Sharing the Secret Sauce: Engaging Early Childhood Educators in Library Storytime Practices

Lori Romero, Laurie Anne Armstrong

Abstract


If you peek into Kirsten’s preschool classroom in suburban Denver early on a Tuesday morning, you’ll quickly notice that the eager three-year-olds are not the only ones enthusiastically singing, “Go Bananas!”

The students bring up flannelboard pieces for Karen Beaumont’s Dini Dinosaur while answering, “What do you think will happen next?” In another story, Ding Dong Gorilla by Nicola O’Byrne, Kirsten and her children gather around the “library lady” who is visiting the classroom.


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References


“Fourth Grade Reading Achievement Levels,” Kids Count Data Center, last modified November 2015, http://datacenter.kidscount.org/data/tables/5116-fourth-grade-reading-achievement-levels#detailed.

National Scientific Council on the Developing Child, “The Timing and Quality of Early Experiences Combine to Shape Brain Architecture,” working paper, Center on the Develping Child, Harvard University, February 2008, http://46y5eh11fhgw3ve3ytpwxt9r.wpengine.netdna-cdn.com/wp-content/uploads/2007/05/Timing_Quality_Early_Experiences-1.pdf.




DOI: https://doi.org/10.5860/cal.15.4.8

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