ABOUT READING ALOUD 


Lifetime reading skills begin with being read to. You can provide a warm and important reading relationship for preschool children. The value you place on reading and good books helps to motivate the children. When you know and enjoy a book, the children recognize it.

Here are some tips for a successful reading relationship and experience:
 
  • When you are preparing to read aloud, decide in your own mind why you are doing it. What is it that you want the children to get out of the book you are presenting? Establish your goals. 
  • Choose books that are exciting enough to hold children's interest and short enough to fit their attention spans. Imagination and ability to attend grow with time. 
  • The care you take in preparing to read aloud will help you achieve your goals and motivate the children. Pre-read every story. Familiarize yourself with the story line, rhythm of words, vocabulary, pronunciation, and character changes. This familiarity will allow you to involve the children by having eye contact while you read. 
  • Consider the number of children you want to read a book to. Occasionally a book lends itself to large group involvement, especially if children can participate actively. When the children's ages and attention spans vary, however, large groups can present management problems that detract from the experience. Groups of five or less allow you to make the book personally meaningful for each child. It's possible to give individual attention and provide warm physical contact. Also, children have a better chance to participate in or react to the story. 
  • Build your reading skills by experimenting with tone, pitch, and pauses. Use a clear, natural voice, conveying mood and emotion as you read. It is not necessary to have a special voice for each character. Pauses in the dialogue will indicate character changes. As you gain confidence, it will probably be fun to try new techniques. 
  • Present literature to children with an introduction and conclusion. Use the introduction to create interest and set a mood for the story. Tell them the title of the book, who wrote the story, and who drew the pictures. Mention another book they know by the same author or illustrator. Perhaps give a brief synopsis of the story or explain the illustration technique if it is unusual. Note the type of. story - for example, poetry or fairy tale, In conclusion, allow the children time to respond, discussing their reactions to the characters or events in the story. 
  • Plan how to show the illustrations. Hold the book so it faces the children while, you read, or show them each page after you have read it. Let them know beforehand how and when you are going to show the illustrations. 
  • Stay in touch with the children's responses. Try to be comfortable with quiet, non disruptive movement. Squirming does not necessarily indicate a lack of interest. Same children just cannot sit still. Find ways to involve them more actively. They can recite repetitive phrases, act out character movements, or draw the story with paper and crayons while you read. Some days the story just does not work. Put it away and try it another day. 





RABBIT'S PROBLEM: USING LITERATURE
 
Benefits:

Materials:

Groundwork:     

 Children vicariously experience the problem-solving process as they listen to this humorous African folktale. 

Who's In Rabbit's House retold by Verna Aardema, The Dial Press, 1977. 

Read and reread this folktale to become familiar with the sequence of events, rhythm, unusual words, and expressive dramatics of the animals. Practice distinctive voices for Rabbit and the "Long One," and use a pause in the dialogue to indicate a change in the other characters. 
 
The Experience: Because the illustrations are a vital part of the story, be sure to seat the children so everyone can see. Since it is an African folk tale with an unusual presentation, you'll need to make a brief introduction. Turn the first few pages and talk about what you see . . the Masai villagers preparing to present a story. 

Afterwards give the children time to comment on the story. How did they feel about what happened? How was it different from other stories they have read? Was it funny? Which characters intrigued them? Give them time to respond and then discuss the turn of events that finally solved Rabbit's problem. These questions may get you started. 

"How did Rabbit feel about not being able to enter her house?" 
"Why did Rabbit believe Frog couldn't help her?" 
"How did the other animals offer to help? Why didn't their ideas work?" 
"How did Frog's idea succeed in bringing the Long One out of Rabbit's house?" 
 
Reflections:         One center invited a father to read this story. He had just returned from Africa and was able to share some of his experiences and show special items he had brought back. The children listened attentively for an unusually long time. 
 
Variations:        
  • Since this is a sequential story, using felt pieces to represent each animal you read about will help the children remember the order of events. After a few readings, many children will be able to retell the story themselves. Leave the felt pieces and book out during free play so they can experiment. 
  • Although the concept of other countries is a difficult one for preschoolers, you can still introduce this idea to them by talking about Africa. Read other African folktale's, many of which focus on finding ingenious solutions to problems. 
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    MY STORY: USING THE CHILD'S WORDS
     
    Benefits:


    Materials:

    Groundwork:

    The Experience:    		 Having words, ideas, or events from a child's life written down and shared, reinforces his own experience and gives him a feeling of importance. 

