When I was still teaching preschool (oh how I love to talk about when I taught preschool) one of the early literacy tactics we employed was to integrate literature and literacy skills into every center. This meant having books with building themes in the block center, books about nature in the science center, having pads of paper to write shopping lists and recipes down in the dramatic play center, etc and so forth.
Are you familiar with the centers in a preschool classroom? Many youth departments now have set ups similar to a preschool classroom, including block play, dramatic play and puppet stages. If your youth space is lacking distinct areas for different kinds of play, you might want to consider changing things around to allow for these play spaces. If you’re not familiar with preschool classroom centers and how classrooms are arranged, here are a few links:
Now, if you’re stymied for some “beyond story time” programs for three to five year olds, just take those varied centers and start creating programs based on them.
Here are just a few ideas from some of the “centers” you’d find in a preschool classroom.
Discovery, Sensory, and Science
STE(A)M is a buzzword that can potentially get concerned parents into your programs. In certain communities, you need to promote programs as being enriching and academically rigorous to get buy-in from families.
For any science, cooking or making program, try to have the recipes or steps printed–with accompanying picture instructions–to amp the early literacy.
- Invest in a sensory table, which you can fill with sand, colored rice, moon sand, cotton balls–the possibilities are endless!
- Have a mixing & “cooking” program where you make flubber or playdough.
- Write or draw in shaving cream
- Play with a light table
- Mix up bubble solution and make giant bubbles
- Do a “sink or float” program
Writing is just as important an early literacy skill as letter recognition, phonemic awareness and print awareness. Fine motor skills and being able to hold a writing utensil correctly is an important skill to have for Kindergarten as well.
- For any program, have kids write their own names on name tags or on a (large) sign-in sheet
- Practice writing with different media, including crayons, markers, paintbrushes, colored pencils; write on chalkboards, white boards, and tablets, too
- For a more sensory experience,– in rice, shaving cream, or tracing letters on sandpaper
Dramatic play is the perfect opportunity for children to try out different characters, work through difficult emotions in a safe space, and “…it remains an integral part of the developmental learning process by allowing children to develop skills in such areas as abstract thinking, literacy, math, and social studies, in a timely, natural manner.” (x)
Further, the ability to retell a story verbally or using props is a CCSS benchmark from Kindergarten up. Helping kids retell stories and get a handle on narrative structure–beginning, middle, end, etc–makes for a perfect preschool program.
- An easy “unprogram” would be to gather toys, puppets, props and costumes for 5-6 well known fairy tales. Station them in your programming room or even all around your Youth Space. Have staff available to read the stories if kids aren’t familiar, then encourage the kids to use the props to retell the story, even changing it if they like.
- Another unprogram would be to create a dramatic play center if you don’t have one. Create a house, grocery store, post office, shopping mall, farm, or restaurant, and stock it with books about those places. Have lots of paper and writing tools available to create shopping lists, menus, take orders, or whatever else the kids want to create.
Fine and gross motor skills are developed in the block center, depending on whether you use large wooden or cardboard blocks or smaller duplo sets. Seeding this program with related picture books, both fiction and non-fiction (Iggy Peck, Architect, any and all construction books, Lego guides), will give kids ideas without being prescriptive. Include toys and props with your block program, and kids will also engage in dramatic play.
These are just some suggestions, and often play centers and areas will intersect. For example, dramatic play will often happen in the block area, and building will often happen during dramatic play. It’s easy to work math into dramatic play (How many bears are there? How long do you think it would take to climb a beanstalk to the sky?) and work writing in science (write a question you want to answer, or draw something you’re observing). Retelling stories overlaps literacy activities with dramatic play. By using centers as a starting point for programs beyond storytime, it allows you to have one main focus, to which you can add and tweak as suits your mood and your audience.
Also, nothing precludes you from adding elements of different centers into your story time if you want. Instead of a craft at the end of story time, why not give the kids costumes and props and a chance to act out the stories you just shared? Or do a science experiment? The possibilities are endless and there’s no one way to do it.