TELLING TO TINY TOTS AND FAMILY AUDIENCES |
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TELLING TO TINY TOTS AND FAMILY AUDIENCES Stories, Folktales, Folklore, Fairy Tales, Legends, Myths, History, Nursery Rhymes, Fantasy & Facts Scroll down or click on your choice below • Books about telling to Tiny Tots and Family Audiences • SOS: Searching Out Stories/Info - Tiny Tots - Families Advice, Comments and References from Storytellers, Teachers and Librarian |
BOOKS ABOUT TELLING STORIES TO TINY TOTS AND TO FAMILY AUDIENCES - FAMILIES - ALL AGES
Book titles are in blue and underlined. Click on them to learn more about the books and how to buy them.
To retell any of these stories, get permission from the copyright holder if the material is not in the public domain.
In performance, always credit your sources.
Alphabetized with short descriptions for your convenience and to save you research time.
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A Year of Jewish Stories: 52 Tales for Young Children and Their Families by Grace Maisel with Samantha Shubert (editor) and Tammy L. Keiser (illus). (2004)52 tales for children and their families about the Jewish tradition and enlivened by a modern sensibility; helps families explore Jewish values and create positive Jewish memories through the magic of storytelling. In their introduction the authors write, "We are offering you an easy and open invitation into the richness of Jewish life - the aroma of freshly baked challah, the warmth of a teacher's hug, the sound of the Red Sea parting..." |
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30 New Testament Interactive Stories for Young Children (Steven James Storytelling Library) by Steven James. (2007 - Ages 4-8)A collection of favorite New Testament Bible stories each written with a creative and meaningful storytelling technique especially suited to help teachers involve young children in the Bible story. |
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30 Old Testament Interactive Stories for Young Children (Steven James Storytelling Library) by Steven James. (2007 - Ages 4-8)A collection of favorite Old Testament Bible stories each written with a creative and meaningful storytelling technique especially suited to help teachers involve young children in the Bible story. |
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Library Story Hour From A to Z: Ready-to-Use Alphabet Activities for Young Learners by Ellen K. Hasbrouck. (2008)Spark children's love of books and reading as they learn each alphabet letter and letter-sound relationships with these multisensory activities, games, and patterns based on favorite books for beginning readers. For each letter you'll find a motivating introductory activity... 10 or more recommended story books... a recipe related to the theme... a music activity... an art activity... and a reproducible research project that builds a basic library skill. |
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Movement Stories for Young Children: Ages 3-6 (Young Actors Series)
by Helen Landalf and Pamela Gerke with Mark Rimland and Irene Kelly (illustrators). (1996)Professional children's dance and theater educators guide you in narrating ten Movement Stories -- wonderfully imaginative, active stories that encourage young children to explore, experiment, and create through movement. These creative tales, based on movement concepts and kinesthetic educational theory, help children develop physical, cognitice, social, and emotional skills -- while having a lot of fun! |
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Silly and Sillier: Read-Aloud Tales from Around the World (Treasured Gifts for the Holidays)
by Judy Sierra with Valeri Gorbachev (illus). (2002 - Ages 4-8) 20 favorite tales from around the world that will tickle the funnybone of young listeners. While most of the tales are totally new to Americans and come from countries as far flung as Iran and Italy, the Bahamas and Borneo, children will be delighted to discover some tales with themes similar to their favorites, such as "Rumpelstiltskin" and "The Three Little Pigs." The brief, lickety-split retellings beg to be read aloud. |
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Something Funny Happened at the Library: How to Create Humorous Programs for Children and Young Adults
by Rob Reid. (2002)In this guide Rob Reid shares his favorite strategies and resources for getting children and young adults laughing and having fun in the library. Featuring programmes that cater to individual humour tastes, it offers readers the tools to make positive connections with youth through humour. |
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Storytelling Guidance: Five Reproducible Interactive Stories with Activities for Young Children
by Melinda Villegas. (2003) (Ages Preschool-Grade 2) These five stories give children the opportunity to read about important life skills. They also give them the chance to answer comprehension questions. Includes self-insight remarks throughout the text. When children have finished completing the activities, answering the questions, and coloring the pictures, they will have a personalized book to take home and share with parents. |
SOS: SEARCHING OUT STORIES AND INFORMATION ABOUT TELLING TO TINY TOTS AND FAMILY AUDIENCES
Advice, Comments and References from Storytellers, Teachers and Librarians
(excerpts from Storytell posts plus original research)
Book titles and online links are in blue and underlined. Click on them for more information.
