6 Books You and Your Little Ones will Want to Get Your Hands on

Do you find it difficult to have your child sit with you to read a book? Are you competing with touch screens or big screens for time with your child for sharing a book? Are you finding yourself so busy you realize you haven’t read a book together lately?

These days it can be tough to establish a routine, such as a regular reading time with your child, and sticking with it. Personal and work schedules can be very demanding and time consuming. It can be easier to let your little one have a book read to them by an app on a tablet. Your family might even love books—your child has a bookshelf bursting with them. Or maybe you visit the library periodically to borrow them, however time slips away and the books are due for return before you’ve had the time to enjoy them.

As a child grows more independent and is able to play on their own, it is still very important to set aside time in your busy schedule for reading together. Not only does it model to your child that reading is done for pleasure, it is a simple action that strengthens bonds and can provide a child with positive memories related to reading.

It really doesn’t take long to share a good book with your child. If their attention span and focus don’t seem to be with you, there are a number of books available that encourage interaction with the audience—books that ask the child to touch parts of the page, shake the book, swipe here or there, and many more similar and fun ideas. The result is that the child can “help” you read along. They may also have a job to do—while you read, they can flip the pages. Even when they know the story well, they enjoy being able to predict what comes next, or what happens when they turn the page.

Books such as these may help you and your child look forward to a reading routine. Find the time in your day, whether it is at bedtime, nap time, after breakfast, before a bath, or whenever and wherever! The important thing is making the time to spend with your child.

Try out some of these favourites that encourage touching the pages to see what happens next:

Press Here and Mix It Up! by Hervé Tullet

Press Here3

MixItUp

 

Touch the Brightest Star and Tap the Magic Tree by Christie Matheson

Touch the Brightest StarTap the Magic Tree

 

Don’t Touch this Book! and Don’t Push the Button! by Bill Cotter

Don't Touch this BookDon't Push this Button

 

Books like these are meant to be shared. Try not to see it as one more thing you must do on your to do list. Find the fun! Capture the smiles and giggles in your heart as you share some silliness with your child. If your child learns to read for pleasure, it just might make a difference for them later on, in school, when some find reading a chore.

My children are not small anymore, but I still enjoy showing books like these to them. The appreciation for a fun story can still be shared on a different level. Now we look forward to sharing books with the younger children in our lives whenever we can.

At the Learn Together – Grow Together program, parents learn ways to help their children in the early stages of reading and writing through stories, rhymes, songs and books. Check out the Centre for Family Literacy website for information on literacy programs for parents and their children 6 years and under, and for adults.

 

What is STEM and How Do I Teach it to my Kids?

STEM. This is catching a lot of attention these days. Do you know what it means?

- science
- technology
- engineering
- mathematics

Did you think it was exclusive to older children, or even adults? Not at all! These concepts are all part of children’s learning through exploration and discovery. Each week at our 3,2,1, Fun! program, parents explore STEM concepts with their children.

Did you know all children are little scientists? Everything about their world is open for discovery. They want to know “why,” “what happens if I do this,” “where does it go,” “how did that happen.” Children will repeat actions such as building a tower over and over again even though it keeps falling apart. They want to learn how to make it more stable and  they want to build it taller. Have patience! Though they may get frustrated, they are learning a STEM concept! Encourage questions from your children by prompting them with questions of your own, such as, “why do you think the tower fell,” “should we try it again,” “what do you think will happen this time,” and “what should we do differently?”

Allowing children to experience concepts hands on—by creating a learning environment where they can touch, manipulate, and explore their surroundings—will benefit them far more than only reading a book about a topic or watching a video.

Try these activities at home:

Science: Little scientists investigating the natural world

GLOVE-garden

  • Try planting some seeds. Watching something grow from a seed can be exciting and doesn’t have to be done outdoors. You can start the growing season early by planting seeds indoors
  • You don’t have to start them in a pot or container either. Try using a plastic glove! Children can drop a moistened cotton ball into each finger length, add a seed and then hang it in the window
  • Discussion about what plants need to grow—sun, air, and water—can occur as you daily monitor the changes together as the roots begin to break free from the seed
  • Once the seed has sprouted, transplant it to a little pot with dirt and continue to watch it grow

 

