It's Playtime!

            Play is shown to be a critical component to early literacy and overall child development. It can help develop language by talking cooperatively with friends. It can help develop fine motor skills by holding small items. And most importantly it can help children build a sense of exploration and curiosity that they can extend to future learning. Play is vital part of children’s ability to learn. When discussing play, Ghoting and Martin-Diaz (2013) notes that “young children learn best when they are building on what they know, … [symbolic play helps] children develop high-level thinking and language, use their imaginations, incorporate problem solving, and practice self-regulation,” (p.23). Children explore through play and learn new things. A pair of children who are making mud pie may appear to be spending their time frivolously. But in actuality they are learning problem solving, (how much mud is too much for this pan? How do I get it all to fit? Can I get a bigger pan?) language skills through peer conversations, and learning self-regulation by taking turns.

            In addition to this, learning through play extends beyond the realm of preschool into future grades. In surveying the academic capabilities of children throughout school, Marcon found that children who had a more structured, teacher led preschool experience “earned significantly lower grades than those who had been allowed more opportunities to learn through play,” (Kohn, 2015, para. 13). Children who are allowed to play and discover when they are younger are better prepared for school. They have learned the skills that allow them to succeed in the future.

            Seeing the importance of play for families, many libraries have begun to incorporate this early literacy staple into their library programs and services. Bastiansen and Wharton (2015) have noted many libraries who have created toy libraries in order to overcome barriers to play such as cost for high quality toys, a more restrictive preschool curriculum, and neighborhood safety concerns. Toys and puppets are circulated freely for patrons to enjoy quality play time with their children, with one library collection of over 1000 items for checkout (Basteansin & Wharton, 2015). This allows patrons to play with their children at home without any barriers. Families are able to connect with each other over play while children learn that the library is fun place with books and toys.

            The Cleveland Heights- University Heights Public Library has taken this dedication to play one step further. The library has completely renovated a room to become a PLAYroom for young children (Dickerson, 2012). The room has toys, play stations, cozy reading nooks, a Spin a Story, and many more items that are inviting to families (Dickerson, 2012). This room illustrates that the library values family play by designing the room around it. The play doesn’t stop with just the room. Storytimes have been integrated into the room to invite play activities at the end of each program. Dickerson (2012) notes that if a storytime theme is food they would end the program by putting on aprons and making a pretend meal with the children and parents (p.14). The storytime program becomes and invitation for parents to play with their children in the library and connect. In addition this playtime with the librarian allows staff to model for parents best practices for learning through play with their children.

            In examining all this information surrounding play, it makes me very excited to be working towards a career as a children’s librarian. We have the opportunity to build our programs around play. Whether this means bringing a few props to incorporate dramatic play into a story with children or bringing in recycled materials to “build” a robot together, playing with children allows them to explore and learn while they grow.

            But of course, as a librarian, I like to play too!

References

Bastiansen, C. & Wharton, J. (2015). Getting ready for play!. The Journal of the Association of Library Services to Children 13(4). Retrieved from http://web.b.ebscohost.com.libaccess.sjlibrary.org/ehost/pdfviewer/pdfviewer?sid=8eab16da-c77b-417e-8bf4-755fd8c2b10a%40sessionmgr103&vid=0&hid=101

Dickerson, C. (2012). The preschool literacy and you (PLAY) room. The Journal of the Association of Library Services to Children 10(1). Retrieved from http://web.b.ebscohost.com.libaccess.sjlibrary.org/ehost/pdfviewer/pdfviewer?sid=f8ecdf1e-9a00-41e1-a489-06267c06515f%40sessionmgr106&vid=0&hid=101

Frymire, M. (2012). Untitled image of child with painted hands [Online image] Retrieved October 31, 2016 from http://www.kcparent.com/KC-Parent-Blogs/Marisa-Frymire/March-2012/What-Will-Your-Kids-Remember/PLAY.jpg 

Ghoting, S. N., & Martin-Diaz, P. (2013). Storytimes for everyone. Chicago, IL: American Library Association
Hadsall, J. (2014). Untitled image of children and parents in library [Online image]. Retrieved October 31, 2016 from http://www.kcparent.com/KC-Parent-Blogs/Marisa-Frymire/March-2012/What-Will-Your-Kids-Remember/PLAY.jpg 

Kohn, D. (2015, May 6). Let kids learn through play. The New York Times. Retrieved from http://www.nytimes.com/2015/05/17/opinion/sunday/let-the-kids-learn-through-play.html?_r=0

Breaking News!

