Large Group Storytimes - PBworks



Large Group Storytimes

Compilation from ALSC Listserve

April 5, 2009

General Comments on Large Groups

Large group storytimes are definitely a different dynamic from small groups. The key to making them successful lies in constantly harkening back, not so much to what you do in small storytimes, but to the goals of ANY storytime. These goals may include:

Get people to come to the library

Get people to come BACK to the library

Excite participants about books and help them relate to books/stories

Build relationships

Have fun! Especially around books

Help create, promote and expand imagination

Provide informal educational opportunities

Provide an introduction to movement and music

Model and articulate early literacy skills

Share the joy of books and reading

Provide an opportunity for children to develop socialization skills

To build relationships, for example, you may have to allow more time off-desk before and/or after storytime to interact with participants (adults and children). Not easy to do, but what are the priorities in your branch/library system/community?

Many large groups at storytimes are multi-age which adds another dimension. If you have large groups in specific age-levels and are able to split a group into smaller ones or to offer more repeated sessions, first priority is for smaller two-year-old groups.

Many large group storytimes are drop-in (no registration). The term drop-in makes people think they can drop in any time during the storytime (as in drop in between 10 and 10:30 am). If you are trying to distinguish between drop-in and non-registration, try the term “open”.

Technology

Wireless microphone

Also, if someone routinely has large crowds and can't be heard (there is no wireless system), there is a great device call the Voice Saver put out by Califone (it can be ordered from MaxiAids:  for $119 or perhaps even less expensive on the Web) which helps project the voice for larger crowds.

 

Depends a LOT on the set up of the room you are using, whether it is conducive to use of projection equipment.

The room does not need to be too dark if you keep the font large and easy to read on a plain contrasting background. 

We typically get large groups for our Family storytimes. Last Monday I had 97 people. We use a visualizer that projects an image onto a screen. We project the books we are reading onto the screen, so everyone is able to see. We also use it to put up the words to songs and fingerplays to encourage more participation by adults.

Online books like those found at Lookybook

As far as using online books, I hook up a wireless laptop to the overhead projector. I would say that it falls somewhere in the middle of the spectrum. It's not quite as interactive as a physical book because I tend to put a lot of theatrics and body motions (hiding behind the book, crouching down, etc) into my reading, and that doesn't work as well if I have to operate the laptop at the same time (not to mention that it would look kind of strange. But it is more flexible than watching a Weston Woods film because I still get to use my voices and choose the pacing. Lookybook allows you to turn the page by clicking the mouse...and it really is similar to turning a page in a physical book. One thing that worked nicely was when I had an intern in the back of the room operating the laptop (flipping the pages). That freed me up to walk around near the screen with the wireless mic. But it can certainly be done without the extra help. I use Lookybook only occasionally...there just aren't enough books on it to make it a viable option for exclusive (or even frequent) use.  But especially for large groups, it is a nice way to ensure that the whole room can get a good look at the pictures. And the kids think it is cool.

Use document camera. It kind of works like the old overhead projectors in that it enlarges documents and projects them on a screen or wall.  You do not need transparencies, and you can project 3-D items also, although the depth of focus may sometimes be an issue.  A document camera is basically a small camera on a stand that points down onto a tray or table top.  You can place the document or other object you want to project onto the tray or table top, our you can hold it in your hand below the camera.  Like most document cameras (all?), ours needs to connect to a data projector in order to project (like you would connect a computer if you were using PowerPoint.  You can zoom in or out and adjust the focus and lighting. We use ours to show the illustrations from picture books when we have a large audience.  You can zoom into small details on the illustrations.  You can point to things on the page you are projecting, and everyone will see your finger, too, so keep your nails clean!  It takes some getting used to, you have to futz a bit with lining things up, turning pages.  It's kind of like working in a mirror, if you know what I mean.  The movement makes me a little seasick, but I get vertigo easily!  It will be great to use with teachers when we give our annual "show and tell" workshop on the Best of the Best Picture Books for the year.  Last year we had 85 teachers attend, and it was very hard for them to see the illustrations, type face, etc., as we pointed things out by holding up the actual book. We have only used our a few times so far.  Still experimenting and getting used to it. Ours is an Elmo brand document camera (not Sesame Street Elmo!).  I think it was about $800 dollars.

