| What Happens in a Typical Program? In a typical Mother Goose on the Loose session, the leader sits in front of the room with everyone sitting in a semi-circle facing her. She introduces the program, and reminds adults that "Children this age don't sit perfectly still," while giving guidelines regarding what to do if a child cries or blocks the view of others. Parents are reassured that the child who wanders around is normal, and are able to sit back and enjoy the program. Rather than having unrealistic expectations of the children, these welcoming remarks create a warm and accepting atmosphere -- just right for very young children. |
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There, they have the opportunity to build their vocabulary, experiment with musical instruments, be introduced to social skills, experience language games, and participate in group activities. They also have time to strengthen bonds with their caregiver while snuggling and rocking together during lullaby time.
A typical session lasts approximately 30 minutes. It is comprised
of 10 different segments which flow together smoothly. Each
segment takes no more than five minutes. The leader follows a script -- not the
set type of script used in a play, but rather an outline of
activities that follow the tried and true structure of a Mother
Goose on the Loose program. The script combines songs and rhymes
and one book read cover to cover. Most sessions involve playing
musical instruments. In a typical program, the body
rhymes section might go like this:
Sample Outline of
Segment 3, Body Rhymes
Head: Knock
at the door / Eye Winker Tom Tinker
Fingers: Fingers like to wiggle
waggle/Round and round the garden goes the teddy bear
/ Round about goes the wee mouse / Incy Weency Spider,
Great Big Spider (can use both spider puppets here)
Whole body: We hit the floor together
Movement with partners: Row, row,
row your boat
Knee bouncing: Seesaw
scaradown / Mother and Father and Uncle John / Oh the
Grand Old Duke of York |
Eighty percent of the material is repeated from week to week.
This makes it easy for the leader to run programs on a weekly
basis, since there is no need to recreate totally new programs
each week, or to find new props to use each time. Brain research
shows that repetition is one of the best ways for children
to learn; children will get greater benefits and have more
fun by returning to material that they have already
heard than by being introduced to new materials each week.
Each program includes one or two developmental tips which
are short (very short) information items for the adults
that are not part of the 10 segments. There are many types
of tips that are helpful.
- An explanation of why an activity is beneficial to the
child that might include a reference to a scientific study. For
example: "Leaning rhymes are great because they help
a child develop a sense of balance, and a good sense of
balance can lead to strong mathematical abilities."
- A parenting tip
related to the activities taking place with the children: "Freeze
games are great because they teach your child to react instantaneously
to the word "STOP." This
can be useful when it is urgent that your child stop
something immediately.
- A tip that endorses the library programs: "By
coming back week after week, most children increase their
attention spans."
- A suggestion of activities to do at home that will make
life easier for the parent. For instance, after the
group sings "This is the way we wash our necks" using
scarves as pretend washcloths, the leader might say, "Singing
songs about activities that children might find difficult
- such as taking baths or having their diapers changed
- can turn the dreaded activity into a fun game."
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