­ing. Tell your com­mu­ni­ty about this project and the sup­plies need­ed. You might be sur­prised with dona­tions.

Mister Rogers stampTool #3: Embody­ing a Pup­pet: When watch­ing Mis­ter Rogers, it was easy to think, “I can’t embody a pup­pet like he does,” or “I don’t have any train­ing in pup­petry.” Let me set­tle your mind. Although I don’t have pup­pet train­ing, my audi­ence laughs and enjoys each pup­pet expe­ri­ence. What does it mean to embody a pup­pet? Once you decide to pur­chase or make a puppet(s), fol­low these steps:

  1. Refer back to the first tool: think about the pur­pose of pup­pets in your sto­ry­time.
  2. Prac­tice hold­ing the pup­pet and mov­ing it. Skills need­ed will dif­fer if put your hand through a hole or you hold the pup­pet with a stick.
  3. Prac­tice how your pup­pet will speak. Will it have your voice or will you cre­ate a voice?
  4. Prac­tice in front of a staff mem­ber or fam­i­ly mem­ber to get feed­back. Remem­ber, it is not about hav­ing a per­fect per­for­mance. It’s impor­tant to be com­fort­able and have fun.
  5. Will you inter­act with anoth­er pup­pet? If so, prac­tice! Will you oper­ate both pup­pets or will a staff mem­ber or fam­i­ly mem­ber be the oth­er pup­pet?

Tip: Search on YouTube for more videos on how oth­er libraries use pup­pets in their pro­grams,

Tip: Watch these two videos by librar­i­an and pup­peteer Kim­ber­ly Fau­rot on “Bring­ing Your Pup­pet to Life.”

Children playing with puppets

Tool #4: Pup­pet Inter­ac­tion with the Audi­ence: It’s impor­tant to think about your cur­rent audi­ence of chil­dren and fam­i­lies who attend sto­ry­time.

  1. What inter­ac­tion will the pup­pet have with chil­dren and fam­i­lies?
  2. Will the pup­pet ask ques­tions? If so, what ques­tions will it ask?
  3. Will chil­dren have an oppor­tu­ni­ty to pet or hug the pup­pet? This has been the most effec­tive use of pup­pets in my pro­grams. Chil­dren love to do this.
  4. Will the pup­pet ask chil­dren to help tell the sto­ry? For exam­ple, the pup­pet might ask chil­dren to bring some­thing to put on the felt board or it might tell them it is hun­gry and they need to look for food.
  5. How can the pup­pet be used for some­thing besides telling a sto­ry? You might use a pup­pet to help chil­dren and fam­i­lies relax before the sto­ries and activ­i­ties begin.
  6. Will the pup­pet inter­act with the adults? Can the adults help embody a pup­pet? Pup­pets can be an effec­tive tool for adult par­tic­i­pa­tion. As a pup­peteer, I inter­act with adults by ask­ing them ques­tions relat­ed to the sto­ry­time. I have had suc­cess in ask­ing adults to choose a pup­pet and inter­act with the audi­ence through­out sto­ry­time.

finger puppetsTool#5: Using Pup­pets to Inspire Cre­ativ­i­ty: Pup­pets are a great tool for inspir­ing cre­ativ­i­ty. I host­ed a pup­pet-mak­ing pro­gram for fam­i­lies to make their own pup­pets. Sup­plies were includ­ed:

  1. Paper bags (pro­vid­ed by a local gro­cery store) or $1.96 (50 count) priced online
  2. Stick­ers
  3. Crayons (could be no cost if you have them in your sup­ply clos­et, $5.04 for a pack of 12, priced online)
  4. Scis­sors (could be no cost if you have them in your sup­ply clos­et, $4.50 per one, priced online)
  5. Wood­en craft sticks (could be no cost if you have them in your sup­ply clos­et, $7.99 for a box of 200, priced online)
  6. Yarn (pro­vid­ed by a local moms group) (could be no cost if you have them in your sup­ply clos­et, $14.97 for assort­ed col­ors, priced online)
  7. Pom-poms (could be no cost if you have them in your sup­ply clos­et, $6.99 for a bag of 100, priced online
  8. Wig­gly eyes (could be no cost if you have them in your sup­ply clos­et, $6.25 for a bag of 200)

Poten­tial cost depend­ing on what’s in your sup­ply clos­et : $47.70

At the com­ple­tion of the pup­pet-mak­ing pro­gram, fam­i­lies gath­ered in our sto­ry­time room to meet the new pup­pets. Many par­ents helped their child intro­duce their pup­pet to the group.