So far (we've only used it for four big storytimes), what seems to work best is to have one person reading the story and one person handling the document camera and turning the pages, etc.  The reader/storyteller reads from a typed up copy of the text (or reads from one copy of the book if you have two) but gestures/points to the larger projected image so that is what the group focuses on for the illustrations, rather than the book in hand or the person at the camera.  This second person positions the illustrations under the camera and turns pages, etc.  As I mentioned, it is kind of futzy and it will take practice to get proficient with positioning the illustrations under the camera, etc. We will only use this approach when it seems to be the best way and worth the effort.  I think it will work better for presentations (like our Best of the Best book programs for teachers) where the "flow" of the story is less of an issue.  And it will allow us to use books with illustrations that are otherwise too small for our big crowds.  Also, small props.  But maybe after we are more used to it, one person can do it with ease...

I turned to sheets/handouts and small half sheets with rhymes and songs when my higher tech set-up took too long.  Lengthy extensions cords, projection and laptop set-up require more time.  We also found that we needed to find ways to cover the long cords.  A projector that is ceiling mounted with a remote and projection equipment inside a back room or locked station would help.  Another issue that some librarians face is that we use an off-site area or one that is used by other public meeting groups.  In these cases, set-up can bring the unexpected at times - requiring movement of tables, chairs and podiums. 

I was thinking of trying a few usb powered digital photo frames - maybe at several stations to support/ promote various literacy objectives.   We just need to keep trying different things until we can get a set-up other issues ironed out.  It is important not to give up

I have used Powerpoints successfully with all ages or 'tween programs where we could start with a small presentation embedded with youtube or other media clips.  We are still exploring ways to incorporate more Web 2.0 with ECRR on a set-up/clean-up time that fits.

I use a power point presentation in my program for 12-24 months that I put together for this program.  Projecting the words to the nursery rhymes and fingerplays on the wall/screen allows the parent/caregiver to participate with the child with their hands free.  They can also pickup a handout with the words to the rhymes to take home.  I have music to some rhymes taped and am able to cue it up.

For preschool storytimes:

I have used PowerPoint as a way to enlarge and display a book’s' pictures (instead of big book versions as they can still be hard to see and can be difficult to turn).  I have had to turn off one "row" of overhead lights to allow the screen to be seen, but this momentary change also helped redirect attention to the storytime events.

One can also use the flying text feature of PowerPoint to capture a large group’s attention.  I used this in telling The Jacket I Wear in the Snow by Shirley Neitzel.  As each line was added, I had the text and picture fly in.  For that story, children named the new item, and we also had actions to do each time we added an item.

At my former library, we regularly used power points to display the words for all songs, rhymes, and fingerplays.  We did not darken the room, but used approximately half the ceiling florescent lights.  I loved this system.  Parental participation in the songs, rhymes and fingerplays was strong and the words were prominetly displayed for the children.   It also seemed to be a greener solution than distributing hand outs which were often left throughout the Library.  At the time, I did not post hand outs of the power points on our Library web site.  If I was currently using this method, I would post the power points online to allow access to the parents who wanted to use this resource away from the Library.  Due to space and technology limitations, my current Library will not support power point presentations in our weekly storytime room.  For large group presentations, our community rooms support this method and I use it when applicable.

We do a Polar Express program for 3 - 6 year olds every December and the group keeps getting larger.  We found the children became restless when they couldn't see the pictures of the story being read.  One of our librarians came up with the idea of scanning the book into a power point presentation to be shown through a projector on a large screen.  This worked very well for this type of book because it has very detailed, full page illustrations on almost every page.  She was going to read the book while showing the pictures on the screen; at the last minute, she found a sound recording of the book, so she played that instead and advanced the slides as necessary.  The recording was great because it also had the train and bell sound effects to enhance the story.  I'm sure this would work well with other books, but they would have to have lots of full page illustrations.

We have been using PowerPoints for large group programs and small story times for many years.  We have found them particularly helpful for teaching song lyrics and rhymes to parents—many do not know the words.  We also illustrate and animate some of the slides to attract the children’s attention while the parents learn the words; for example, one of the first PowerPoint presentations we did was “Itsy, Bitsy Spider.”   We have not darkened the room when we do these presentations and have not found this to be a problem.  We integrate a variety of PowerPoints  as part of the story time experience (books, fingerplays, flannel board, interactive songs, etc.).

