Public libraries have a long history of providing programming for children. Storytimes have been held at libraries for over 100 years (“History of preschool storytimes,” n.d.). In recent years these storytimes have been evolving to be more than just entertainment and instead focus on incorporating early literacy practices. The five literacy practices that prepare children to learn to read are talking, singing, reading, writing, and playing (“Home Page,” 2018). The overarching goals of programs that include early literacy practices is to reach all children in a community, involve caregivers, and prepare children to enter school with the necessary skills to be successful.

Due to finances not all families have access to high quality preschool education. However, “library staff have the opportunity to reach children and adults of all socioeconomic backgrounds” (Ghoting & Martin-Diaz, 2013, p. xii). Unlike preschool or daycare, libraries are free and open to all members of the community. This allows more children the chance to benefit from early education.

One aspect of programs for young children is to include caregivers as active participants. The program Every Children Ready to Ready @ your Library states “teaching parents and other caregivers how to support the early literacy development of their children is the basis of Every Child Ready to Read @ Your Library” (“About,” 2018). In addition to working directly with children during programs, presenters have the role to educate caregivers about “how storyime activities and activities they can do at home after storytime support young children’s early literacy development” (Ghoting & Martin-Diaz, 2013, p. xii). While attending library programs is beneficial to children, this is only a small part of a child’s day. Parents and other caregivers are with their child the majority of the time. By involving parents the impact of storytime is even greater (“About,” 2018).

By incorporating early literacy practices library programs  help prepare children to enter Kindergarten. This is summed up by Campbell-Hicks (2016), “public libraries can nurture, nurturing pre-reading skills and a love of reading, so that when children arrive at formal schooling they have the tools and the motivation to engage in learning and reading” (p. 122). Through being exposed to talking, singing, reading, writing, and playing, children enter school ready to learn. If children do not experience these early practices they may, “ struggle to catch up through the rest of their schooling and on into their adult lives” (Campbell-Hicks, 2016, p.122 ).

Storytime and other programs at the library are no longer just a time to have fun and enjoy a few stories. They now serve the important purpose of not only preparing all children for later success in school, but also teaching caregivers how to continuing the learning at home.

References

About. (2018). Retrieved from Public Library Association and Association for Library Service to Children website: http://everychildreadytoread.org/about/

Campbell-Hicks, R. (2016, January 26). Early literacy programmes in public libraries: best practice. Librarianship in Practice, 65, 121-129. doi:10.1080/00049670.2016.1121770

Ghoting, S. N., & Martin-Diaz, P. (2013). Storytimes for everyone: Developing young children’s language and literacy. Chicago, IL: American Library Association.

History of preschool storytimes. (n.d.). Retrieved December 2, 2018, from American Library Association website: http://www.ala.org/tools/history-preschool-storytimes

Home page. (2018). Retrieved from Public Library Association and Association for Library Service to Children website: http://everychildreadytoread.org/