The Pow­er of Pup­pets

Through­out my career as a children’s librar­i­an, my pup­petry expe­ri­ences have been pro­found. Dur­ing a sen­so­ry sto­ry­time pro­gram, a moth­er noticed I had pup­pets on the ground. She asked to speak with me briefly about her son who is on the autism spec­trum. She told me the dif­fi­cul­ty he has with objects like pup­pets because he can’t see where his hand is going. I under­stood com­plete­ly. At the con­clu­sion of our con­ver­sa­tion, we noticed her son on the floor play­ing with a few pup­pets on his hands. He was talk­ing with them, ask­ing them ques­tions. The moth­er start­ed to cry. We both smiled at each oth­er. Pup­pets can be mean­ing­ful for both child and par­ent.

Two sock puppets

Pup­pet Resources

  1. Why Pup­pet Play is Impor­tant,” Karen Whit­ter, Play & Grow, 4 Jan 2017
  2. Pup­pets Talk, Chil­dren Lis­ten,” Christie Belfiore, Teach, not dat­ed
  3. The Pow­er of Pup­pets: How Our Fuzzy Friends Help Kids Grow Social-Emo­tion­al Skills,” Car­olyn Sweeney Hauck, Explore. Play. Learn., Kinder­Care blog, 7 Feb 2018
  4. Pup­pet Scripts,” Pup­pets for Libraries, 19 Jan 2012
  5. Pup­pets and Sto­ry­time,” Dr. Jean Feld­man for Scholas­tic (PDF)
  6. Pup­pets for Non-Pup­pet Peo­ple,” Mal­lo­ry Inman, Mal­lo­ry Tells Sto­ries, 10 Jun 2015
  7. The Pup­petry Home Page,” Rose Sage Barone and Nick Barone
  8. Pup­pets, Lan­guage, and Learn­ing, a book by Jane Fish­er

Rec­om­mend­ed Sto­ries for Using Pup­pets

recommended books for puppet shoes

Read more...

Gobble up a Good Time

It is amaz­ing how quick­ly depart­ment stores move all of the Hal­loween items out and bring out Christ­mas lights, wrap­ping paper, reli­gious items, dif­fer­ent sized San­ta Claus­es and orna­ments. Oh, and who can for­get about the start of Christ­mas music at the begin­ning of Novem­ber? I love Christ­mas, but for the longest time, I’ve been con­fused about why depart­ment stores do not ded­i­cate space for Thanks­giv­ing. Thanks­giv­ing is a hol­i­day that sym­bol­izes the impor­tance of gath­er­ing with oth­ers to give thanks. Before we begin to hang a tree or wrap presents, it is impor­tant to give thanks to our friends and fam­i­ly mem­bers. Spend­ing time togeth­er is a great way to give thanks to each oth­er.

Why not include a few crafts and a sci­ence exper­i­ment as part of your cel­e­bra­tion? Read on! You’ll find a few tips on how you can involve the entire fam­i­ly in each craft project.

leafCraft 1: Giv­ing Light to Leaves

The chang­ing of leaves is the sign that autumn has arrived. For this craft, you will first need a lunch bag. Go out­side and spend time walk­ing around look­ing at all of the fall­en leaves. Ask ques­tions like, “what do they feel like?”, “what col­ors do you see?”, or “are they smooth or rough?” Grab a few larg­er-sized leaves and put them in your lunch bag. Head on indoors. Gath­er the fol­low­ing:

Sup­plies

  • The leaves you brought in
  • Glue ($2.28 for two, priced online)
  • Tis­sue Paper (Could be no cost if you have some left over from wrap­ping presents, $10.43, priced online)
  • Waxed Paper (Could be no cost if you have it in your kitchen, $2.94, priced online)
  • Crayons (Could be no cost if you have them at home, $5.04 for a pack of 12, priced online)
  • Scis­sors (Could be no cost if you have them at home, $4.50 per one, priced online)
  • Twine ($3.50 for one roll of twine, priced online)

Total esti­mat­ed cost: $28.69 if you need to buy every­thing new

tissue paperSteps

  1. On a sheet of paper, tape down a leaf and work with your child to trace the leaf’s out­er shape. Remem­ber, the shape does not need to be per­fect. Just like snowflakes, all leaves do not look the same.
  2. Help your child cut the leaf pat­tern out.
  3. Work with your child to tear dif­fer­ent col­ors of tis­sue paper and put them in a pile.
  4. Glue the leaf pat­tern on wax paper and help your child cut around the leaf to make a leaf shape.
  5. Put glue in the mid­dle of the leaf.
  6. Work with your child to glue the tis­sue paper pieces to the mid­dle of the leaf.
  7. Let it dry.
  8. Glue twine on the back of the leaf and find a win­dow to hang it from
  9. Wait for the sun­light and be amazed.