            This past week the American Academy of Pediatrics (AAP) altered their guidelines for screen exposure for young children. After re-evaluating how much screens have become a part of the daily lives of children from entertainment to school work the AAP has taken the time to rethink their guidelines. The recent change notes that for children between the ages of 2 and 5 screentime should not exceed 1 hour daily (Middlebrook, 2016). However, in allowing this hour the AAP asks parents to switch emphasis from “WHAT is on the screen to WHO else is in the room,” (Kamenetz, 2016, para. 4). Parents should watch media with their children and begin to “‘help children understand what they are seeing, and help them apply what they learn to the world around them’” (Kamenetz, 2016, For Preschoolers Age 2 to 5 section, para. 4). Parents should focus on interaction with their children when using media. The screen should be a conduit for learning and interaction between parent and child, not a distraction.

            This focus on parent interaction is very similar to other research that has been conducted on screen use for young children. The Zero to Three organization released research based guidelines on screen use for children under 3. In the guidelines they note participation and interaction during screen time being vital to child development (Lerner & Barr, 2014). Zero to Three further suggests that by interacting with children during screen time parents can “help children bridge the gap between content they are exposed to on screens—new words and concepts—and their real-life experiences,” (Lerner & Barr, 2014, p.3). Parents can use screens to help their children learn and connect but they must be present and aware of the content on the screen in order to help their children connect it to their physical life.

            But what does this mean for early literacy in the library? A recent trend in libraries has been the integration of digital technology such as iPad applications and eBooks into preschool storytimes and in teaching early literacy. Watertown Free Public Library integrates new screen technology into their weekly storytime by providing patrons with iPads at every storytime and the Darien Library in Connecticut has begun circulating iPads preloaded with applications to help in teaching early literacy skills (Samtani, 2013). Proponents of integrating this new technology into the library note that these applications can help families who are just beginning to learn the English language and that by providing families with high quality, educational applications, the library is promoting their use in the home (Samtani, 2013). Constance A. Keremes, a youth librarian in Texas, notes that storytimes are for modeling early literacy skills and in having screen technology in the library, staff can model how parents should use these applications stating “many parents need guidance in helping to make the most of those apps so that children have an enriching experience that will promote cognitive development and spark imaginative play” (Hill, 2014, p.18). By integrating iPads and eBooks into a library storytime librarians can illustrate to parents the best practices for using this new media with children, in much the same way librarians use books.

            However, some librarians still remain skeptical about the use of this technology in libraries and storytimes. Many worry about the effects of screens on a still developing brain. Kathy Kleckner, a children’s librarian in Minnesota notes “‘my main concern is the vulnerabilities as [children's] brains develop,’” (Samtani, 2013, p. 14). She further notes that in using applications to tell a story creates a loss of human interaction which is crucial to child development (Samtani, 2013). If a librarian is to rely solely on the iPad for their storytime they can create an ineffective storytime program that hinders child development.

            The use of screens in storytime and the library is a highly contested issue. While iPads and eBooks in storytime can help to model positive interaction with screens to parents it can also hinder human interaction during the story hour. Ultimately the librarian must weigh the pros and cons of using this new technology and decide for themselves as to what is best for their community and their young patrons.

            What are your opinions on screens in storytime? Please leave a comment and let me know.

References

Hill, N. M. (2014). Multimedia storytimes. Public Libraries 53(5), Retrieved from http://web.b.ebscohost.com.libaccess.sjlibrary.org/ehost/pdfviewer/pdfviewer?sid=d0fa8a67-cb6c-4078-a174-3be3c465f307%40sessionmgr103&vid=1&hid=101

Jones, B. (2013) Untitled picture of children and parents with iPads during storytime [Online image] Retrieved October 30, 2016 from https://littleelit.files.wordpress.com/2013/02/skokiejoint.jpg

Kamenetz, A. (2016, October 21). American Academy of Pediatrics lifts ‘no screens under 2’ rule. NPR. Retrieved from http://www.npr.org/sections/ed/2016/10/21/498550475/american-academy-of-pediatrics-lifts-no-screens-under-2-rule

Lerner, C. & Barr, R. (2014). Screen sense: Setting the record straight. Retrieved from file:///C:/Users/Rachel/Downloads/Screen%20Sense%20Key%20Findings%20(2).pdf

Middlebrook, H. (2016, October 21). New screen time rules for kids, by doctors. CNN. Retrieved from http://www.cnn.com/2016/10/21/health/screen-time-media-rules-children-aap/

Samtani, H. (2013). Libraries “app up” storytime. School Library Journal 59(1). Retrieved from http://web.b.ebscohost.com.libaccess.sjlibrary.org/ehost/pdfviewer/pdfviewer?sid=589482d1-8a37-4554-89e3-bed1fc4b0bc0%40sessionmgr103&vid=1&hid=101

[Untitled picture of children and iPad]. Retrieved October 30, 2016 from http://surepointspy.com/wp-content/uploads/2016/08/o-KID-IPAD-facebook.jpg