|
              
|
 |
 |
|
 
Take Polaroid snapshots of each participant’s face to read.
Ask the students to consider these pictures form their baby’s
point of view. Get them to point and name one feature or detail
in turn, beginning with the obvious (eyes, nose, lips, cheek)
and getting more involved (red hat, white teeth) and finally
feeling states (grumpy, happy, sleepy.) Isn’t a face the
first book a baby reads? |
|
|
 |
|
 |
|
|
|
|
Get moms to share reading wordless picture books aloud to each
other. Removing printed words liberates them to be creative.
They can tell stories from picture prompts. Each story is ‘correct.’
It can be told in any language and be as expansive and detailed
or as brief as the reader desires. It’s great fun too.
|
|
|
|
|
|
|
|
Small board books are valuable, not the least because they are
eminently portable, sturdy, and entertaining. These earliest
books for babies and young children are like toys. They are
chewed on, dropped, and played with. Babies can hold the chunky
little objects, and use them for early games of peekaboo. Some
of the books have lift-the-flap elements that a child can play
with, and sometimes tear. The peekaboo game is irresistible,
and ties in developmentally with babies’ growing awareness
of separation and individuation.
Most parents find board books irresistible too, and the more
new moms get a chance to play with books, like their babies,
the more they will realize how much fun, and how interactive,
all books can be. Books are invitations, and ask us to spend
enjoyable time together.
|
|
|
|
|
 |
|
|
|
|
Picture books for children offer parenting tips and psychological
insights as well as pleasure to their readers. Therefore,
the more books offered to READ TO ME participants the better.
One or more sessions can be devoted to reading through stacks
of picture books, perhaps grouped according to a theme. Some
topics might be humor, families, sibling rivalry, separation,
or nighttime fears. Most books describe an adventure in pictures
and well-written stories. Usually the main character has a
problem, and in some way resolves it. Moms can anticipate
the pleasures in reading picture books, and can also begin
to trust that they will learn something from the manner in
which the main character, even if it is a fish or a bunny,
copes with a problem.
|
|
|
|
|
|
|
|
Linking with the local public library children’s room is
essential. Students can get or renew their library card, and
most librarians can do a toddler or a lap-sit program for the
group. If the children are not in daycare together, this library
visit functions as a group field trip, and allows the mothers
and babies to socialize. |
|
|
|
|
 |
|
|
|
|
This workshop is always fun. But it also requires ample preparation
in order to be successful. Among the possible projects, making
luggage tag books appear to be the most satisfying. The materials
you need include:
| |
| |
 Old magazines and catalogues
Luggage (Shipping) Tags
Marking Pens and Crayons
Stickers and Stencils
Plastic/Metal Key
Rings/Fasteners
(No rough edges and bigger than a quarter)
Tape or Laminating Sheets
Scissors and glue |
| |
It is advisable to have available both hand-made and simple
concept board books-- and adequate workspace. The materials
to be shared can be placed in a central location. While the
moms work, you can play audiotapes of music or nursery rhymes
for children.
|
|
|
|
|
|
|
|
A visit by an author-illustrator of children’s books personalizes
the world of picture books by describing the creative process
and how they bring about the actual publication of the work.
They function as models, and further widen a young parent’s
world.
If possible purchase copies of the published work for the
mothers. The writer’s autograph carries some additional
value, which insures that the book will become part of a growing
personal library. All readers in the child’s family will
read this book to themselves and to the baby.
|
|
|
|
|
 |
|
|
|
|
“Rehearsals,” that is practicing reading, can be part
of each workshop, or specially organized times, depending on
the easy availability of the babies. Mother-baby pairs read
in their own way. READ TO ME leaders can point out the positives,
emphasizing whatever might help the mother to catch the moment
and repeat it with her child at home, or on the bus. |
|
|
|
|
|
|
