This is part two of a series on promoting literacy in the infant/toddler – preschool years. You can find part one here and part three here.

When I got my first job teaching in a classroom, I was so excited to build up my classroom library. As a lover of stories in all forms and a self professed bibliophile, it was my dream come true to have an actual reason to load up on books. It wasn’t long after that I learned how expensive children’s books are! How could a 32 page long picture book cost and an arm, a leg, and a firstborn?!

Begrudgingly, I surrendered to my circumstances and just accepted any and all children’s books I could get my hands on. I was desperate.

I knew the quality of the books in my classroom library was mediocre at best and I resolved to gradually add better books and get rid of the subpar books as quickly as I could.

Why was it so important for me to have high quality children’s books? Continue reading →

This is part one of a series on promoting literacy in the infant/toddler – preschool years. You can find part two (choosing quality content for children) here. You can find part three (intention in book selection) here.

As someone whose entire life has revolved around school years, I’ve come to recognize the return to the classroom in late August as the New Year — not January 1st. Vacations are over. The weather cools off. Parents and teachers are out buying fresh school supplies. Things are settling down and falling back into the routines that keep us sane.

Research shows time and time again that establishing and sticking to routines is one of the best things you can do for yourself. It can improve relationships, keep you healthy, minimize stress, and more.

In the case of children five years old and under, routines are essential for setting them up for success in school (and life), especially with regards to reading.

Continue reading →