Our large-group meeting room has a lighting setting for presentations.  The lights over the main part of the room are dimmed, but the lights around the perimeter are all the way up.  I have also found that having white or yellow text on a black background helps when there isn’t a way to dim the lights.  You just choose a dark background color for your PowerPoint slides.

I haven't tried it yet, but one of my ideas is to hook up the computer to the movie projector and play a book from the TumbleBook website.  Our library system has a subscription for it.  I thought this would be a good way to promote the site and do a story for a large group.  As far as the dark room issue, we have adjustable lights that will light up the back of the room but keep the light off of the screen.

Content

Take time to introduce yourself at each storytime

Lots of music and fingerplays such as

Wheels on the Bus (end with hush and they quiet down to listen to presenter)

Five Little Monkeys Jumping on the Bed—parents know it too and join in

Jim McGill’s cds

Raffi

Kinderman’s Color Song

Hap Palmer cds

Toddler Tunes cd

At least one participation book through rhyming, song repetition

Books with large clear pictures

Bark George

Where's Spot?

Dog's Colorful Day

Flappy Waggy Wiggly

How do Dinosaurs Say Goodnight? and others in series

Brown Bear, Brown Bear, What do you See? and others in series

Little Mouse, the Red Ripe Strawberry and the Big Hungry Bear

Very Hungry Caterpillar and others by Eric Carle

Who Hops?

Kitten's First Full Moon

All the bear books by Karma Wilson

Spots, Feathers and Curly Tails and others by Nancy Tafuri

Just Like Daddy and others by Frank Asch

Lemons are not Red

No Jumping on the Bed and others by Tedd Arnold

Planting a Rainbow and others by Lois Ehlert

Owl Babies

In the Rain with Baby Duck

Daisy is a Mommy

Duckie's Rainbow

Freight Train

Llama, Llama Red Pajama

Busy Little Squirrel

Brown Bear, Brown Bear . . .

Pajama Time by Sandra Boynton (loud “It’s pajama time” and then whisper at the end)

Books by Karma Wilson, Nancy Tafuri, Jan Peck, Todd Parr, Lois ehlert, Mary Serfozo, Laura Numeroff,

Anna McQuinn, Lucy Cousins, David Shannon, Eric Carle, Sarah Weeks

Storytelling holds their attention

Use big books

King Bidgood in the Bathtub and others by Don and Audrey Wood

Head, Shoulders, Knees and Toes

Wheels on the Bus

Flipcharts of rhymes

Use large props, large flannel board pieces—more visible

Enlarge pictures/clipart and make into stick puppets which you can move and show around the whole room

Use flannel board piece patterns to make into stick puppets

Longest story first

Books large in size but not big books--hard to turn the pages

Use recorded music

Singing each song three times allowed children to sign along and they usually caught on by the second time.

I don't use books for the large group; I tried it and found it lost the attention of this age group (12-24 month olds).  Big Books are usually too long and cumbersome for one person to manage. I have used some very short large board books and when I did try books I read them standing up and held them up and moved them side to side.  We do have board books available for use during and after the program and I always bring in some books and encourage them to check out.

For Baby’s Lap Time: 55-75 people

*Keep the energy up and focused (so bouncy music, focusing on body parts, or familiar songs helps;  though I do throw in new things and unexpected music -- see note on variety below)

*Follow a quieter song/activity or a louder/busier activity with a body rhyme to re-focus (The knees go up and down...)

*Read short, rhythmical books, that encourage participating (ie: what does a lion say?)

*Have a printed plan so that time is not spent hunting or thinking, because you will lose them.  (Although, just like with smaller programs, being responsive to what the group is up for at the moment, is important --so be ready to skip or change your plan if necessary.)

*Have a variation in activity - babies like surprises.  So follow fast with slow or loud with quiet.

*Usually 5-8 songs with music from a CD, interspersed with body rhymes, fingerplays, books, scarves, musical instruments, etc.