Technology: Exploring ways to use what they build for a purpose or action

Balloon Car2

  • Think “outside the box” and do activities that have less to do with an electronic device and more to do with hands on. There are plenty of apps available that offer activities related to technology, and children are getting more and more time on screens; offer something new by taking the device out of technology
  • Use technology to “research” a project to make with your children
  • A project we like to make is a little car or boat that can be powered for simple movement. You only need common supplies such as cardboard, a couple of wooden skewers (sticks), milk jug tops for the wheels, some tape, a balloon, and a straw. After the car is built you blow the balloon up, and as the air escapes through the straw it propels the car forward. You can find complete instructions here http://www.wikihow.com/Make-a-Balloon-Car

 

Engineering: Using their knowledge of the world around them to build and create

Build-Engineer

  • Yes, build and create!
  • Make blanket forts
  • Build simple structures using toothpicks and mini marshmallows or small candies
  • Use building toys, such as stacking blocks
  • Make things from recycled materials

 

 

Math: Increasing knowledge of counting, patterns, colours, and shapes to strengthen their ability to build and create with purpose

Color Mix

  • Get messy. Mix colours to learn about primary and secondary colours. Partly fill a sandwich bag with a small amount of shaving cream. Add a few drops from 2 different colours of food colouring. Have your children mix it all together to see what new colour is created. Have them predict ahead of time what will happen
  • Using different coloured recycled jug lids and stickers, make your own memory matching game
  • Create a container filled with random things you may find in a junk drawer (child safe of course), and have your children sort the things from smallest to biggest, or by colour or shape
  • Have fun with food! Break apart a chocolate chip cookie to count how many chocolate chips are in it. Estimate how many will be in each cookie, and compare the totals with the actual chocolate chip count

Looking for activities to do with your children, with STEM concepts in mind, can be a super way for you both to learn, be creative, get messy, and have fun!

 

Tips for Keeping Family Game Night Fun!

iStock_000036123052XLarge-cs

Have you ever pictured yourself playing a game with your family just like in a board game advertisement? It looks like so much fun, right? And each game you see on a store shelf would surely provide your home with hours of entertainment! So you carefully pick out the perfect game and bring it home to your children with such high expectations of fun.

As you open up the game, with eager hands reaching for all of the pieces, you hear yourself say, “wait, wait, wait.” You groan as you realize there is assembly required. After you put it all together (if your children are still interested) you say, “wait, let me read the rules!”

Not quite the experience you imagined in the store when you saw the picture on the box. Older children want to follow the rules, or bend them. Younger children make up their own rules and frustrate the older children. Parents wonder what on earth they were thinking when they bought the game, and perhaps the game gets thrown back in the box and put in the closet for another time, when the kids are “older” and “more mature” and have “longer attention spans.” Does this scenario sound familiar to you? Don’t despair, and don’t give up!

Playing games with young children is an excellent way for them to learn literacy and numeracy concepts. And don’t forget the important social skills learned in playing a game: taking turns, playing fair (no cheating), feeling disappointment at losing and excitement at winning.

If you start with the expectation for the experience to be just as advertised, you may be disappointed. Learning how to play a game takes time and small steps. There are often tears of frustration (from both the adults and the children) when things aren’t going as planned. Keep in mind the more often children play a game, the better they will get at it. Not just playing it, but understanding it as well.

Many games can be easily made at home for very little cost. With some paper, markers, scissors, dice, and maybe a homemade spinner, you can easily make your own “board games.” Keep the rules simple, it doesn’t even have to make sense. With younger children, focus on taking turns. It might not be important to focus on where their game piece sits or how they move their piece. Try teaching one concept at a time. If you add silly rules that incorporate large body movements to your game, you may be able to hold their attention for longer. For instance, “each time a player rolls a 4 they have to stand up and do 4 jumping jacks.”

Memory matching games can be made very easily at home using paper, recycled bottle lids, stickers, or even an old deck of cards. With younger children, start out by using only 4 pairs to match. As they get better at the game, increase the difficulty by adding more matching pairs.

Dice and cards are terrific tools for numeracy skills and the games you can play are endless!

