Imagination Station - Birthday Party

This month's "Imagination Station" program happened to fall on the day before my birthday, and since my birthday-themed storytime last year was such a hit, I thought a birthday party theme would also work really well for an Imagination Station program, and be a lot of fun.

Program: Imagination Station - Birthday Party

Ages: 2-6 

Number: Up to 20 children and their caregivers

Budget: Around $20 for decorations and purchased literacy activity set; everything else we already had

Skills & Concepts: Imagination, creativity, expressive language, socio-emotional, early literacy, math literacy, fine motor

Activities:

1. Read-Aloud
   
   
   
   I gathered everyone in the children's department for a brief introduction, read-aloud, and description of activities.
   
   I selected If It Were My Birthday Party from the Cat in the Hat beginner books series by Random House because it had a great rhythm to read aloud and touched on all the various aspects of a birthday party. All the kids who wanted to share got a chance to say something about their birthday or how old they were.
   
   Then I briefly described the activities I had set up and led everyone into the program room. 
   
   [print motivation, vocabulary, background knowledge, phonological awareness]
   
   
2. Dramatic Play
   
   
   
   
   As always, the program was centered around a dramatic play area. I set up our play kitchen, market stand, and a table with play dishes, two different birthday cake play sets, play cupcakes, pizza set, a toy camera, and nesting present set, along with enough party hats and a few decorations (I would have liked to add helium balloons, but didn't have the budget for that, unfortunately).
   
   [Imagination, creativity, expressive language, socio-emotional skills, cultural literacy]
   
   
3. Pin-the-Tail-On-the-Donkey
   
   
   
   
   What's a birthday party without a classic party game? Though it's pretty self-explanatory, I put the donkey poster on the wall, with several tails with tape on the back, and a scarf to use for a blindfold. Traditionally, the player is blindfold and spun around 3 times, then they attempt to put the tail on the donkey's rump.
   
   [motor skills, proprioception]
   
   
4. Felt Board
   
   
   
   
   I put the birthday cake and balloon felt sets I had made last year on the flannel board, along with the accompanying rhymes.
   
   [fine motor skills, phonological awareness, counting down, rhyme, color identification]
   
   *The remaining language and math literacy activities were selected from a set I purchased from Jackie Kops of 'Pocket of Preschool' on Teachers Pay Teachers to save time due to the end of summer crunch. 
   
   
5. Birthday Words
   
   
   
   
   I used a selection of birthday words from the purchased activity set I had printed, laminated, and attached magnets on the back, along with our set of magnetic letters (both upper- and lower-case) with a written prompt on the magnetic dry erase board.
   
   [letter recognition, fine motor skills, phonics]
   
   
6. Tracing Center
   
   
   
   
   I put out two activities, an alphabet tracing sheet and a balloon coloring/tracing/cutting sheet with crayons for coloring and tracing and scissors for cutting along the lines.
   
   [fine motor skills, letter recognition, writing, scissor skills]
   
   
7. Dot-Painting
   
   
   
   
   Roll the die, count the number of dots, then color in the appropriate number on the birthday cake sheet. I also provided a regular dot-painting cupcake printable since kids really love using the dot painters.
   
   [fine motor, counting, number recognition]
   
   
8. Coloring
   
   
   
   
   One sheet from the purchased set featured birthday candles arranged in a pattern, prompting the child to finish the color pattern, then I added some regular birthday-themed coloring sheets as well as blank paper. I provided regular, jumbo, and egg-shaped crayons (all washable).
   
   [fine motor, color identification, pattern recognition, pre-math & science]
   
   
9. Book Display
   
   
   
   
   I put several birthday-themed picture books on display for reading together during the program or checking out.

How It Went

I had initially envisioned having a lot of fun planning activities for this program, but since it fell at the end of summer reading and I had been slammed with outreach visits, delivering prizes, and compiling statistics, I ended up having very little time to plan and prep this program, so I purchased a birthday-themed literacy and math activity set online. I felt a little guilty for taking the easy way out and not doing more creative activities I developed myself, but I shouldn't have as everyone seemed to have a great time, and I got a lot of positive feedback from caregivers. Also, I was excited that several of the books I displayed actually got checked out for once!

The dramatic play area and dot-painting were definitely the most popular activities, and probably the only two that pretty much everyone did. Several did the Pin-the-Tail-on-the-Donkey game, and tolerated both the blindfold and being spun around just fine; the kids thought it was fun, and the caregivers appreciated the nostalgia. I don't think anyone did the letter tracing or pattern sheets, but some did take them home to do later, but a few did do the scissor-skill sheets. 

What I Would Do Differently
If I were to do this again and had more time to plan and prep, I would like to incorporate more party-game based activities, somehow with a literacy, math, and/or science twist added, and have a pinata. It would also be fun to have wrapped giveaway books so everyone could have a present to open, and if I had the budget I'd do more decorations. But this experience was also a good reminder that I don't have to re-invent the wheel every time, and that it is perfectly okay to take advantage of shared/purchased resources! I always remind myself that while I may feel guilty or disappointed I couldn't do something the way I had originally envisioned, the participants don't know what my original "grand vision" was and always seem happy with the end result.