    Large-size construction paper (a variety of colors), wide-line magic markers, ruler. 

    Lightly pencil evenly spaced lines on several sheets of paper, enabling neat, clear printing for a finished product. 

    Work with one child at a time, suggesting that he pick his favorite color of paper or marker. Encourage the "author" to contribute his ideas. The weather outside, a pet, something special that happened at home, or an unusual or funny event are possibilities. Write just enough to fill the paper, at some point using the child's name. 

    Examples: 

      "It is raining. The grass is wet. Ebony the Rabbit has one floppy ear. 
      Rachel has some good views from her window.' 

      "He's a teeny hamster. Mickey Mouse. Minnie Mouse. The hamster 
      is a he. Mr. Scrooge. Rudolph the Red nosed Reindeer. Monster 
      Pluto. My mom and dad and Vicky, Reneta, Pam and Brenda. Nana Is 
      my sister, too. Winnie and my great gram at the beach. Erin, Chris and 
      Maggie and that's it." 

    When you've finished writing, read the story out loud. Add the child's name and the date and then display it in a prominent place for the rest of the day. Share the stories at circle time or in a small group. 
     
    Reflections:         If it's done regularly, this activity provides a creative record of events and another measure of growth. Include each child's dated story in his BOOK ABOUT ME. 

    Even though the children don't yet read or write, they know that books are made of words and those words have power. Verbally contributing their words, which are put on paper, gives young children a mastery and anticipation of the time when they will be readers. 
     
    Variations:        
  • The children can collaborate on a recipe book to give as presents to their family and friends. Have them describe how to make their favorite dishes. Use just the words the children give you. It's great fun. 
  • This experience is a good basis for writing letters, thank you notes to a field trip site or classroom guest, or get well cards to a classmate who is sick. 
  • Ask children if they would like to make a picture or drawing to illustrate their stories. 
  • Use a tape recorder as the child is speaking. Let one or a small group learn how to operate the recorder. 
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    FEELINGS AND DECISIONS: A PUPPET MONOLOGUE
     
    Benefits:

    Materials:

    The Experience:

    		 By listening and interacting as a puppet solves his problem, children consider the decision-making process. 

    A puppet with a shoe box house. 

    Charlie emerges from his house. His manner is deliberate and his voice deep and slow. He starts talking to the children: 

    "You know, yesterday I had to make a decision. Do you know what a decision is? (wait for response) Well, it means choosing between one thing and another thing. You can't do both, so you have to decide which one you really want to do. You might decide you want to put on green socks instead of blue ones, or eat eggs instead of cereal. Do you ever decide something like that?" (wait for response) 

    "Yesterday I had to decide whether to go to my friend Tanya's house or stay home. I wanted to go, but I'd been feeling a little bit sick to my stomach. I got worried that I might get worse. Have you ever felt worried like that? (wait for response) I knew I had to decide, but I just kept worrying instead. Then I felt sicker than I did before. I knew I didn't feel up to running around and playing. What do you think I finally decided to do?" (wait for responses) 

    "I decided to say 'No' and stay home. At first I felt really unhappy and disappointed. But before long I realized I wasn't worried anymore. As a matter of fact, 1 actually began to feel better. I played with my ball for awhile and then got into bed and took a nap. 

    "Today I feel fine and cheerful. So I decided to come tell you about what happened. I also decided to visit Tanya next week, when I feel really back to normal." 
     
    Reflections:         Portray Charlie as a very cautious character who never tries to hurry a decision. He knows little decisions, such as whether to play a game or read a book, can be as important as big ones. 

    If you introduce Charlie early in the year, he will be available to share or give advice in many situations. One teacher found that Charlie was a great help. "The children sometimes feel more comfortable talking with a puppet than with a person."
     
    Variations:         Have Charlie offer to assist a child who needs to make a decision. He can listen to feelings, help think up alternatives, and consider what would happen as a result of each choice.


    FEELINGS AND DECISIONS: FOR PARENTS
     
    At Preschool:


    Why We Do:
    What We Do:


    What You Can
    Do at Home:    		 We give the children many opportunities to make decisions. During free play, they can decide what to play and who to play with. When doing art projects, children select colors and materials and then decide how to use them. Sometimes they get to choose what to eat or drink. Puppet dramas help them consider the whole decision-making process.

