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Some Helpful Tips
- Use a separate room. There are less distractions and the babies are physically contained and safe.
- Create handouts of fingerplays, rhymes , poetry and songs.
- Write up the order of the program on a large sheet of paper hung on the wall – parents can see the order of the program and you don’t have to remember in what order to do the rhymes.
- Write the words to the rhymes and finderplays on large sheets of paper – the adults are more likely to be able to participate if they can read along. It can be a useful memory aide to you, too.
- If you choose to use name tags use both the parent's and baby’s names on it.
- Give away a “goody bag” at the end containing lots of library handouts such as your calendar, booklists, etc.
- Distribute program evaluations after to get feedback and suggestions for the next session.
- What to do about late arrivals? Preparing a baby for an outing is a lot of work. Make them feel welcome by saying hello and move on with the program. Tell parents the storytime starts fifteen minutes before the formal part of the program begins. This gives them time to arrive and talk and get ready.
- What to do when parents chat? The social aspect of a baby program is one of its most attractive features. Again, as above, make the space available so you can all chat 15 minutes before the program. This gives parents a social opportunity and helps you find out what they're interested in. This is helpful in planning your programs.
- Too Fast, Too Much - slow down and repeat. A calm, focused experience is better for everyone.
- What if the baby cries? This is inevitable and we don't always know why they cry. One response is to sing. This will often distract and calm the baby. If the baby remains inconsolable and the parent wants to leave let them know they're welcome to come back when they feel the baby is ready.
- How to Use the "Disruptions". If a baby cries, sing a lullaby. If a parent stands up to bounce or jiggle a fussy bay, ask the whole group to stand up and sing a circle song like "Shoofly". Work this into your program as if you'd planned it all along. Be responsive and sympathetic to the parents' needs.
- What if the babies are crawling around instead of sitting still? Let them explore as long as they are safe, and reassure the parents that they will come back to play when they are ready. If a book you are reading aloud or any activity loses the group's attention, cut it short and return to play rhymes.
- Try to be playful and responsive to the babies in your program. If you see that a baby has his socks off, play a toe-wiggling rhyme such as "This Little Piggy". If you see that a baby has just begun to point, play a finger pointing rhyme such as Two Little Dicky Birds". If someone has just learned how to clap, play "Pat-a-cake".
- How to Teach Parents Who Speak English as a Second Language. It's a great idea to bring parents together in a multilingual community. But remember the language of intimacy between a parent and a child is going to be the parents' first language - the language of the heart. We need to teach some of the rhymes in the parents' first language. If you don't know any ask the parent to teach you privately. Then you can teach the group. Be sure to give credit to the parent! Go slowly for an ESL audience. Use rhymes with concrete or naming language "Head, shoulders, knees and toes". Be sure you give these parents take home handouts!
- Why Build Your Repertoire? The more songs and rhymes you know by heart, the more fun you will have and the more responsive you will be in your programs. But do control the number of rhymes you teach to the group so the parents can learn them. It's better to learn a few rhymes well than it is to hear a whole lot and not be able to remember any.
- Why Repeat So Much? Both parents and babies love repetition and need repetition to learn. There is no better way to show this than through demonstration.
Last modified
May 15, 2008 09:41 AM
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