Story titles are in quotation marks.
To retell any stories, get permission from the copyright holder if the material is not in the public domain.
Storytell posts are added as they are received by Story Lovers World.
1) Query:
Granny Sue forwarded these wonderful words of wisdom from Mel D. -- the workshop attendees loved them! I've already sent in the TIPS article, but we thought you all would like to see these. I did notice that when things got crowded at the library last weekend, the little ones were encouraged to move forward and sit on the floor, but all were still close enough that parents were still "on duty" watching them (and the little boy next to me absolutely refused to leave his seat by momma).
• Encourage families to sit together.
• Especially the little ones who might get fidigety if worried or scared.
• Especially the big ones who might get bored or flirty with the girl next to him.
• Especially the Mommies who never get a chance to talk to other adults and might start a completely innocent, but very loud, conversation with the woman sitting next to her in the back of the room.
• Encourage the resident librarian clerk to sit on the side of the audience -
midway - to capture and help vomiters, cryers, velcro shoe strippers, hair pullers, and etc.
• Engage listeners with good stories, gentle touches, and direct wide-eye contact.
• Allow plenty of room for listeners to recline if they are sitting on the floor. They will.
• Sit or stand to maintain eye contact even if they are reclining.
• If eating is allowed during telling, don't hand out packaged foods, cellophane crinkles loud. Dry, non-chocolate covered cookies are relatively quiet, but spills are distracting and will happen.
• Name tags (with large lettering) affords the teller the ability to call a person by name to gently bring back their wandering attention.
• Expect movement from toddlers. They cannot be expected to sit in a chair for 5/10/15/20/30 minutes without moving. Coming out of chairs to move from one person to another is usual. Crawling on the floor from one person to another is usual. Give them time to settle, but if they don't - call in the library police/mother before they have time to cause major distraction.
• As a performer, you alone see the full dynamic of the audience. Make it a point to head off distractions if at all possible with a gentle word, touch, stern look.
• Pray like crazy that God will anoint you with wisdom on how to deal with this particular crowd. Put your hands on your own shoulders, bow your head, ask for the mantle.
• Know that a friend is praying too. (This one is my own particular tool, might not work with other librarians, but it works for me.)
Mel D. 11/11/06
Responses:
a) "Allow plenty of room for listeners to recline if they are sitting on the floor. They will."
My thanks for posting this wonderful array of tools and tips, it is a keeper!
I was particularly struck by the comment above, as this happened during a performance yesterday. I was telling at a beautiful museum in the seaside town of Gloucester. The space they provided was perfect, part performance area, part museum, soft, richly carpeted floors, chairs for those who chose to sit, and a wonderful stage, which I declined to use, preferring to be floor level with the children.I invited them to sit in front on the floor, which many of them did. There were three sisters in the group, ages 7, 6 and 4, and as the stories progressed they went from a sitting to a reclining position, but they were still in listening mode. I didn't have a problem with it at all but in between stories the woman in charge came up front and reminded the children to "sit like you do in the library." She wasn't reprimanding them but I could see it came across that way so I smiled and jokingly said, "criss, cross, applesauce" and began the next story.
I wonder, how many of you would be offended if children reclined during your performance? Would you stop between stories to ask them to sit up and listen?
(Oops...I should have clarified the above in case it is confusing to some. Criss, cross, applesauce is what we always used in preschool to remind the children how to sit when they were on the floor. Years ago they used to say, "Sit like an Indian," but thankfully they found a better way to ask the children to cross their legs in front of them when they sit on the floor.)
Karen C. 11/12/06
b) I guess I'll go ahead and say "yes" I do find it distracting when kids lie down. (is that correct - lie or lay, never figured it out). I greatly appreciate when someone kindly reminds them to sit up. I think it is a matter of courtesy. Yes, they may be listening - who knows. I have seen one child lay down, then another, then another. It's like yawning, I 'spose. Now, if we are talking itty-bitties that is a different breed and they take special consideration, but by 3 or 4 they need to learn that it is courteous to stay sitting.
Marilyn K 11/12/06
c) Of course not! Happens a lot, I take it as a compliment. And when an adult dares criticize, I flash my nicest smile and say, oh, they're just fine. Some people just need to get a life.