Summer Wrap-Up & Reflection

 

I began working at this library last year after summer reading had started and most of my first two months was spent doing a plethora of trainings required by the city and the library, so this was my first full experience with summer reading here (though the 13th summer reading of my library career!). 

I am now working in a larger library system where the summer reading program is designed centrally and branch librarians don't really have any significant influence. It is a typical incentivized reading program, with logging books read to earn a small prize and an entry into drawings for grand prizes. While I'm not a fan of this style of incentivized reading program, I've already written extensively about that in previous articles, so I am just going to focus on my programs and general observations specific to my experience at my branch. 

This system does not follow either CSLP or iREAD themes, and instead chose a "Wild About Reading" theme, with each location selecting a different habitat/biome and mascot. My location chose the "Deep, Dark Sea" for our theme and the Giant Squid as our mascot. We did not have a lot of time or money to spend on decor, but I hung some jellyfish from the ceiling, put some fish cutouts on endcaps, and created a mural in the children's area and put out a bunch of cutout fish for kids to write their names on and add to the mural. I also set up a deep sea diorama in a small aquarium with sand, plastic sea creatures, and a few others molded out of modeling clay. In addition, there was a deep-sea creature scavenger hunt that ran all summer that included a couple of facts about each creature and links to our catalog and an aquarium website for more information about deep sea life.

To give some context, the library where I currently work is a small neighborhood branch with lower circulation, program attendance, and foot-traffic in comparison to most of the other locations. We are in a lower-income area that has an aging population and a large immigrant/refugee population. There are not as many families with young children, and most people that come to the library are looking for internet access, printing, copying, faxing, and other technology assistance rather than books or programs. We are not well-funded and the programs at our branch do not get much support from the PR department. As a result, summer reading here is very different from any place else I've worked; rather than being super hectic and busy it is generally somewhat slow and quiet.

I am happy to say that this summer showed a significant increase in circulation, foot-traffic, and especially in program attendance and outreach over last summer! Partly because there are more of us available to do more programming and outreach now, but I also think that having more consistency in scheduling and targeted age ranges and offering programs with a broader appeal and more appropriate for each age range made a difference. We also received a large grant the previous fall which allowed the purchase of many desperately needed materials and supplies for programming, including both reusable and consumable materials, manipulatives, and furnishings. While I don't like to focus too much on stats, it is gratifying to see such a big increase in the year I've been there and to know I played a part in that. 

I am responsible for programming and outreach for ages birth through twelve; each week I had family storytime and a program for elementary ages, alternating outside performers with programs I presented. In addition to the weekly programs I continued the monthly "Imagination Station" and "Little Explorers" programs for preschoolers, monthly Pokémon Club for elementary/middle school ages, and offered bi-weekly "family fun" programs on Saturdays. I also had regular outreach storytimes each week, and several one-off outreach visits to kindergarten and literacy camps at nearby elementary schools. In total I designed and presented 26 in-house programs, hosted 4 programs presented by others, conducted 26 outreach programs at 8 different schools/daycares, plus dropped off reading logs and delivered prizes over the course of 9 weeks.

Here's a quick run-down of the various programs and how they went:

• Family Storytime - Not well-attended. Themes included giant squid, wild about reading, red panda, ocean/fish, sharks, ice cream, butterflies, and space. Though I did at least have 1-2 families each week, it was a different 1-2 families each time, and generally not people from our neighborhood, so no continuity or ability to build relationships. It seems people would drop in only if they weren't going to be able to make their usual storytime at another location that week or were visiting grandparents and looking for something to do. No matter what I try, I cannot build a successful storytime program here.🙁 I would drop it altogether since I have other early childhood programs that are well-attended and so much outreach is needed if the powers-that-be would let me.
  
  
• Preschool Programs - very well-attended, particularly the Imagination Station programs
• Imagination Station-Under the Sea
• Little Explorers-Music
• Imagination Station-Science Lab
• Early Explorers-Art - Talked about kinds of art, expression, etc., read Arlo Draws an Octopus by Lori Mortensen & Rob Sayegh, Jr., and Anywhere Artist by Nikki Slade-Robinson, then provided a wide selection of art supplies for open-ended creation (heavy art paper, colored paper, craft glue, glue sticks, scissors, decorative-edge scissors, dyed macaroni, pipe cleaners, modeling clay, crayons, markers, dot painters, brush markers). Kids really had fun with it and I saw lots of variety and creativity!
  
  
• Elementary Programs - overall well-attended (though targeted for ages 6-12, older and younger kids were accomodated when possible, or offered alternative activity for safety).
• Deep Sea Creature Crafts - very well-attended, choice of creating a giant squid from painted bottles and bubble-wrap strips (must use acrylic paint) or a pop-up anglerfish paper craft (or both if they had time).
  