The benefits of making your own games include:

  • They cost very little, using materials you may already have at home or things you can buy at a dollar store
  • You can personalize a game to your children’s interests. If they love dinosaurs, you can use dinosaur stickers, or print pictures from the internet to make puzzles or memory games. If they love turtles, you can make a board game in the shape of a turtle shell and have the pieces move slowly around to the finish
  • If a game is not a hit, you can easily discard it and try a different one. Or save it for another time when your children are older and perhaps have more interest
  • You can make a new game each month by just changing it up slightly, maybe changing the characters to one of your children’s favourite books. This keeps it new and exciting for you both
  • Making games at home also becomes a family activity. As your children get older they can assist in the assembly or creation of new games to play. Older children can do some research on games from around the world and pick out favourite concepts to make their own version

At the end of the day, through the trials and tears of teaching children how to enjoy a game and be a good sport, you are also teaching them so much more, and these skills are ones that they will need for a lifetime of success! So bring back the family game night, even if it only lasts 20 minutes to start. Someday you’ll enjoy a games night with much older children, and you will at long last feel all of the work and effort was worth it.

 

 

 

How does Rhymes that Bind Support Literacy Development?

RTB-Blog2

The early literacy skills of children do not begin with reading and writing. The skills they need prior to reading and writing are listening, speaking, and understanding. All of these skills are practiced in the Rhymes that Bind program.

Rhymes are fun, and because of their simplicity, they can be done anywhere. The benefits are many. When hearing nursery rhymes, children hear how sounds are put together—vowels and consonants making words. They hear patterns in speech, pitch, volume, voice inflection, and a general rhythm to language. The sound is different when asking a question, telling a story, giving instructions, or singing a song. Children will hear words they don’t hear every day—in rhymes with animals, submarines, grandfather clocks, and food,  such as:

  • The grandfather clock goes, tick tock tick tock tick tock (slowly sway child back and forth)
  • The kitchen clock goes tictoctictoctictoctictoc (sway child faster)
  • And mommy’s little watch goes ticcaticcaticcaticcaticca (tickle tickle tickle)

Nursery rhymes are like stories with a fun rhythm. They are short and repetitive, and often have a beginning, middle, and end. This helps build memory skills for children when they are able to recall and retell a favourite rhyme, such as:

  • Three Little Pigs
  • Three Little Bears

Nursery rhymes often include early numeracy skills, using numbers to count forward and backward, such as:

  • 5 Green and Speckled Frogs
  • Zoom, Zoom
  • 10 In The Bed

Rhymes can also introduce children to some simple literacy rules without obvious intention, such as:

Alliteration:

  • Peter Piper Picked a Peck of Pickled Peppers
  • She Sells Sea Shells by the Sea Shore

Onomatopoeia:

  • Old MacDonald’s Farm
  • Baa Baa Black sheep

10 reasons to enjoy sharing nursery rhymes with your children:

  1. When babies hear language it increases their comprehension or understanding; as a child’s vocabulary increases, so does their comprehension. Often present in nursery rhymes are words we don’t usually use in everyday conversation with small children
  2. Children attempt to duplicate the sounds they hear while practicing language. This is how their speech is developed. Babies who are read to will often hold a book and make babbling noises that represent reading aloud
  3. Older children will begin to rhyme nonsense sounds and words as they become better at speaking. If they have been exposed to nursery rhymes early, they have already begun to understand the rhythm and flow of language
  4. Babies develop speech by strengthening their mouth and tongue muscles when replicating the sounds they hear in a nursery rhyme
  5. Listening to stories, whether told or read from books, helps children understand that all stories have a beginning, a middle, and an end. As children gain verbal skills they will begin to tell their own stories. Many nursery rhymes are repetitive in nature, and often tell a little story
  6. Children will struggle later when learning how to write a story if they do not first learn how to tell a story
  7. Many nursery rhymes help with physical development in children. While rhyming,  some activities that develop fine motor skills are clapping, counting with fingers, and making simple gestures
  8. Large motor skills can also be developed while singing a rhyme when children are hopping, rolling, walking, and using their whole body in dramatic play
  9. Many rhymes involve touching and tickling your children. By touching, tickling, and laughing together, your bonds are strengthened, which increases learning capacity in children
  10. It is FUN!

If you would like more information about the Rhymes that Bind program or the program schedule, please check the Centre for Family Literacy website: http://www.famlit.ca/programs_and_projects/programs/rhymes.shtml

The Parenting Tool that Gets Giggles out of Your Kids (and Yourself)

tickleImagine a tool for parenting that could make your day-to-day life easier? What if it didn’t cost you anything? What if you could pull it out of your back pocket any time you need to?

