A Tickle Rhyme is More than Just a Tickle Rhyme

Mother and toddler sitting on the sofa at home

Our Rhymes that Bind program has a variety of songs and rhymes, but for some us the tickle rhyme section is our favourite.

Spending time face-to–face with your child will connect you to them on their own level emotionally and physically. This will help to build strong attachment between you and your child.

There is an increasing body of knowledge about infant mental health that states that a huge part of attachment and positive infant development occurs in face-to–face interactions with parents and significant caregivers.

An infant learns how to adapt to stressors by watching their parent or caregiver’s facial expressions. They learn how to move from a negative to a positive emotional state through many stimuli that pass back and forth from caregiver to infant in face-to-face interactions.

A child learns the positive and fun emotional tones from tickle songs. Tickle songs let you and your child have a fun time together with both of you enjoying each other’s laughter.

A favourite at our Rhymes that Bind programs is the following timeless rhyme:

Round and Round the Garden

Round and Round the Garden (use a gentle tickle motion with your fingers on your child’s palm or tummy in a circle)
Like a teddy bear
One step, two step (walk fingers up the arm or tummy)
And I tickle you under there! (tickle the underarm)

Round and round the garden (use a gentle tickle motion with your fingers on your child’s palm or tummy in a circle)
Through the snow and wind (blow gently on their neck)
One step, two step (walk fingers up the arm or tummy)
I’ll tickle you there again! (tickle the underarm)

When repeated enough times your child will anticipate the tickle as soon as you say, “one step, two steps!

This is one of the many wonderful rhymes that you and your child can learn at our Rhymes that Bind program. Check for a program near you on the Centre for Family Literacy website! Happy tickling!

Learning About Colours

There are many things you can do to help your child learn about different concepts, such as reading books, making crafts, and singing songs. One of the concepts your child will need to learn is colours.

Read Books

The Day the Crayons QuitIn the Alberta Prairie C.O.W. (Classroom on Wheels) program, we like to share a book called The Day the Crayons Quit, written by Drew Daywalt and illustrated by Oliver Jeffers. In addition to learning about colours, this book can help your child understand their own emotions, as well as help to develop their empathy skills.

“Poor Duncan just wants to color. But when he opens his box of crayons, he finds only letters, all saying the same thing: His crayons have had enough! They quit! Beige Crayon is tired of playing second fiddle to Brown Crayon. Black wants to be used for more than just outlining. Blue needs a break from coloring all those bodies of water. And Orange and Yellow are no longer speaking – each believes he is the true color of the sun. What can Duncan possibly do to appease all the crayons and get them back to doing what they do best?”

Make Crafts

Here are some activities you can pair with this book:

Dear Crayon craft1.  Use a box of crayons to extend the story. As you read each crayon’s letter, ask your child to take that colour of crayon out of the box. What can they draw with it?

2.  Ask your child how they think each crayon was feeling when they wrote their letter. Use a large index card to write back to one of the crayons in the story. Draw and colour in the crayon that you are addressing, and tell your crayon why they should not quit. Make one for as many colours as you like!

3.  Make your own crayon box.

Materials:

•  Crayons
•  Markers
•  Pencil
•  Glue
•  Scissors
•  One sheet of yellow cardstock (8.5” X 11”)

Crayon Craft x 2Instructions:

  1. Draw and colour your own paper crayons (or use different colours of construction paper) and cut them out.
  2. Fold the yellow cardstock sheet in half and crease it.
  3. Open it up, and with your pencil, draw the opening of the box (a half circle) on the left-hand side of the sheet, making sure to leave about ¼” on either side.
  4. Cut out the opening, fold it back in place, and glue only the edges, so that you are still able to fit your paper crayons inside the “box”.
  5. Decorate your crayon box with crayons or markers!

 

 

Sing Songs

Teaching Mama” has some great resources, including “10 Preschool Songs About Colors.” One of my favourites is “Pass the Colour,” in the tune of “Row, Row, Row Your Boat:”

Sit in a circle and pass a crayon around, singing the song until the following verse is done. Then yell out the crayon’s colour! Continue with as many crayons as you like.

Pass, pass, pass the colour,
This is the game we play.
When the little song is through,
The colour name we’ll say.
(YELLOW!)

For more craft ideas and book recommendations, check out the Centre for Family Literacy webpage: Resources for Parents

 

The C.O.W. is Coming Soon, but in the Meantime…

Edm-COW

We hope that while you are enjoying summer to the fullest, you are still able to find fun ways to keep a little literacy in your busy days. It really helps to prevent the summer slide, where children lose some of what they had learned during the program or school year.