  
  
  
  
• Fuse-Bead Art - well-attended, provided a variety of patterns and assorted colors of fuse beads with pegboards and forceps, I did all the ironing.
• Fingerprint Art - well-attended, showed a few examples, provided a copy of one of Ed Emberley's books on each table, along with a washable-ink pad palette, paper, colored pencils and skinny markers for adding details, and a pack of wet-wipes for cleaning hands. I also asked all participants to wash hands at the beginning so stamp pads would last longer (i.e. not get nasty with mold, bacteria, and yeast).
  
  
  
  
  
• Ocean & Beach Slime - very well attended! Went over chemistry of slime and recipes for both versions with slide presentation, then passed out pre-measured glue, borax solution, and additives (sand and tiny shells for beach slime; blue food coloring, assorted blue, green, & iridescent glitters, and fish beads for ocean slime).
  
  
  
  
  
• Shark Week - Shark trivia, jokes, and pony-bead shark keychain craft. The keychain proved to be a little more difficult that anticipated, requiring me to create my own pattern and very detailed step-by-step instructions based on this video, as well as offer a fuse-bead shark craft as an alternative. Several kids did opt for the more simple fuse-bead version, but a few kids and a couple of adults did do the pony-bead version, one kid did both, and a couple of others made more than one fuse-bead shark.
  
  
  
  
  
• Pokémon Club - had much higher attendance in May, June, and July than during the previous school year.
• Bike-Safety Rodeo - this was a free program provided by a community partner. Attendance was ok, but not as high as for in-house programming, and I have to admit I was rather underwhelmed by it.
• EMS Explore-an-Ambulance - another free program provided by a community partner. Though it was offered in the usual elementary program time slot, it had more appeal for younger kids, and also was a little underwhelming. In hindsight, I should have paired it with a related storytime for younger kids instead and tried to get fire and police as well.
• Dance Your Favorite Stories - This was a paid program from local dance theatre that turned out to be a bit more of a movement storytime better for younger kids, and just in general probably not the best fit for our community. It was not well-attended, and though a handful of kids from a community group that just happened to be at the library tried it, they got bored and left halfway through.
• Magic/Comedy Show - Another paid program from a local performer, this was really more of a comedy show with a few slight-of-hand tricks than a serious magic show, but the audience of mostly 4-8 year-olds loved it. The attendance was pretty good, though still ended up being a bit pricey per-person. But I would consider booking again.
  
  
• Family Fun Programs - lower attendance than weekday programs, but enough to be worth doing to have something for families who could not attend weekday programs.
• Shrink Art - provided assorted pictures tied to our summer reading themes for tracing, colored pencils, and colored sharpies; also reminded they could draw whatever they wanted. 
  
  
  
  
  
• DIY Puzzles - offered blank puzzles in 9-pc or 24-pc sizes to draw and color their own. Also had a large 36-piece blank community puzzle for each person to do one piece, but not high enough attendance to get very many pieces done. I put it out on the floor for others to do, but people just didn't have interest or just didn't get the concept. I ended up having to get staff to do a lot of them, two pieces went missing, and one mom let her kids scribble on all of the remaining pieces instead of just doing one. I love the idea of collaborative art, and was really disappointed that this activity didn't really work out like I'd envisioned.
  
  
  
  
  
• Construction Zone - put out Legos, Duplos, Mega Bloks, foam blocks, star builders, and stretch-and-connect builders.
• Summer Finale - very low attendance, won't bother next year. Had ice cream cones, popsicles, chips, water, and lemonade for refreshments; sidewalk chalk, bubbles, ice-painting, and scratch-art for activities, plus books to give away. Had so much left over. I think people were already in back-to-school mode or attended much larger, flashier, more exciting finales at the larger locations with more staff and more money.

All in all, though there were a few disappointments and lessons learned, I was very happy with how my summer programming went and felt it was pretty successful despite having such a low budget ($500) and getting almost no publicity. I tried to design my programs using materials we already had as much as possible, and took advantage of a couple of free programs from community partners. The community here really prefers craft programs, and luckily we are able to do a lot with fairly inexpensive materials. I do miss doing more science programs, but I am trying to work it in as much as I can with the limited supplies we have (baking soda and vinegar are my friends!). It has been a huge adjustment going from having a very healthy programming budget to having almost nothing, and really limits what I'm able to offer, but I'm doing the best I can with what I have.

If I am still here next summer I am going to mostly forego outside performers/programs in favor of better-attended in-house programs, and just book one or two performers that have proven to be able to draw a decent crowd, call the last regular program our finale and give out popsicles afterward and call it a day. I have also learned that even though summer reading at this location is not the typical super-busy-all-the-time summer I am used to, I am still worn out by the end of it because of all the additional outreach that we do here, and I am definitely going to build in a slight break next August to allow time to catch my breath, clean, organize, and prep for fall programs; I'm really regretting I didn't do that this time.