    As adults we make many decisions daily. Some are small, such as what to serve for dinner. Others are big, such as where to live. Children need to practice this important life skill. When we allow them to make real decisions, children can feel some control over their lives. As a result, they will be more likely to accept our decisions and make healthy choices on their own.

    Think about all of the decisions your child could make and give him the chance to practice. Be sure you are offering real decisions and let him know his limits. He can't choose to wear a swimsuit if it is 320 out or eat a candy bar if you want him to have a healthy snack

    In the beginning, giving him simple choices may work best. "Would you like orange or apple juice?" "Do you want to wear your blue or yellow shirt?" Occasionally, ask him to make more important decisions. He could decide on the menu for dinner, select a playmate to have over, pick out a new outfit, or help plan a vacation. Allow him some control over his environment - selecting furniture for his room, paint for the wall, or where to put his bed.


    AND IN MY POCKET...: STIMULATING LANGUAGE
     
    Benefits:

    Materials:

    The Experience:

    		 By considering the characteristics, origins, and uses of various objects, children expand their thinking and language skills. 

    A piece of clothing with a pocket, many "interesting" objects (both familiar and foreign) to talk about. 

    Keep something in your pocket to talk about at meal time, quiet time, or when a few children need a new activity. Sea shells, photographs, rocks, and nubbly cloth all have interesting characteristics to investigate. Identify sizes, shapes, colors, textures, sounds, and smells. Discuss how objects, such as a nut and bolt, can opener, or an oriental fan are used. Try them out. Ask how a wooden bowl or piece of hand woven fabric might have been made. 

    Having pulled a strainer out of their teacher's pocket, a small group of children in one center went immediately to the kitchen where they "strained" water, bottle caps, and sugar. During the process, they all agreed that "you could even wear it as a hat." 

    Listen to and acknowledge the children's answers. There is no right or wrong. "That is an interesting idea, John." "I would like to try that, Ellen." Encourage use of descriptive words: soft, metallic, wrinkled, crisp, glossy, bright. Ask questions that encourage problem solving: How? What? Why? 
     
    Reflections:         Repeat this experience regularly. It's a wonderful opportunity to inject an element of spontaneity and fun, as well. 
     
    Variations:        At meal time, put something unusual in the center of the table and ask the children to guess what it is, what they can do with it, what it resembles, what it will not do because ... or what might happen if . . . Use an exotic piece of fruit and taste it after the meal. Wear an unusual piece of clothing or try chopsticks. This is a good way to introduce things from other cultures. Some children may want to bring in items from home. 


    COLORS: LEARNING AND SINGING
     
    Benefits:

    Materials:
     

    Groundwork:

    The Experience:
     

    Reflections:
     
     

    Variations:

    		 As they sing and move, children learn to recognize and name colors. 

    "Colors," a song on the record or cassette Learning Basic Skills Through Music. Vol. 1 by Hap Palmer, Activity Records, Free- port, New York. Colored construction paper. 

    Using the colors mentioned in the song, cut a piece of construction paper for everyone in the class. 

    Give a piece of construction paper to each child. A quick re view of the colors will help prepare the children. As you play the song, have the children stand and sit as the words direct. It's fun! 

    Hap Palmer and other good musicians that write for children can bring a wealth of musical experiences into your classroom. 

    As they practice this song, the children are learning to listen and follow directions. 

  • Once you have learned the words and tune, substitute fruits or shapes for the colors. 
  • Other good records to use are: 

    • Free to Be You and Me by MarIo Thomas, Arista, New York. 
    Songs to Grow On. Vol. 1 by Woodie Guthrie, Folkways Records, New York. 
    Growing Up with Ella Jenkins Folkways Records, New York. 
    Rosenshontz Tickles You with Gary Rosen and Bill Shontz, RS Records, Brattleboro, Vermont. 
    American Folksongs for Children by Pete Seeger, Folkways Records, New York. 

    These and many other excellent records are listed in the catalog from the Children's Book and Music Center, P. 0. Box 1130, Santa Monica, CA 90406. You might want to get on their mailing list. 