Here are a few simple ideas:

  • Sing songs or nursery rhymes, and play rhyming words games while in the car
  • Point out print on traffic signs, cereal boxes, restaurants, anywhere!
  • Play games such as Simon Says, Hopscotch, or I Spy
  • Take your children to the library and let them choose their books
  • Tell stories to each other
  • Read aloud to your child
  • Encourage older siblings to read with younger children
  • Look for shapes in the clouds
  • Have books around the house and let your child see you reading
  • Do Splash Time Rhymes that Bind while at the beach, pool, or water park (blog with rhymes can be found here http://www.famlit.ca/blog/?p=3077)
  • Download the Flit app with 100 fun literacy activities to do with your child

Meanwhile, at the Centre for Family Literacy, the Edmonton Literacy C.O.W. (Classroom on Wheels) Bus program is busy preparing for your visits in the fall, with new themes, new books, and new games and puzzles for parents and their children ages 0-6 years old.

We have extensively added to our books for adults and now have a fiction section. We have books that are science fiction, love stories, memoirs, and many others. Of course we still have an abundance of non-fiction books for adults on various parenting topics, from how to get your kids to sleep with a no-cry solution, to humour in our everyday lives as parents. And as always we have a great selection of books for young children.

So keep soaking up the sunshine while you can (and maybe add some story time under a tree); the Edmonton Literacy C.O.W. Bus staff are busy planning and preparing a great 2016/2017 season for you.

Please check the Centre for Family Literacy website in mid August to find the most convenient location and time for you to drop in and see us at the Edmonton C.O.W. Bus. Hope to see you in September!

 

Book Handling Skills

Baby chew book

No one is born knowing about books, how to use them, or what they are used for. It doesn’t matter how often you are read to before you are born, or how many generations of book lovers you have in your family, everyone is born clueless when it comes to books.

When you were first born you were mostly content to snuggle in the arms of your parents and other family members. Hands-on practice with books, beyond grabbing, didn’t start until you were closer to 5 months old. By the way, that early grab was actually a reflex called the palmar grasp; you don’t get credit for that.

You likely started with board books, cloth books, and vinyl books as they were much easier and safer for you to handle than hardcover and paperback books. And I do mean safer for both you and your family’s library.

At first, you probably grabbed the books and put them in your mouth the same way you did with everything else that was grab-able and mouth-able. Don’t be embarrassed, this was a normal part of exploration and it was normal—this phase lasted at least a few months.

Opening a book was not so obvious. Maybe you stumbled across that possibility by accident, or more likely you learned by watching when family members shared books with you. Opening a cloth or vinyl book was easy, but board books took more practice.

The soft pages of cloth and vinyl books were easy to push and pull to unlock their secrets. Board books were harder to work, but thankfully they had built-in technology to help. Not only were the pages more stiff and easier to grab than paper pages, but whenever you opened a board book, a page would rise up so that you could bat it back and forth. You could do that for several months before you had the coordination to grasp a page between your thumb and forefinger.

Books were tricky! Not only did they have insides and outsides, but they could be upside-down and backwards, or both! When you noticed that the pictures in a book could be upside down, your first instinct was to turn your head upside down. It probably wasn’t until closer to your first birthday that you discovered the book could be turned right side up to achieve the same effect.

Months of exploring books at your own pace and in your own way passed by much like a training montage in a movie: opening and closing books, stacking books up and knocking them down, crying, napping, turning pages back and forth, over and over and over…

And then one day you brought your favourite book to your mom or your dad, you settled down into their lap, you opened up your book, and turned the pages of the book all on your own, pointing at the pictures along the way.

If you would like to learn more about babies and books, visit the Centre for Family Literacy website www.famlit.ca. You will find printable tip sheets on the Resources for Parents page, and if you live in Edmonton, Canada, you can even find a fun program to join.

Drawing on Strengths

LTGT-2

One of the guiding principles of family literacy programs is that every family comes with their own strengths, no matter what culture or socio-economic background they are from.

Learn Together – Grow Together is one of our family literacy programs for parents and caregivers and their children ages 3-5 years old. The program encompasses a variety of activities that range from sharing stories and rhymes, to gym time, free play, crafts and games. Parents learn ways to help their children in the early stages of reading and writing.