Leanne J. 11/12/06
d) If the children stay in "listening mode" I feel honored that they are comfortable enough to recline. Nowadays children don't get enough naps during the day--even kindergartners won't settle down and rest during "nap time" (and some schools don't even have nap time for them!). If they can relax while listening to a story, it is very healthful for them. I don't even care if they doze off while listening!I have also told to little ones who wanted to lie down, only to be prodded up sit up by a teacher. I've never said anything, but how I wished the teacher had just let them be comfortable.Judith W. 11/12/06
e) I am never offended if the children lie down on the floor when I tell. However, if I am doing a story where there are hand, arm or body movement for participation - they often sit up again to join in.Another good tip...If it gets noisy or you need it "quiet" again after everyones been standing and doing motions and they are back sitting down, or whenever....
Say in your fun and happy voice - "Let's (or can you) put a bubble in your mouth." Then, blow air in your mouth with your mouth shut and your cheeks/face puffed up this air. Of course, the children want to do this too! Then, instant quiet.
Beverly C. 11/13/06
f) About reclining audiences -- It is important to me that I be able to see the faces of my listeners. I depend on that for feedback. So, if reclining starts to spread (and I find it will spread among middle school ages faster than anywhere else), I just ask to see faces. So, in truth, I do not mind if folks recline as long as they position themselves so I can still see faces. Also true, most folks eventually find it easier to sit than to recline while holding the head up.
Mary H. 11/13/06
g) Do you prefer young children to be sitting in the parent's / teacher's laps or next to the parents/teachers? I rather prefer children sitting by themselves especially if the story is participative .... they tend to participate a bit more if not held.
Mary K.C. 11/13/06
h) My key phrase was “do you want to continue to be immature, or shall we learn this lesson and move on?” They didn’t want to be immature, so they’d settle down.Now dealing with “hoe” and “booty” was a whole different lesson, and explaining that pictures are “hung,” people are “hanged,” (. . . and that we don’t know John Proctor well enough to say he was “hung.”) O.k. I’ll stop now — sorry.
Mary G. 11/13/06
i) I can't say I have had kids lie down during a show. Because I use characters, magic, and move around they stay upright to see what is happening. Keeping their attention is the key. The rule of thumb is one minute per year of age is the attention span. That is not for a show but a routine or part of a show. Is that hard and fast? No, but before breaking it think it out well. A typical story probably but a story with movements could be longer but not too long. In my shows I try to move to something very different before the end of the attention span. Movement, audience participation, etc all can increase attention span.At my age I should have a very long attention span but it must have started decreasing at some point!!!!!
Bob S. 11/13/06
j) I often tell "Noisy House" to a wound-up group -- it lets them make directed noise to get it out of their system. I gesture upward for louder, louder and then both hands quickly out to the side for "cut, quiet" to continue the story. Teachers have said they were going to steal that signal.
Mary G. 11/13/06
k) A slight correction in my "bubble" approach if the children get noisy. I say - "Let's all catch a bubble in our mouth." and then poof out my lips and face with air. It does work well.
Beverly C. 11/13/06
l) While I tell to all ages, I have a special fondness for young children.. (I taught preschool for many years!) Seven years ago I found there was a need for storytelling programs just for toddlers. Child care centers, preschools, certain Head Start centers, and early learning centers often say it's hard to find extra enrichment and arts activities for infants, toddlers and two's. That's when I created my Fingerplays, Frolics and Fun program.While many tellers would run away from 25 -30 minutes of storytelling to a group of all Toddlers and Two's - I find it so much fun and very rewarding. If you are considering such a program, I would love to share some ideas of what works. Use very simple pattern stories, fingerplays (counting stories) done with three dimensional props (stuck to a flannel board), non scarey puppets telling a tale or singing a song, stories with interaction, stories with very simple movements, and lots of rhythm and rhyme. These everyday puzzles and surprises are intriguing to very little children. These story activities allow the children to participate in the telling - perhaps making sound effects, a simple movement or joining in a chant or refrain. This, in turn, encourages them to listen closey. All these activities are highly satisying to small children.
Most of all remember that developmentally, children at this age do move around. Don't think you are "losing" them and feel badly if a few move around a bit. A toddler may stand up and walk away but still be engaged with the story. I love it when a toddler stands up and "bounces" to a beat or rhythm or a story or song.
This past year I've done this program eight different places. I am so grateful to have the opportunity to share stories to this group of listeners. So don't be nervous...join in the fun of storytelling programs with toddlers.