A well loved rhyme leads to laughter, giggles, tickles, and smiles. It can help diffuse a toddler heading towards a tantrum, and can help pass the time  while waiting in long line ups (at grocery stores, doctor’s offices, etc.). Even diapering and bathing routines can be  fun when we sing or chant a little, and they also incorporate learning opportunities.

Rhymes benefit both children and adults. For children, hearing mom or dad’s voice while playing, cuddling, and tickling creates bonding and a safe learning environment. Feeling loved is important for learning language and learning to understand concepts.

For adults, the benefit is that many stressful situations can be diffused with songs. Sing a song that helps your children wait for the meal you’re preparing, a song that helps get those teeth brushed, or a song that helps get them buckled into a car seat. Doing rhymes and songs with your children also allows you to be a kid again, even if only for moments at a time.

Tickling not only strengthens your bonds with your children, it is said to have the positive effects of increased trust and strengthened relationships. It is a way to share laughter, even before young children are old enough to understand humour. When they get older, children want to make you laugh. Most 3 year olds I know love to tickle their parents back when they sing tickle songs, and the adults laugh and get to share a moment of happiness with their children.

I’ve read that the average child laughs around 300 times a day, compared to the average teenager who may only laugh 160 times a day and the average adult who only laughs 25 times a day. Maybe because children are so honest with their emotions, they can laugh so easily and so easily crack a smile. And those smiles are infectious, so spending time laughing and smiling with children might increase the daily amounts of laughter you get in return!

While not every moment in parenthood is picture perfect, you can be certain that the more you share of yourselves and your time with your children, the more long lasting memories you will have.

Set some time aside for a few tickle songs this season; share the joy of hearing your children laugh with other family members. Here are some to try:

Gingerbread Man

Mix it and stir it and pat it in a pan (circle baby’s tummy with fingers)
I’m going to make me a Gingerbread Man
With a nose so neat, and a smile so sweet (tap nose and mouth gently)
And some gingerbread shoes for his gingerbread feet (tickle feet)

Tickle Monster

What will you do when the tickle monster comes? (hold hands palm up like a question)
Are you going to hide (hide eyes like in peek a boo)
Or are you going to run (pretend to run with arms in motion)
What will you do when the tickle monster comes? (same as first line)
You better decide right……now! (take your time to come closer and try to tickle child)

Walking Through The Garden

(This rhyme you are circling babies tummy or back round and round and then walking fingers up to their neck or under arms and tickle tickle tickle when you find the teddy bear)

Walking through the garden,
Lost my teddy bear
One step, two step
Found him under there

Walking through the garden
Through the wind and rain
One step, two step
Found him there again

Treasure Hunt

Going on a treasure hunt (crawl fingers up baby’s back)
X marks the spot (draw big X with your finger)
Boulder here (draw little circle on one side with finger)
Boulder there (draw another circle on the other side with finger)
Dot dot dot (connect the boulders with a light touch dot dot dot)

Crabs crawling up your spine (crawl fingers lightly up towards baby’s neck)
Water rolling down (roll fingers lightly down towards baby’s bum)
Tight Squeeze (give a little hug)
Cool Breeze (gently blow in their hair)
Now you’ve go the shivereeze (lightly tickle everywhere)

 

Rhymes that Bind is an oral literacy program where we share rhymes, finger play, lullabies, and even moving-around-the-room songs with parents and caregivers and their young children. Through rhymes and songs, the adults discover tools to play with, distract, and even enjoy teachable moments with their children. To join us for some very interactive fun, check our website for a Rhymes that Bind program near you!

 

6 Benefits of Hands-on Learning

Hands-onA statement that you will hear again and again at the Centre for Family Literacy programs is, “Literacy develops in families first.” Parents are their children’s first, and best, teachers. Yes, that’s right, the best. Who knows your children better than you? Who loves your children better than you? Who has more patience, more desire to see success, more invested in your children’s future, than you.