    ABOUT FANTASY 

    The mental health benefits of fantasy are numerous. Drs. Jerome and Dorothy Singer are two researchers who have documented many of these.
      "... private fantasy has significant benefits for a growing child. Children of three and four who engage in pretending or make-believe play not only appear to be happier, but also are more fluent verbally and show more cooperation and sharing behavior. They can wait quietly or delay gratification, can concentrate and seem to be more empathetic and less aggressive, thanks to their use of private fantasy."12 
     

    Other researchers say use of fantasy leads to higher IQ's and coping skills.13 In the process or fantasizing, children are able to express their feelings, solve problems, periodically escape the frustrations or the real world, and imagine what could be.

    Think about what you are doing to encourage the use of fantasy in your classroom. Art materials, water, blocks, sand, puppets, and dramatic play props are all tools for fanciful thinking. Extended time for free play gives children a chance to initiate and become involved in fantasy. Assume a role in the children's play, allowing a child to take over when things get going. Create visualization experiences that encourage children to imagine and discuss other places. Reinforce children's varied use of fantasy with appreciative comments.

    Outdoor settings stimulate fantasy play for many children. Do you have outside space and materials that the children can imaginatively control? Trees, sand, dirt, hollow blocks and boards, water, and spaces of different shapes and sizes all feed the imagination.

    Remember your childhood. How did you use fantasy? What were your props? What spaces did you inhabit? Discuss your memories with co-workers. Ask what they remember. Use your memories to plan new ways of encouraging fantasy play in your classroom.

    12 Singer. Jerome L. and Dorothy G. "Come Back, Mister Rogers, Come Back." Psychology Today, March 1979, p.56.
    13 Oaklander, Violet. Windows To Our Children. Moab, Utah: Real People Press, p.l0.


    DOING THE UNEXPECTED: A FANTASY WORLD IN YOUR CLASSROOM
     
    Benefits:

    Groundwork:     

    		 Stretching their imaginations can help children deal with their lives creatively. 

    Pick a time of year when the weather is dull and time drags. In Maine, it is March. Imagine where you could go to get away from it all: a beach, a ride in space, a jungle? What ideas do the children have? Involve them from the beginning. Consider buildings, vehicles, props, and costumes as you plan your scene. Enlist the help of parents. 

    One center built a rocket ship. The children's Ideas, enthusiasm, and hard work made this "their" experience. Their excitement captured parents too, and everyone counted the days until blast off! 
     
    The Experience: With the children, create this special fantasy place in a corner of your classroom. Paint a mural for the wall. Make or bring in a variety of props. Create sensory experiences; find things to touch, smell, listen to, and taste. Serve a snack, a picnic, "space" food, or whatever is appropriate. Leave the place set up for a week or more, allowing the children to make additions and play imaginatively in it. 

    Teachers in the center that built a rocket ship felt it was well worth spending three weeks on the project. First the class considered what the ship should look like, the building materials they would need, its name, and what to wear. Rocket ship pictures, finger plays, a mobile, and Frank Asch's book, Moon cake (Scholastic, Inc., 1983), enhanced this process. During the actual collecting and building, the children designed a control panel, discussed flight plans, and imagined their destinations. By the third week, this center had a thriving child-centered activity, and a lot of fun. 
     
    Reflections:        Children can use their imaginations by being involved in creating this place and then playing in it throughout the experience. Ask open-ended questions at opportune times. "How does it feel to be a ________?" "What do you eat for breakfast?" "Where do you sleep when you're on a 
     
    Variations:        
  • Try another fantasy place later in the year. The children may ask for it or you can make suggestions. Transform your housekeeping area into a castle for princes and princesses, a store, or a farm. Build a boat or train in the block area. What could your playground become? 
  • Do an individual fantasy. Allow, each child to imagine a special place they would like to be. Some may want to draw pictures. 
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    RESOURCES
     

    These adult resource books may help carry out the goals of the Thinking Section:

    Bergson, Peter A. and Susan D. Shilcock. Open Connections: The Other Basics. Bryn Mawr, Pennsylvania: Open Connections, Inc., 1980.

    Harlan, Jean. Science Experiences for the Early Childhood Years. Columbus, Ohio: Charles E. Merrill Publishing Company, 1976.

    Hirsch, Elizabeth (editor). The Block Book. Washington, D.C.: National Association for the Education of Young Children, 1974.

    McVickar, Polly. Imagination: Key to Human Potential. Washington, D.C.: Nation al Association for the Education of Young Children, 1972.