Beverly C. 11/11/06
m) I had to laugh when I read this tonight. I had a library show this afternoon with a small group (about 20 people), and one 2-year-old boy ran from one side of the room to the other the entire time. His mother obviously needed the stories more than he did! I included him in the stories, for example when he bounced near my table I commented on how his orange sweatshirt matched the tablecloth. When I brought my harp out, I asked his mother to grab him if he launched himself in that direction (which he did, and she lunged for him and redirected his trajectory). And when he careened into me at one point, we did an impromptu little dance.Funny, when I threw in the regular story stretches and wiggle games, he didn't participate - he actually sat and watched us for part of the time, then took off again.
Was he distracting? Not to me, I just kept an eye out for him. I've worked with preschoolers before in story times, and while he was active, he wasn't being loud. Was he distracting to the other children? No, not really, they are used to lively siblings. Was he distracting to the adults? Yes, a bit, but because I made an effort to include him, asked if he was two years old (at which we all laughed) and lamented that it wasn't fair he had so much energy, we just cherished him as part of the community.
Afterwards the librarian commented that perhaps she should have asked his mother to take him out. And I (wisely, I hope) said that it was more important for him to have a pleasant encounter with a library program than to be taken out yelling, screaming, crying, etc. And when I found out that he was the grandchild of one of the other librarians, I tried not to break my arm by patting myself on the back.
Sometimes we create art when we perform. Sometimes, we just tell the stories. And both are equally important.
And THANK GOODNESS for the nearby Starbucks and the very large cup of chai afterwards!
Leanne J. 11/12/06
n) You've hit the nail on the head on how to be successful while telling to toddlers. If I had to add just one more tip, it's to expect the unexpected and roll with the punches. I remember telling the Little Gingerbread Boy story one time to a group of 2s and 3s. When the first refrain of "Run run as fast as you can" came up, the whole group literally exploded into the air and took off running around the room. The teacher and I laughed at each other, let the momentum die down a bit, and gathered them back into the "cookie jar" to keep the story running along.I love this age of kids. As outreach librarian in Moscow, I generally get to tell to about 15 groups per month at 11 preschools and daycares. I love their enthusiasm and delight. And of course, the hugs can't be topped, even in germ season.
Batsy B. 11/12/06
o) The only reason I would be uncomfortable with my audience reclining would be if my host/hostess would be uncomfortable. The first stories I ever heard were in a reclining position on top of Papa Ben's big tummy. I totally understand children who have problems with sitting on the floor for long periods of time with nothing to relieve their backs. It just flat out hurts your lower back after a while, and changing positions is the only relief. Reclining is often a better relief, so if it doesn't bother the boss, I just adjust my eye contact level to accomodate them. This is especially true at museum tellings, where the space is usually wide open and parents are there to be handy pillows for little heads.When you think of how kids watch television in their own homes, seeing them recline is a compliment to how comfortable your storytelling has made them feel. Of course, if there is a tight crowd, not so much room, or a grouch in the crowd, I always adhere to the "criss-cross applesauce" idea. Sometimes the saying is "sit on your pockets" but "criss-cross" has become one of those folk-norm phrases in child care centers and lower elementary grades. I always love to remember the one school that their saying was "Grandma's hat!" Couldn't figure that one out and asked about it: It was the first line of their "get ready to pay attention" signal. "This is Grandma's hat (children put hands on head), these are Grandma's glasses (children put hands to eyes in binocular fashion) This is the way she folds her hands (children grab their own hands together and fold them downward) And puts them in her lap" (children put hands down into lap with back straight and look straight forward to focus their attention)
I hope that those of you who have not told stories to children will be brave enough to try it. Children have a way of giving out honest facial reactions like no others. You know when you have screwed up, left them unsatisfied, said words they don't understand, and you can retrack to correct. Children are often so honest with their appreciation that it is frightening to their parents. Hugs from littlies is sometimes no surprise, but accompanying verbal expressions of appreciation are often shocking to parents. Kids learn from our example, so parents who have done their homework shouldn't be surprised, but they often pleasantly are.
Telling to children feeds my storytelling hunger like nothing else in the world. This week I will be telling with Grand Prairie Storytellers and Listeners Guild friends to lots of elementary children for Tellabration. We are covering eight schools this year. Grand Prairie's Arts Council was inundated with school administrator's requests for them to sponsor that "storytelling week thing" again this year, so our second year grant for this project was quickly approved by GP Arts Council. I will be telling in six programs in three schools so I fully expect to be way overweight by next weekend! Yeeeeehaaaaaw!
Mel D. 11/13/06
Created 2006; last update 9/10/09.
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