For preschool storytime: As with regular storytimes, I use books involving participation and action.  However, with these large groups, I may include even more (over the top?) participation than I normally do.  While it may be distracting from the story in a smaller group, I find it works with larger groups.  For example, I have used Ten Red Apples by Pat Hutchins with a large group.  On each page, participation included children guessing the next number, naming the animal, making the animal sound, and saying the repeating phrase.  It also helps when the group is already familiar with a story. The familiarity (and previous enjoyment) aids their participation. I have also used nonfiction books with actual photographs of animals such as Actual Size by Steve Jenkins and Spiders by Nic Bishop to capture a group's attention.  While I may not read the entire text of the book, we are able to develop vocabulary skills as I use some terms in the book to talk about the pictures ("These are the spiders spinnerets.").

For 18 – 36 months: One of the best crowd control tips I can offer is to do something that really grabs their curiosity.  I often bring a bag filled with toys or props.  It might be several different objects related to dogs if we're doing Dog Tales, or it might be a variety of objects that all begin with the letter "D."  I pull out the bag periodically during storytime, sing a song I made up, and pull out one object.  It's magic!   They immediately get quiet, anxious to see what appears out of the bag.  Here are the words to the song:

Here's my bag with something inside.

What could it be?

I'll pull one out so you can look.

Tell me what you see.

Ages newborn to Five:   At my library I have lots of storytimes that require registration, but I also have a weekly drop-in storytime for ages 5 and under for those who can't make it on other days or who get turned away from registered storytimes that are full.  These storytimes can range anywhere from about 36 to over 90, children, babies and adults included.  Here are some things I've found helpful.

Establishing consistent routines helps.  1.  Upon entering the storytime room, children get to pick a mini laminated paper fish shape out of an envelope and drop it into a fish-bowl shaped pocket that I have taped to the door - the front of the pocket is clear, so they can see their fish drop into it.   2.  Children then pick up a nametag on the table just inside the door - I have loads of blanks so if there are new children they make a nametag that week.  3.  Once the majority of families are sitting and I'm sitting in the front of the room, I introduce myself and the theme for the week and ask an open-ended question and give children a chance to answer it.  For example for an Autumn theme I might ask, "How can we tell when autumn is here?"  Kids might answer, "the leaves/trees change color, it starts to get cold..."  I might try to prompt a few more ideas like older siblings returning to school, or squirrels digging holes to store nuts.  4. After that I bring out a real cow bell and I always say the same thing to preface the ringing of the bell (I got this idea from Mary Driscoll, a colleague of mine from way back).  It goes like this, "Today I brought my special bell and whenever I ring my special bell it's a very special time.  Shall I ring it and we'll see what time it is?"  Kids say, "Yes!"  I say, "This is a real cow bell, it is very loud.  If you don't like loud noises, it's a good time to cover your ears.  Ready?"  Then I ring the bell and say, "What time is it?"  Kids say, "STORYTIME!!"   I nearly always have kids who have experienced the bell part before, so at least a few know that the "time" is Storytime.  Then I start my first book. If there's too much noise or talking going on in the room I use a participation story which requires that participants use their tongues. (see attachment) By the end of the story, kids and adults are quiet. I have also established a familiar sequence to my storytimes, and sometimes will read a simpler book with more vivid illustrations if the group's getting wiggly.  My sequence is: Book, flannel board story or prop story, stand-up and move type song (Hap Palmer, Raffi, Parachute Express), book, fingerplay or activity, book, "blow out the lights," short movie created from a picture book, 5 minute craft and then kids put away their nametags and get a hand stamp on the way out - with time to show and tell about their craft project.

We don't do handouts, too messy and caregivers hands are busy, we repeat a lot, we post words to songs and rhymes on the wall. We use a guitar or CD music (doesn't work as well). Lots of repetition means moms know the songs, so not all songs need to be posted all the time. LOTS of interactive rhymes and songs and dancing. I ended mine with circle activities, it forces caregivers to get up and participate, you can do marching songs, ring around the rosy, etc. We keep the pace going fairly quickly. Books are a problem, there are not enough books with good and large enough illustrations to use with a

large group, we usually lost about half the crowd during readings unless it was a call and response or repetitive/predictable story. If you can engage the caregivers to respond, it works much better. Rhyming books (Llama Llama Red Pajama for example) work well.