So how did your summer go? What were your biggest successes? Biggest disappointments? Lessons learned? Any first-timers out there want to share?

Imagination Station - Science Lab

 

This theme was inspired by a popular station from my very first Imagination Station program. As part of an overall “Veterinary Clinic” theme I had set up a “Laboratory” station with a toy microscope and a simple experiment with water, vinegar, and baking soda that proved to be a hit with the kids. I knew then that I wanted to do a whole laboratory-themed Imagination Station at some point.

Program: Imagination Station - Science Lab

Ages: 2-6 

Number: Up to 15-20 children

Budget: Around $30-50; some items purchased can be reused, others we already had on hand 

Skills & Concepts: Imagination, creativity, expressive language, socio-emotional, early literacy, fine motor, cause-and-effect, observation, science vocabulary

Activities:

1. Read-Aloud
   
   
   
   I first gathered everyone in the children’s department for an introduction and read-aloud. I introduced myself and told them that before I became a librarian I used to be a scientist. Then I asked them what they thought a scientist is and does and discussed their answers, which led us to reading the book We Are All Scientists by Ellen Ochoa.
   
   This is a great little book that introduces the concept of science and scientists, using short and simple text and relatable illustrations that portray a few different types of scientist. We followed that with a discussion of a couple of other types of scientists that were not in the book such as Paleontologist, which led to a discussion differentiating paleontology from archaeology.
   
   I informed them that we were going to pretend to be scientists today and that there would be things for dress up and pretend play, as well as actual experiments to do. I explained one very important thing about science is safety and following instructions so that we stay safe and so that our experiments work right. I went over safety rules, including no eating, drinking, or putting anything in our mouths, keeping our hands away from our mouths, faces, and eyes; and washing hands afterward, then led them into the program room and explained the various stations. 
   
   [Print motivation, vocabulary, background knowledge]
   
   
2. Dramatic Play  
   
   
   
   
   I set up the market stand as a laboratory supply station and stocked it with some Erlenmeyer flasks that my supervisor happened to have, graduated cylinders and beakers that I had, test tubes that I purchased, child-sized lab coats and safety glasses that I got from a programming kit from the main library, and a toy microscope that was my daughter's. I added a sign with pictures and names of some of the scientific equipment, and placed a small table nearby. 
   
   [Imagination, creativity, expressive language, socio-emotional skills, functional print, vocabulary, background knowledge]
   
   
3. Discovery Zone  
   
   
   
   
   I set a variety of materials on a table - bugs, seeds, leaves, flowers, fossils, wood chips, and geodes - along with magnifying glasses and discovery tubes from Lakeshore Learning that I also got from the science programming kit. The sign on the table prompted them to observe characteristics such as shape, size, color, texture, structure, and weight. 
   
   [Fine motor skills, observation skills, sensory exploration, background knowledge]
   
   
4. Oobleck  
   
   
   
   
   I made a large batch of oobleck, which is a super-thick slurry of cornstarch and water (approximately one cup of water per two cups of cornstarch) that forms a non-Newtonian fluid. This means that it behaves both as a solid and a liquid, depending on the forces acting on it. If a strong force acts on it, such as hitting it with your hand, it feels like a solid, but when under very weak forces it behaves as a liquid. You can peel it away from the bowl and pick up a chunk that initially seems dry and solid, but as it sits in your open hand, it becomes a liquid and starts oozing through your fingers. This is messy, but oh-so-fun and fascinating, and relatively easy to clean up.
   
   [Sensory exploration, vocabulary, background knowledge]
   
   
5. Lava Lamp
   
   
   
   
   I have seen this done previously many times using Alka-Seltzer tablets, but I really didn’t want to use that due to expense and safety as they contain aspirin, which isn't even necessary for the experiment. I searched and discovered that you can get the same effect much cheaper and more safely using baking soda and vinegar.
   
   For the small cups, we were using it only needed one-quarter teaspoon of baking soda in the bottom, then fill about halfway with either mineral or vegetable oil. Then add food coloring to vinegar and use pipettes to drop the colored vinegar in slowly. The colored droplets of vinegar are more dense than the oil so they will sink to the bottom, where they then react with the vinegar and produce bubbles of carbon dioxide which bring the droplets back up to the surface, where they sink again as the CO2 dissapates.
   
   [Fine-motor skills, pincer grasp, colors, observation, cause & effect]
   
   
6. Color-Changing Cabbage Juice
   
   
   
   
   Purple cabbage contains pH-sensitive pigments called anthocyanins that are purple at neutral pH, but change to shades of magenta or pink when in an acidic environment, and turn blue or green in alkaline environments. I gave them sparkling water, lemon-lime soda, vinegar, lemon juice, and baking soda to add to the cabbage juice to observe the color changes. (For more details on this and how to extract the pigments from the cabbage see my previous "Making a Natural pH Indicator" post.)
   