Literacy skills are learned together. Whether it is through teaching your children the basic building blocks of communication, or learning how to be better skilled at teaching your children, you are all a part of the learning process. Siblings can learn from each other, and as we grow as parents we learn as much from our children as they do from us. Our parents and grandparents have much to offer as well. Experiencing life with a hands-on approach is more than just beneficial for the children—it is fun for everyone and creates long-lasting memories; it strengthens bonds that will benefit the family for many years to come.

Hands-on learning is gained by actually doing something rather than learning about it from books or demonstrations, etc.

The following are some of the benefits of hands-on learning as a family:

1.  Fun

Children love being hands-on with everything, and a lot of parents do too! Hands-on activities increase our motivation to “discover.” Your children will be more enthusiastic and pay more attention to their activities. Learning becomes a by-product of discovery. Hands-on learning works because it involves each of the learning styles: visual (see it), auditory (hear it), or kinesthetic (do it). Young children typically do not have a preference and benefit from using methods from each style.

2.  Creativity

Working on a project is the perfect opportunity to highlight your children’s creative skills. Offer some guidance and a lot of raw materials, and let your children be free to create an original product that reflects their own ideas of the theme or concept being explored.

Warning to parents: be careful not to diminish the creative aspect of hands-on learning by over planning, over managing, or by unrealistic expectations. The finished product needs to be your children’s and not your own. For example, if they want, let them use their own drawings instead of the lovely colour images you printed from the Internet. The learning is in the process of creativity; do not place importance on the final product.

One key element of discovering one’s creativity is boredom. Some of the most brilliant ideas have come from people who had the time to experience boredom, which led to discovering their own creativity. Allowing children to be “bored” and not having to direct them to be creative will have larger benefits in the long run!

3.  Retention

It has been proven through educational research that students will have a vivid and lasting understanding of what they DO much more than what they only hear or see. Make sure that your project/activity can tie into the idea/book/concept you are presenting. As you are creating, use rich language to remind your children WHY you are doing this activity. The project gives them a concrete, visible foundation for learning the abstract concepts you want them to learn. (Which again reminds us why the process is more important than the final product.)

4.  Accomplishment

Persevering through a project and seeing it to completion gives your children a great sense of accomplishment. Seeing your children’s pride in a job well done is worth the trouble of organizing and cleaning up a hands-on project.

5. Review

This one is wonderfully tied to the sense of accomplishment. Your children will love to look at their hands-on projects again and again. By doing so, they are reviewing what they learned! When a relative or friend comes to visit and your son pulls out his model ship, he again reviews what he learned. This review fosters memory retention!

6.  Family Literacy

Your children can work together on a hands-on project, but if you have only one child you can work together. This cooperation, this working together, is what being a family is. Doing hands-on projects, whether you’re making puzzles, building games or forts, or creating a craft, creates family memories and strong relationships; it creates your own family language of shared experiences and discovery.

Tell me and I forget, teach me and I may remember, involve me and I learn.”
– Benjamin Franklin

If you would like information on our family literacy programs, please visit our website at www.famlit.ca

 

 

Early Years Numeracy… in Planting

iStock_gardenAt 3,2,1, Fun! we explore numbers through play, stories, and rhymes with children 3-5 years old and their parents. Learning about sequences is important to children’s ability to grasp the concept that numbers have a special order.

We can demonstrate sequences by using a recipe, or step-by-step instructions. Another way is to say, “first we do this,” using words to describe the first step, “then we do that.”

There are plenty of opportunities to use simple numeracy concepts in planting activities, whether you are planting in a pot, the ground, or seedlings from another method. Recently in 3,2,1, Fun! we planted a variety of seeds inside a plastic glove.

First we compared the seeds—discussing the different sizes, shapes, and colours, and how some represented more visually the food they grow into. For example, watermelon seeds are familiar to us because we see the seeds in the fruit we eat. We tried sorting the seeds into big, medium, and small, and by shape. How many big ones? Then we planted the seeds—squash, pumpkin, bean, marigold, cucumber, watermelon, carrot, and sunflower—in our garden gloves.

You can also use the opportunity to discuss what plants need to grow (water, sunlight, etc).