Puppet shows were a huge hit and really helped develop the toddlers’ attention span. I usually presented puppet show at the end of storytime with the help of homeschooling volunteers. The children loved the puppets and we often featured them in fingerplays and rhymes also.

Toddler Storytime: Each storytime began with an action song, “I Can Wiggle” from the CD “Songs for Silly Time,” Twin Sisters Productions, 2001(track 2).

Including active fingerplays, songs, and rhymes after reading a book helped to get the toddlers active and improved their attention span. I presented the longer stories first and ended with a version of “Twinkle, Twinkle, Little Star” by Songs for Little People on their CD “Toddler Favorites” (track 23). This song was a favorite of many children and their parents shared stories how the children would sing this song at home, in the car, and even when passing the library

When you have children act out story, use imaginary things. For example, for caps for sale, don’t pass out hats, have them act out using imaginary ones. Don’t have to worry about how many are needed and don’t have to take time to pass things out.

Program—Other

Fairly fast-moving, varied program

Repeat songs and rhymes so they participate

Fewer books, more songs

Enthusiasm

Dramatic flair on part of storyteller

Establish a structure, sequence, pattern to your storytime

If you hand out bells or sticks—it takes a long time for so many people. Have parents help to do it more quickly.

A loud voice that carries well helps.  Large motions to demonstrate the actions to rhymes.  12-24 months requires constant change/movement.  We repeat the rhymes and fingerplays a couple of times and I demonstrate before we begin each one.

With a large audience, especially if there is a wide age range, we try to use those special titles that truly work for a wide age range, skewing toward the younger end, which means relatively short books, especially those that invite participation.  Sing-along books work very well.  Oral storytelling with dramatic gestures, voices, and participation are another option -- don't worry about a book's illustrations, paint a mental picture.

Techniques for presenting -- Most of the half-hour storytime is not spent reading.  We use lots of action songs, fingerplays, rhymes and sometimes group "games" (e.g.., which cookie on the flannel board is Cookie Monster hiding behind?)  Sometimes we only use one or two books, generally short and highly entertaining stories.  Sometimes we may incorporate four or five books, if most of them are short and participatory.  We create LARGE pieces for our oversize flannel board.  Use dramatic gestures and voice, as mentioned above.  Be loud -- don't read into the book pages, but face out and "project" to the audience.  Ask if everyone can hear you.  With small groups, I sometimes pass objects around for everyone to look at (puppets or other props) but with big groups, I invite them to come up after the storytime to touch or see things more closely.  If we are interacting with individual kids during the storytime (asking them to answer questions or riddles) or if we need "volunteers" from the audience (for instance, to hold props for a cumulative story), we try to choose kids from the front, middle AND back of the crowd.  On the other hand, if we think choosing volunteers during the storytime and having them make their way up front will bog down the flow of the storytime, we may choose and make arrangements with the "volunteer" kids and their parents/adults before the storytime starts and have them sit up front

Sometimes I start with a special attention getter -- flashing red light for a rescue vehicles storytime, or a noise-maker for a silly sounds storytime.  We often use a standard opening song that the kids recognize (with CD) -- it alerts them that storytime is starting and gets their attention and participation.  Especially with very young toddlers, I expect "wandering" and I don't let it bother me.  If I start to "lose" the audience, I may shorten what I am in the middle of and move into a participation song that is reliable for bringing them back (Shake Your Sillies Out, etc.).  Or ask the parents/adults to do something that gets them to interact directly with their child(ren), such as an action rhyme or fingerplay (OK, now, point to daddy's knee).  

When I feel like the group is getting restless or unfocused I do a “follow-me” activity to bring the focus back to the front of the room and encourages joint attention.

Pair up storied or rhymes to accommodate all ages, either by alternating or by demonstrating how a rhyme or fingerplay can be done with younger and older children.

You may need to break down what you want them to do into smaller parts. In smaller groups, everyone can follow what you do. In larger groups you may have to first say, “Show me your shoulders. Good! Show me your head. Good! Etc. before Head and Shoulders.

Make sure your expectations are clear.