   [Fine-motor skills, pincer grasp, colors, observation, cause & effect]
   
   
7. Microscopy
   
   
   
   
   The science programming kit I borrowed from the main library also came with microscopes, so I set up one with a provided slide of the cross-section of a plant stem and the other with a slide of a honeybee wing.
   
   [Fine-motor, vocabulary, background knowledge] 
   
   

How It Went

I would say this one was a hit, and I was very pleased with the turnout and how it went. Kids and adults really got into the different experiments and did a great job following directions! For once it seemed like everyone was doing and using everything the way I had intended, and there was plenty of pretend play going on as well. I was very pleasantly surprised at how little mess there was overall; even with all the various liquids used in the two experiments there were no big spills, and though of course there was some mess with the oobleck, it was not nearly as bad as I had expected.

What I Would Do Differently

This went so well the only thing that I would really change would be to not bother putting the real microscopes out. These were very low quality microscopes, and even with good microscopes it’s very difficult for children to see anything or understand what they are looking at, and I don't think they got anything out of this station other than a little frustration. One would need to have a better quality microscope, and one capable of projecting to a screen so the kids can see easily (and you can be sure of what they are seeing), but for this age the toy microscopes that have “slides“ made with photographs are a much better choice. Next time I'll also try to have a little better selection of things for the discovery table, with a few more different types of rocks and crystals, feathers, live insects, shed reptile skin, etc.

Little Explorers - Music Exploration

 

In addition to the new "Imagination Station" program I started at the beginning of the year, I also started a second monthly early childhood program with a slightly different focus. I initially called it "STEM Storytime", thinking that if families weren't coming to regular storytime, maybe they would come to one that was a little different and that no other location was offering. "STEM" is an educational buzz-word most parents are familiar with, and my other area of expertise.

However, after four months it just wasn't really coming together - I was having trouble settling into a format and coming up with cohesive ideas, there was confusion as to what the program was and who it was for as our PR department didn't market it appropriately, and attendance wasn't great. I suspected that people just weren't interested in anything called storytime, because either they felt they could do that at home or they attended storytime at another branch. I decided to test the theory by re-naming the program "Little Explorers", which would also give me a little more wiggle-room in program design.

This week was my second program since the name change, and not only have I seen attendance increase, I was really happy with today's program. I decided to take advantage of the broader focus of "exploring" and take a break from STEM. I was initially thinking of "exploring the arts" and having activities to represent different art forms, including music, but ultimately decided to focus just on exploring music and save exploring art for another time.

I ended up following a similar format to storytime, alternating books with extension activities, with a craft and activity following. I started with a hello song, described what we would be exploring today, then read the first book, Music Is... by Brandon Stosuy and Amy Martin. 

This book is a great introduction to musical discussion. With sparse text and simple illustration, it presents various aspects of music - music can be loud or quiet, fast or slow, sad or happy - as well as introducing some musical terms such as a cappella, instrumental, and acoustic. A glossary is provided at the end as well. This is a boardbook, so would not work as well for a large audience.

After that I played a few clips of different pieces of music and we discussed how they made us feel, or what they made me think of. I didn't have time to put a great deal of thought into these, so it's a little random, but I did try to include a mix of classical and contemporary music. I've listed them below, followed by the answers the kids gave as to how it made them feel or what it made them think of, and anything else I added to the discussion in italics:

• Grieg's "Morning Mood" - spring, morning, sunrise
• Theme from Jaws - Baby Shark, scared, Jaws (from an older sibling), suspense
• "Happy" by Pharrell Williams - happy, dancing, fun
• Brahm's Lullaby - sleepy, bedtime, calm
• Beethoven's 5th Symphony - angry
• Baby Shark by Pink Fong - fun, silly
  
  

Next I read Music Is In Everything by Ziggy Marley and Ag Jatkowska (based on Ziggy Marley's song). Where the first book described different aspects of music, this book showed how music is bigger than the singing and instruments we typically thing of, and can be found everywhere - in the sound of the wind or rushing water, laughter, banging pots together, or homemade rice shakers (which tied in well with the craft at the end of the program).

This book is also great because it shows a multi-generational extended family coming together for food and music, with diverse ages, skin-tones, hair styles, clothing styles, and body types represented.

I followed this with a discussion of ways we could make music without using formal instruments: singing, whistling, clapping hand, slapping hands on thighs, smacking the floor, snapping fingers, patting tummies like a drum, stomping feet, clicking tongues... 

Our final book was one that I was familiar with from my time on the CLEL Bell Book Awards committee in 2021-2022. ROAR-chestra! A Wild Story of Musical Words by Robert Heidbreder and Duýan Petricic was a finalist that year as a high-quality children's book that provides excellent support of early literacy development in the "Sing" category of the five early literacy development practices (read, write, talk, sing, & play). Roar-chestra! is a very fun book that introduces several Italian musical words (allegro, adagio, staccato, glissando, dolce, fortissimo, and pianissimo) given by the conductor, and then explained with lyric text and demonstrated by a group of animals on the next spread. 