Supplies needed for a garden glove:

  • A plastic glove (the kind you would use in food preparation)
  • Cotton balls
  • Water
  • Variety of seeds
  • Twist tie
  • Marker

GLOVE-garden

Steps:

  1. Soak five cotton balls in water, squeeze out the excess water
  2. Put a wet cotton ball in each of the glove fingers and thumb
  3. Add a seed to each cotton ball
  4. Write down the name of each seed on the glove finger where it was planted; you can add the date if you like
  5. Twist tie it shut at the top
  6. Hang the glove in a window that gets a lot of sun
  7. Wait to see what grows

It really works! As plants grow, or germinate, we have more opportunities with the children to observe the changes and compare them. Some seedlings have more shoots than others; some grow quicker than others. Watch for changes and see what happens. Sometimes something goes wrong and nothing happens, but we can be scientists and repeat the experiment to see if the results change.

Try journaling what you observe. Your children can draw the pictures and you can scribe the words for them.

Later on, you can transplant your seedlings into pots of soil or into a garden. Some children have already planted their new seedlings into their home gardens.

Good luck growing!

The Spring 3,2,1,Fun! program will be ending mid-June, but please phone the Centre for Family Literacy in Edmonton at 780-421-7323 for more information or visit our website www.famlit.ca

Value the Learning Process, not the Final Product

Happy small boy crafts with scissors, paper, glue

More than once I have come across this short verse which reminds me of the goals we set when working with parents in our 3,2,1, FUN! numeracy program. I haven’t been able to discover the source of these words, but you can find them everywhere if you search. I’d love to give credit to the right person if I ever do discover the origin.

If you draw it for me,
cut it for me,
paste it for me. . .
All I learn is that
You do it better
than Me

This short verse describes so well the importance of the process behind the activity. We have to remember that it is not about the final product, especially with young children. If they have the opportunity to cut crooked lines, get glue all over things, and colour using every colour or only their favourites, they are learning! They discover their own creativity. They grow confidence in their abilities. They learn to try again if they fail to make it the way they pictured it. They feel pride in what they do achieve.

There is an abundance of great ideas and projects available. Many can be found in our family literacy app, Flit.* Just keep in mind that what you see as the final product should not necessarily be your goal for your children.

Give them the resources they need to create freely. See what they come up with on their own. Try to resist if you feel the need to take control of the project. Instead, you could create your own alongside your children. Don’t be disappointed if they created a bird with 3 legs when you were hopeful they would copy the Rainbow Fish with many scales that you were going for.

It is okay if your children lose interest in the activity you thought would be a grand idea. Put it aside. Perhaps they just are not ready for the concept involved, or maybe it is too close to lunch time and they can’t concentrate without a snack or meal first.

At 3,2,1, FUN! we come prepared to make projects and games that can be used and reused and recreated at home. Parents need to help with some things that the children can’t do yet, but we emphasize, “let your children pick the colours and the textures, and let them decide how much or how little to add.” This is the process of learning.

When we create a new game, we encourage children to come up with the rules, as silly as they Boardgame3may be. For instance, for a game that involves dice, a rule has been, “If you roll a 3 you need to hop on one foot 3 times.” Another rule has been, “this game must be played wearing pyjamas.” One of my favourites is, “the winner gets a hug!”

Supplies needed to play a random game at home based on your children’s rules are probably easily found at home, such as:

  • Dice, any size, the bigger the better. Children love to use more of their body when rolling giant dice.
  • Paper and markers. If you wish to record the rules of the day, you can write in your children’s words.
  • The inside of a cereal box. If you’d like to create a board game look, have your children draw the shapes they’d like to mark the board and encourage them to mark the start and finish.
  • Random household items. Use them as place markers on your board game.
  • Think big! Why not use a giant piece of paper or cardboard to make a giant board game, where your family members are the place markers!

Please phone the Centre for Family Literacy in Edmonton at 780-421-7323 for more information about the 3,2,1,FUN! program, or visit our website www.famlit.ca

* Flit, our FREE family literacy app for activities to do with your 0-5 year-old. For more information or to download, visit the Apple App Store.

 

It’s Okay to Just Play!

iStock_PlayThese days there is no shortage of advice on how to raise your children, and it’s not just from your friends, family, and neighbours anymore. With the world of social media, and access to bloggers and experts from any corner of the planet, it can be overwhelming to try to make the best choices for your family. When it comes to being a parent, you really just have to go with what feels right to you. I know this has been said many times, and I have read it many times, being a parent of four myself.