Con­nec­tions

  1. Con­nect the leaf project by first read­ing the book, Leaf Man by Lois Ehlert
  2. Show them a book with the types of trees to help them learn how to iden­ti­fy the type of leaves they find out­side. I sug­gest Trees, Leaves, & Bark by Diane Burns.
  3. Dis­cuss: “when I look at my leaf this is what I see, what do you see?”
  4. Talk with your child about the col­ors that the sun­light is shin­ing through.
  5. Talk with the child about the shape of the leaf.

pumpkinCraft 2: The Tube Pump­kin

Jack-O-Lanterns are a sym­bol for Hal­loween, how­ev­er, pump­kins are also a sta­ple at a Thanks­giv­ing table. From pump­kin pie to pump­kin bars, pump­kins are an impor­tant ingre­di­ent for Thanks­giv­ing din­ner. Pump­kin-themed crafts are also a fun way to cel­e­brate the Thanks­giv­ing hol­i­day. This craft is called The Tube Pump­kin because all you need is a paper tow­el tube to make the pump­kin shape.

Sup­plies

  1. Paper tow­el tube
  2. Orange and green paint (Could be no cost if you have them at home, cost, $2.32 for one, priced online)
  3. Plain white paper
  4. Paint Brush (Could be no cost if you have them at home, cost, $7.96 for a pk of 10, priced online
  5. Tape

Total esti­mat­ed cost: $10.28 if you need to buy every­thing new

Steps

  1. Help your child make a pump­kin shape using a paper tow­el tube. I found it best to bend one of the ends of the tube inward.
  2. This will act as a stamp.
  3. Pour some orange paint on a plate.
  4. Take the paper tow­el tube and dip it in orange paint.
  5. Place the paper tow­el tube on the paper to make your pump­kin shape.
  6. Help your child paint the pump­kin using a paint brush.
  • It is impor­tant to note that if your child decides to use a dif­fer­ent col­ored paint besides orange that is just fine. Allow­ing for cre­ativ­i­ty is impor­tant.

The RUnaway PumpkinCon­nec­tions

  1. Read the book, The Run­away Pump­kin by Kevin Lewis before you do the craft.
  2. Ask them what oth­er things are also orange (or what­ev­er col­or they used to cre­ate their pump­kin).
  3. If you have a pump­kin at home and it is cut open, have them smell it and describe what they smell.
  4. Con­sid­er roast­ing and eat­ing the pump­kin seeds. Talk about how seeds grow into plants.

Apple Volcano suppliesApple Vol­ca­noes,
a Fall Sci­ence Exper­i­ment

Apples are also impor­tant to a Thanks­giv­ing menu. From apple pie to apple crisp, apples are a crunchy delight. This fall sci­ence exper­i­ment uses apples, not for bak­ing, but for sci­ence.

Sup­plies

  1. Apples, any kind will do (Could be no cost if you have them at home, cost for 1 apple is $.076, price from Wal-Mart).
  2. Bak­ing soda (Could be no cost if you have it in your kitchen, cost for 1 store brand box, $0.98, price from Wal-Mart).
  3. Dish soap (Could be no cost if you have it at home, cost for small store brand dish soap, $3.75, price from Wal-Mart).
  4. Food col­or­ing (Could be no cost if you it in your kitchen, cost for 1 box of Wilton food col­or­ing, $3.19, price from Wal-Mart)
  5. Knife

Total esti­mat­ed cost: $8.68 or free if you have the items on hand

Steps

  1. Use a knife to cut a small hole in the top of the apple about half way down.
  2. Place the apple on a cook­ie sheet with a rim or in a cake pan.
  3. Have the kid­dos put a cou­ple spoon­fuls of bak­ing soda in the hole.
  4. Add a drop of dish soap to the bak­ing soda for a foami­er reac­tion.
  5. Add a drop of food col­or­ing.
  6. Pour vine­gar into the hole of the apple and wait to be amazed!
  7. Search on YouTube for apple pie vol­cano to view the exper­i­ment.

Con­nec­tions

  1. Pair this activ­i­ty with the sto­ry, The Apple Pie Tree by Zoe Hall. Read the sto­ry before the exper­i­ment.
  2. Ask your child what col­or apple they enjoy the most.
  3. Ask, “are apples chewy or crunchy?”
  4. Ask, “do apples grow in the ground or on a tree?”
  5. Ask, “why do you think the apple began to fizz?”

Cel­e­brate fall! Give thanks! Have fun!

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