Prior to reading the book, I handed out instruments to all the kids, telling them that to save time I was going to hand them out and they had to just "take what you get and don't have a fit", but that they would have plenty of time to explore all the instruments afterward. I explained we were going to explore different musical terms with the books, and that I would first read the term and description, and then they would act it out with their instruments. They did surprisingly well at stopping after each and letting me read the next one. Needless to say, "Fortissimo!" was their favorite 😉.

After we finished the book, I explained how to make the simple instrument craft (below) and released them to craft and/or explore the instruments, which was followed by a lovely cacophony that only a group of enthusiastic, but untrained children with a random assortment of percussion instruments can make. We had drums, tambourines, cymbals, bells, hand-clappers, rhythm blocks, triangles, guiro/crow sounder/agogo blocks, maracas, and egg shakers. Which brings me to a question, just WHY are sets of musical instruments for children always ALL percussion?? I get not having any woodwinds for hygienic reasons, but why not some simple stringed instruments as well?

Craft Activity

I've done this simple noisemaker craft twice before for Noon Year's Eve parties, and it's always a hit. Simply put some dried beans or rice (a spoonful is enough) in the middle of a small paper plate, invert a second paper plate over it and staple, glue, or tape around the edges of the plates to seal them together. Kids can decorate with markers, crayons, or stickers as desired. Then, shake, shake, shake!

[I tried it with the stick handle the first time, but found it was more trouble that it was worth and omitted it this time.]

How It Went 

It started pouring rain about 15-20 minutes before the start of the program, which I thought would kill attendance. But I was very pleasantly surprised as families started trickling in, and a few more trickled in after I started. I ended up with a total of 14 kids and seven adults, which was the perfect amount. The kids seemed to really enjoy it, and participated and responded exactly as I'd hoped. It was loud and noisy as it always is when we get the instruments out, but the unbridled joy on their faces makes the temporary sensory overload worth it. Predictably, the drums, cymbals, and bells seemed to be the favorites.

What I Would Do Differently

I was really happy with how this program went, so I don't think I would really change much other than to put a little more thought into the playlist of music we sampled, though I think what I used was fine. For older kids, like elementary and up, I would have talked about different genres and played samples, but for preschool and under I think talking about how music made us feel or what it made us think of was more appropriate. One thing I would add is a simple rhythm exercise, where I would clap out a rhythm and they would repeat it back, either with clapping or with instruments. I meant to do that, and somehow completely forgot.

Imagination Station - Under the Sea

 

The library system I currently work for doesn't use either CSLP or iREAD and instead comes up with their own theme for summer reading. This summer it is "Wild About Reading", and each branch chose a different biome/habitat and branch mascot. My branch chose the "Deep, Dark Sea" with the Giant Squid as our mascot, so of course we had an "Under the Sea" theme for this month's Imagination Station.

Program: Imagination Station - Under the Sea

Ages: 2-6 (I have narrowed the target age range in order to fit better with the way programs are tagged in our calendar and the way stats are reported)

Number: Could accommodate up to 15 children, actual attendance was at least that many

Budget: Around $50, but items purchased can be reused, and some also served as decoration

Skills & Concepts: Imagination, creativity, expressive language, socio-emotional, early literacy, motor 

Activities:

1. Read-Aloud
   
   
   
   I've started gathering everyone outside the program room to read a book first and explain the program and activities. [Since anything called "storytime" does not seem to appeal to people here, I've created alternative early childhood programs such as this one and "sneak" the early literacy and books into them.]
   
   I first talked about summer reading, our branch theme and mascot, then read I'm the Biggest Thing in the Ocean by Kevin Sherry, featuring a giant squid (and other ocean creatures). Then I told them about the activities set up in the room, and led them in.
   
   
2. Dramatic Play
   
   
   
   
   I put blue bulletin board paper on the wall, then printed, cut out, and attached a snorkeler, scuba diver, and various deep sea creatures; including giant squid, anglerfish, lantern fish, coelacanth, glass squid, isopods, tube worms, clams, crabs, shrimp, starfish, and jellyfish to provide an ocean background.[I also hid a few familiar ocean characters they might know to see if anyone noticed, including Nemo, Dory, SpongeBob, Patrick, the Little Mermaid & Flounder, Sebastian, and Oona the mermaid.]
   
   I set up my trusty market stand as a swim & dive shop with snorkel and dive gear for rent, which included scuba tanks made from 2-liter bottles, cheap snorkel & masks (from DollarTree), fins cut from craft foam, a toy camera, and waterproof phone pouches (zip-lock bags with pictures of phones printed on cardstock, and yarn lanyards). I also put out an assortment of plush toys & puppets: giant squid, octopus, sharks, Pout-Pout fish, crab, seahorse, anglerfish, clown fish, and starfish.
   