I’ve been involved in the program for several years and have worked with many different families. The beauty of having the families attend for a minimum of one 10-week session is that it gives me the opportunity to observe the strengths of each parent. Some love singing, while others enjoy making crafts. Some parents are great at running and roughhousing with their children during gym time, while others excel at calming their children when they are upset. Some parents enjoy sitting with their children to share a book, while others like helping their children build with blocks or put a puzzle together.

Parents may not be aware of the variety of strengths they already possess. Although they shouldn’t be afraid to learn and try new things, parents should  be proud of what they are able to accomplish with their children already.

I’ve seen many parents open up and share their own parenting stories and experiences with the other parents, encouraging each other on their parenting journey. A local program like Learn Together – Grow Together is a good way to connect with other parents. You never know what new strengths you may develop, or how you may be able to encourage another parent!

For more about the Learn Together Grow Together program, visit the Centre for Family Literacy website at ww.famlit.ca

 

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

 

 

Sharing Stories vs. Reading Stories

Fam_Lit044Here at the Centre for Family Literacy we like to talk about sharing books with children as opposed to just reading books to them.

When you are sharing a book, as opposed to reading it, it becomes interactive. It becomes much more than just reading the words on the page. Two ways to do this are:

  • Ask open-ended questions such as “What are they doing in this picture?” or “What do you think is going to happen next?” This encourages children to stop and think about what is on the page, to make connections to real life, and to really step inside the story.
  • Find ways to extend the story.

What does it mean to extend a story?

To extend a story is to build on it—to add activities that are related to the subject of the story. But why should we extend stories?

Children learn best by doing—by being active. When they’re being active they are using all five senses to learn, and these multi-sensory experiences build neural connections in the brain. If they are having fun, they will want to do it again and again, and this repetition makes the connections even stronger. This is how children gain the confidence needed to learn new things.

Simple summertime story extender

one dog canoeA great book to share in the summer is one of our favourites, One-Dog Canoe by Mary Casanova.

In One-Dog Canoe, a girl and her dog set out on a canoe trip, just the two of them, when one by one they are approached by other creatures like Loon, Wolf and Moose, who want to join in on the fun.

I set off one morning in my little red canoe.
My dog wagged his tail.
“Can I come, too??
“You bet, I said.
“A trip for two – just me and you?”

It doesn’t take long before this canoe trip becomes a little more crowded!

“I swished past ferns,
where dragonflies flew.
Loon stretched her wings, “Can I come too?”

What you’ll need:

  • The book One-Dog Canoe
  • Stuffed animals or toys to match the characters: Beaver, Loon, Wolf, Bear, Moose, Frog, Dog, and Girl
  • A “canoe” made with construction paper or bark

(You can always improvise using what you have on hand.)

Give each child a character to hold on to (or multiple characters), and as each character comes up in the story, the child holding that character places it in the canoe. At the end of the story, there are too many animals in the canoe and it tips over, so act this out too by dumping out your canoe!

After the story we like to pair it with a song. Rhymes and songs are critical for developing oral language, and oral language is at the root of all future learning.

Try singing “Row Your Boat”

Row, row, row your boat,
Gently down the stream.
Merrily, merrily, merrily, merrily,
Life is but a dream.

Row, row, row your boat,
Down a jungle stream.
If you see a crocodile,
Don’t forget to scream.
Ahh!

Row, row, row your boat,
Underneath a stream,
Ha, ha, fooled you,
I’m a submarine!
Bing!

Other ideas:

  • Act out the story using a big box, couch, or outdoor picnic table for the canoe
  • Bring a make-belief canoe into the bathtub
    • Experiment with what floats and what sinks
    • Ask “how many items will fit in your canoe before it tips over?”

Have fun sharing stories! For more ideas on how to make the most of your books, check out Flit, our family literacy app on the iTunes App store here!

 

Bathtub Fun on the C.O.W. Bus!

Waves in the Bathtub

A popular read on the Edmonton C.O.W. Bus is Waves in the Bathtub by Eugenie Fernandes. In this story, Kady takes her regular bath at night and sings the bathtub song about all of the ocean creatures she pretends are in the tub with her. From pelicans to large whales, Kady imagines many different creatures.

To extend this story and involve the children on another level, we have stuffed toys of all the creatures she pretends are in the bath with her. We use an inexpensive blue shower curtain as the ocean. This way each child can grab hold of the ocean by the edges and help make the waves in the bathtub for Kady.

As we progress through the story, each creature is eventually put into the ocean to swim in the waves with her. Both the children and the adults pick up the tune fairly quickly as it is catchy and repetitive.

A parent can have their own conversation with their children about what creatures they would like to pretend to swim with in the the ocean. Maybe the children are huge fans of the Ogopogo or sea horses. The song and story can be created entirely by children using their own imaginations and the props they may already have at home.