Many of us have huge “to do” lists of crafts, games and puzzles we have found on various websites and social media. These look like great activities to try, and they often are. We search online for the most educational games and apps, or how to be the handiest, craftiest parent, and the list goes on and on. With all of this activity we have the best intentions for our children. But all of this can be so overwhelming that we miss out on the most fun part. PLAY!

We do need reminders now and then to just play. Simple as that, play. One word that has so much to offer—not only the small people in your life but yourself as well.

Ask your children what game they’d like to play. Then go with it; let it happen naturally. It is so beneficial for us adults to remember how to do this. It can be so relaxing to put our minds to rest and just play with our children. In a world paced so quickly, we need to do this now and then to put things back into perspective. Don’t forget to put your device on silent and out of reach, so you can truly be present to enjoy free time with your children.

So whether it is jumping in puddles, sledding down a hill, making blanket forts, having a mini wrestling match in the living room, swinging at the park, or just colouring on paper, try to put the world aside and take advantage of being able to just play, and play often.

Play helps bring us closer together. The memories, as your children grow up, will help define your children’s relationships with you. Children who have healthy relationships with the grown ups around them develop a solid foundation for their future success.

We don’t need books to be able to play with our kids, but if you’re interested in the science and research behind why play is so important, here are just a few of the many great reads available!

  • The Art of Roughhousing: Good Old Fashioned Horseplay and Why Every Kid Needs It — by Anthony T. DeBenedet and Lawrence J. Cohen
  • Big Body Play  by Frances M. Carlson
  • The Case for Make Believe: Saving Play in a Commercialized World — by Susan Linn

Art of Roughhousing Big Body PlayThe Case for Make Believe

 

 

 

 

 

 

Please phone the Centre for Family Literacy in Edmonton at 780-421-7323 for more information about the 3,2,1,FUN! program, or visit our website www.famlit.ca

hashtag: #321Fun

Children Love Your Stories

iStock_storytelling

Oral skills include both speaking and listening, and are at the root of literacy. Listening to the rhythm of the language spoken around them will help your children discover the rules of that language. When your children experiment with their voices, they will try to mimic how you speak to them. The words they understand best and use first are the ones that represent what is most important to them, such as names or titles of family members or pets, or their favourite foods and toys. As their understanding of the language expands, so does their vocabulary.

Some simple ways you can expose your children to language are to:

  • Narrate what you are doing around them as if you are telling a story—while you are diapering, bathing or feeding for instance
  • Make up stories or retell stories
  • Tell them what you were like as a child or what they were like as newborns
  • Tell them over and over again about the many things related to what they love most—their families and themselves

Babies and toddlers will pay close attention to a rhyme or story they hear repeatedly to pick out words they are familiar with. When you repeat your story several times, toddlers understand the beginning, middle and end, anticipating what happens next. You can expand your stories as your children gain more experience.

It is important for children to have a good understanding of the mechanics of their language before they can move to the next step—reading and writing! Singing rhymes to your children increases their phonemic awareness, among other things. Phonemic awareness is the ability to hear, identify, and manipulate individual sounds—phonemes—in spoken words. Before children learn to read print, they need to become aware of how the sounds in words work.

Young children, who have been exposed to a rich vocabulary and ways to use it, can become the storytellers. It is a great exercise for a preschooler to be able to retell what happened yesterday, what they saw at the zoo, or what a grandparent gave them on their birthday. They have to remember in what order the things happened without a picture book to help with the story. They may get the details mixed up, but encourage them to tell their story the way they recall it. They are learning how to remember the beginning, middle and end. They are trying to put the correct words in place of images in their minds. Prompt them if needed.

One of the best experiences I have had as a parent is sitting around a table, living room, or campfire with my children, friends and extended family, retelling stories of our past. My older children have heard these stories so many times, they are eager to share them with  the youngest family members. “Tell the one about you and Uncle when you were…” the little ones might say! There are so many stories for them to pick from! Our family shares stories of our elders who are now gone, and our children can retell some of them as if they were there themselves.

So another important thing that happens with oral storytelling, especially when it is about your family, is the bonding that brings you together. Every family has a story! Don’t forget to teach yours to your children, especially since many of our families are spread around the world.

Sing with your child, talk with your child, read with your child, play with your child, everyday!

Check our website for more information about Rhymes that Bind in Edmonton and find a program near you.

hashtag: #RTB_Edm