   [Imagination, creativity, expressive language, socio-emotional skills, functional print, vocabulary, background knowledge]
   
   
3. Fishing
   
   
   
   
   I put just a little bit of water, an inch or two deep, in our large sensory bin and added the fish and poles from the Lakeshore magnetic fishing set. They can identify the different kinds of fish and their colors. [I was very disappointed to discover the magnets in this new set are noticeable weaker than the sets I purchased 4 years age at my last library and some of the fish are simply impossible to catch :(]
   
   I spotted a couple of cute shark/lobster "grabbers" at DollarTree that came with several plastic fish to grab, and put them inside an inflatable ring taped to the floor to serve as a tidepool [didn't work, the kids would not leave the ring alone and pulled it right up immediately].
   
   [motor skills, eye-hand coordination, color identification]
   
   
4. Sensory Exploration
   
   
   
   
   I put kinetic sand in an "under the bed" storage bin and added some real seashells and a few plastic ocean/beach creatures, including turtles, crabs, and lobsters. 
   
   In another bin I put cut-up pieces of blue pool noodles to serve as water, and added plastic sharks, whales, dolphins, and octopus.
   
   [sensory exploration, fine motor skills, vocabulary]
   
   
5. Building 
   
   Interlocking fish-shaped building blocks from Lakeshore Learning
   
   [spatial awareness, problem-solving, motor skills, colors]
   
   
6. Magnetic Board & Letters
   
   I spelled out "Under the Sea" on the magnetic white board, and set the bin of magnetic letters beside it. [I wish I had thought to print out a list of ocean-related words for them to spell out on the board.]
   
   [letter recognition, phonological awareness, colors]
   
   
   
   
   

How It Went:

I don't think this went quite as well as I'd hoped, definitely not as I had imagined, but everyone seemed to still have fun. The magnetic fishing and the kinetic sand were definitely the big hits of the day, and children stayed engaged with them significantly longer than with other activities. Though they really got into all the sensory exploration, I didn't see as much dramatic play going on, nor did dramatic play get as complex or last as long as with previous set-ups. Perhaps they didn't have as much knowledge or experience of ocean activities to draw on, and maybe not enough props. I would see them put on the scuba tanks, masks, and fins, but then take them back off almost immediately; it just didn't seem to hold their interest or capture their imaginations like I'd hoped. 

The other thing I noticed is that although I had set things up as distinct, separate activity stations, by halfway through the program everything was all mixed together in one big, homogenous mess, which really hasn't happened before, at least not to that degree. People didn't linger as long as with previous set-ups, either. Usually I have to tell people when time is up and I have to start cleaning up; this time only one child was left when I started cleaning up.

What I Would Do Differently:

I think what this set up needed was more props for the dramatic play, and to cut out one or two of the other stations. I really would have liked to have had some kind of boat and/or submarine that they could actually get into, but unfortunately I did not have the time to construct something myself, nor the budget to purchase something already made. I saw cardboard pirate ships made from cardboard and designed for children to play in and color on that would've been perfect if I'd had the $40 or so to spend on it. A few more puppets would have been nice, too.

Junior Librarian Training Class - Kids' Program

I planned this program for Library Week and envisioned it as something along the lines of my previous "Spy School" program, with activities based on/loosely-inspired-by skills that librarians need and/or duties they perform as part of their jobs. I created a training manual (complete manual shown at end of article) with an explanation of what librarians do, how to become one, a Dewey Decimal table, the various activities, a checklist, and a bibliography with both fiction and non-fiction kids' books about librarians and libraries.

Program: Junior Librarian Training School

Description: "Celebrate Library Week by practicing skills every good librarian needs and earn your Junior Librarian badge. 'Find Your Joy' at the library!"

Number: Could accommodate up to 20, but realistically expected 10 at most

Age Range: 6-12

Budget: Negligible, used basic supplies already on hand

Basic Skills & Concepts: Alphabetizing, numerical order, reading, reading aloud, writing, fine-motor

Library Skills & Concepts: Dewey Decimal System, alphabetizing by author, graphic design, storytime, passive reader's advisory, using the OPAC, fiction vs non-fiction

Materials: 

• printer paper
• cardstock in assorted colors
• pencils
• markers 
• colored pencils
• button-making supplies
• button maker
• die cut press
• assorted bookmark dies
• assorted picture books appropriate for storytime

I started off with asking the group what they think librarians do everyday. At first they were a little hesitant, other than one saying the predictable "read lots of books", but then I prompted them to think about what they see us doing when they are here and they were able to come up with helping people find books, checking things in and out, shelving, and trying to wrangle the after-school crowd of 20-50 middle schoolers.

I then dispelled the "sit around reading all day" myth and talked more about what librarians actually do (and don't do), the skills needed, how to become a librarian, and some of the other jobs at the library, both front-line and behind the scenes. Then I went over the activities I had planned, including a brief, simplified explanation of how the library was organized and the Dewey Decimal System, then they were free to complete the activities at their own pace.