And with the mom in the book hopping into the bath at the end of the story and singing the same song, parents can create their personal version too!

Get the tune for the song from the following video, and see how we use it on the bus.

 

Why not join us for some fun on the Edmonton C.O.W. bus! Here’s our schedule

 

Build Pre-Reading Skills with Environmental Print

Crosswalk

Symbols are everywhere, and they are often accompanied by text. Go for a short walk to the corner and you are bound to see road signs, bins with recycle logos, business advertising and more. As adults, we are so accustomed to seeing this type of print around us that we barely give it a second thought. It is referred to as “environmental print” and is often the first print your children are exposed to. It is the perfect pre-reading tool as the context provides a clue as to its meaning. Think about well-known logos that your children recognize long before they can read, like McDonald’s golden arches!

Recognition of environmental print is one of the first stages of literacy development and should be encouraged. You can do this by pointing out the symbols and text whenever you see them, and talking about the colours, shapes, letters, and numbers used.

Being able to “read” environmental print is very exciting for children, and this is no small thing. It helps to prepare them for future learning and the reading that is required for the school years by building both confidence and a positive association with reading.

Here are a few ideas to support your children’s efforts:

  • Go on a treasure hunt in the house. Write words (for example, “soup”) on pieces of paper or cue cards, and check them off or stash them away in a special box as you find them
  • Make a homemade puzzle out of a cereal box
    • Cut out the front of a cereal box
    • Draw some wavy lines
    • Cut out the pieces
    • Store in a Ziploc bag

Puzzle

  • Make a grocery list with flyer pictures and have your children help you shop
  • Try “Scavenger Bingo”
    • Draw or print out a table with nine squares
    • Draw, print out, or find pictures of environmental print such as a stop sign, speed limit sign, or recycle bin
    • Cut out the pictures and keep them in a Ziploc bag or small box
    • Go for a walk and look for the items in the pictures (take a roll of tape or a glue stick)
    • As you find them, tape or glue the picture to a spot on the “Bingo card”

Environ. Scavenger Hunt

  • Cut out package labels to create a collage. Use items such as soup labels, cereal boxes, newspapers, greeting cards, or any other packaging on hand
  • Talk about the safety symbols found on household items
  • Make a placemat with your children using a piece of paper. Add stickers, drawings, or cut-outs of environmental print, and seal with packing tape or self-adhesive paper

Supporting your children’s efforts to read and recognize environmental print is one simple way to develop pre-reading skills. Have fun and help your children on the road to literacy!

 

Alberta Prairie C.O.W. newsletters (with more crafts to do with your children)

hashtag: #ab_cow

Making Book Sharing Time Count

Family reading in bed.You may have heard that we should be reading to children every day. Some articles will even urge parents to read to their children a minimum of 15 minutes or half an hour every day. This isn’t bad advice, and it’s not even a bad target to shoot for, but I’m not sure how realistic it is for everybody. I would argue that quality matters more than quantity when it comes to sharing books.

Babies, toddlers, pre-schoolers, and the rest of us learn best when we are comfortable and happy. If you try to share books with children when they are tired, in pain, hungry, or otherwise uncomfortable, they will probably resist and quickly become frustrated with your attempts. Our brains operate very differently when we’re scared or upset, and learning necessarily takes a backseat to the desire to feel safe again. So, if your goal is to give your children a lifelong love of reading, do not insist on book sharing when your children have clearly had enough. You want them to associate book sharing with good feelings and not fighting and tears.

Those moments when you can spend one-on-one time with your children are very special, and as much as our organization exists to promote literacy, books are not the only thing that children need. So don’t be too concerned if they don’t want to read all of the time. Playing together, snuggling, making weird noises, and exploring the community are all valuable and worthy pursuits. Add to that all of your daily meals, sleep, work and errands, and some days you might be lucky to find 5 minutes to read together, and that’s still incredibly valuable.

One last thing: asking young children, and especially babies, to pay attention for a long time is often asking too much. If your book sharing time is split up into 15 one-minute chunks, that is no less valuable than one 15-minute session. Look for when the reading opportunities present themselves rather than try to force it to happen at any particular time.

Whether you are reading to calm your children and get them ready to sleep, or to goof around and have some fun, you want book sharing to be a positive experience for both you and your children. That way no matter how often you actually get the chance to read together, it will be something that you both look forward to and benefit from.

Books for Babies Edmonton program schedule

hashtag: #books_for_babies