Activities 1 & 2 - Putting Books In Order 

I decided pulling actual books for them to put in order would (1) take up a lot of space, (2) create a lot of extra shelving, and (3) be too limiting due to our relatively small collection. So I created a graphic of book spines with titles, authors, and spine labels that I printed on cardstock. [The order of books in the above graphics is somewhat random, so don't try to make sense of it. 😂]

This way, it was easier to design three difficulty levels to fit the broad age range of the program (6-12y). I used a mix of real and fictitious book titles. For each difficulty level I had 10 non-fiction books to put in order by DDS and 10 fiction books to put in alphabetical order by author. After printing on cardstock, I cut them out so they could physically arrange them in order. (I did end up pulling an assortment of actual books for the oldest participant who had expressed serious interest in being a librarian and needed a bit more of a challenge.)

In addition to the verbal explanation of how the library was organized and the DDS, their manuals included a brief written explanation and simplified table. 

Activity #3 - Library Challenge Scavenger Hunt

I created a short scavenger hunt, reminiscent of the Mr. Lemoncello's Library series by Chris Grabenstein, that would encourage participants to explore different sections of the youth department using their knowledge of library organization, Dewey Decimal, alphanumeric order, and the catalog to answer each challenge question. The final challenge was to go to the front desk and ask a staff member to sign their sheet and tell them about a book they read when they were their age in encourage kids to become comfortable talking to library staff, and give staff practice interacting with kids.

Activity #4 - Bookmark-Making

I had previously explained how librarians often do graphic design to create flyers to advertise programs & services, informational and directional signs, things for programs like the manual for this program, and fun and/or informational bookmarks for patrons.

We had just inherited an Ellison die-cut press and a half-dozen different bookmark dies (among others) from another branch, so I put out the press, dies, assorted colors of cardstock, and markers so they could make their own bookmarks.

Activity #5 - Reader's Advisory

I had explained another part of a librarian's job is recommending and suggesting books to people, called "reader's advisory", and that this can be done several ways: in a direct one-to-one conversation making suggestions tailored for a specific patron, or in more passive ways such as bibliographies and displays. 

I told them that we were going to create a display with books they had selected, and instructed them to each select 2-3 books. I explained they could be from any part of the youth collections, and could be a personal favorite or just something they saw that looked interesting and they thought other kids might like. I elaborated that librarians couldn't possibly read every book and often suggested books they haven't personally read based on reviews, summaries, recommendations from other readers, book lists, and yes, even by the covers.

I would have liked to have had them each write a little blurb about the books they selected, but I was afraid it would feel too much like homework and there really wasn't time.

[Sadly, I totally forget to take a picture of the finished display 🙁]

Activity #6 - Storytime Practice

Since a huge part of most public librarian jobs is programming and a staple of children's programming is storytime, I set up a little storytime corner for them to practice their reading aloud to an audience of stuffed animals. I provided a selection of classic storytime books that had short, simple text and some wordless picture books for those who might not be reading independently yet. I demonstrated how to hold the book so the audience can see the pictures, and that with the wordless picturebooks they could make up their own story to go with the pictures. 

[I also told them if the corner was occupied, or if they wanted more privacy, they could also read to their grown-up or siblings in a quiet corner of the library or in the study room. I did make this activity optional-but-encouraged because I knew some kids would not be comfortable reading aloud in public and I wanted this to be fun, not anxiety-inducing!]

Activity #7 - Button-Making

Once they had completed the other activities, they had earned their official junior librarian "badge"! I asked our graphics department to design the graphic in multiple colors, and I sized them to fit our button-maker. The participants got to choose their color and make their own button. In hindsight, I wish I had also had various pro-library and pro-reading graphics available for them to make as well.

How It Went

I knew this was more of a niche program that wouldn't have as wide appeal as other programs I've done, but I had naively thought it would get some publicity from our PR department as a Library Week program. Unfortunately, that did not happen, so the turnout was fairly low. I ended up with four kids aged 6, 9, 11, & 12 years old, so it was definitely a good thing I put in the extra time and effort to develop book-sorting activities at different levels of difficulty! It was nice to have a couple of kids at the older end of the age range for a change.

Though the turnout was low, those that did show up seemed to really enjoy it, and didn't seem either too bored or too frustrated. They each did all the activities except for the storytime practice, which I believe two opted out of, and that was okay. I really enjoyed watching them tackle the library challenge scavenger hunt and seeing what books they selected for the display. However, I'm not sure the one kid who had expressed interest in being a librarian was still interested after he found out that we do not get to sit around and read all day 😂

What I Would Do Differently

The main thing I would do differently if I do this program again is to make sure it would get publicized. This is a constant source of frustration for me and my co-workers as our programs almost never get publicized. [We are at a small branch in a low-income neighborhood and the larger branches get all the support; I've never really seen this kind of inequity among branches in other systems, and it's really unfortunate for us and the community we serve.]

I would also consider changing out some of the activities just to try something different, but I think these all worked fine. (If you have suggestions, please leave them in the comments!) If there was a larger crowd, say more than 10 kids, it would be nice to have someone assisting with the bookmark- and button-making, while you are checking book orders, assisting kids with the challenge, and checking answers.