Configuration

Masking tape or painter’s tape on floor to indicate where to sit, or do not sit in front of this line.

Parents sit with kids to help them participate and take out if they are restless

Helps to be slightly elevated, slightly higher than the participants so easier for those in the back to see.

Have a separate room—helps a lot

Stand up, don’t sit! Move around and show book/puppet around to whole group

I found mother/adult-control one of the biggest problems at my large storytimes. Originally we had chairs for parents around the outside of the seating area but then we tries taking them away to encourage parents to sit and participate with their children and it worked awesomely! We had chairs available for old, pregnant or infirm people and had a sign up when they came in saying "Today we are encouraging parents to sit on the floor with their children."

I tailor the program so there is less individual participation, but the structure stays the same. For example, in the middle of the program we all stand up, but we sing and do actions to a song that involves standing in place (such as I'm a little teapot, Head, shoulders, knees, and Toes) rather than moving around in a circle.

Mention rules at beginning of storytime

I have the kids and parents sit on the floor with their backs to the door so distraction is less.  I try to make the room as child proof as possible--a skirt around the computer table and access to the area behind me blocked off.  I ask the adults to keep an eye on the child. Rarely have any problem as parents are with the children.  Sometimes it gets noisy but I turn up the music and fortunately have a voice that carries well.

Besides being organized and keeping the group's familiarity of the generally accepted outline for a storytime program for that age (opening song, story, action song/rhyme, story, action song/rhyme, story, closing song), I would make sure that each story involves high levels of participation and each is presented differently from the other.  For example, choose one magnet story, one PowerPoint story, and one singable story at the end and add instruments.  (For example, I have done Beetle Bop by Denise Fleming for the closing story.  I "rapped" the text while the children kept a (somewhat) steady beat with rhythm sticks.  It worked well, and the adults helped pass out and collect the sticks.) 

Keeping the crowd's attention relies partly on the variety and potential for participation in the stories one has chosen.  For example, instead of reading the regular edition of Snowmen at Night by Caralyn Buehner, choose the pop-up edition.  One can also use the flying text feature of PowerPoint to capture a large groups attention.  I used this in telling The Jacket I Wear in the Snow by Shirley Neitzel.  As each line was added, I had the text and picture fly in.  For that story, children named the new item, and we also had actions to do each time we added an item.  Again, one's usual tactics of maintaining attention in a smaller group are used with large groups, but one has to be more on top and exaggerated.  If the group gets too out of control, one might consider using a small chime to regain attention. 

I begin with a friendly reminder that children need to stay with their caregiver throughout story time, but will be invited to come up front at the end to hug Winston, my dog puppet, dance to the music, play with the toys I bring, and look at the books. 

Participants have a rhyme sheet with everything on it, so they know what's coming up, and will participate with their child. On the back of the rhyme sheet is our Story Time FAQ, which answers questions such as "Is it OK to use my cell phone and chat with friends during story time?" and "May I bring a snack to story time?" The 10 questions help to guide parents toward a successful story time.  (see attachment)

 

Try to have a helper or two in the room. Someone to help at the door to get people seated, especially if they arrive late and someone to help during the presentation. Teen volunteers, senior citizens, or other staff are great for this.

Tricks of the Trade

Ask for help from parents—for whatever you need!

Type words to books indicating page breaks, large font with narrow margins, put on back cover with paper clip

Toddlers are, by nature, wiggly and with a large number of children, some noise is unavoidable. If the audience became too distracted, I would clap my hands three times counting 1, 2, 3 and then say “Shhhh…” while bringing my finger to my mouth. A few times in the beginning, I had to use this technique during a story to refocus the children’s attention. After a routine was established, the children knew when to listen to the story and when to sing, dance, and wiggle.

A great keeping attention technique is this

I wiggle my hands up high (keep them wiggling up there until everyone is going in)

I wiggle my hands down low

I wave my hands from side to side

And then I let them go

Tune is sort of A hunting we will go

Attitude

Toddlin' Tales lasts 25 minutes, and is a riot of great fun and energy. Yes, I occasionally have to pause and wait while voices quiet down.  Sometimes I look out at the huge crowd and wonder, "Is this the quality we want?"  I offer 4 sessions of Toddlin Tales each week, so if one session is overcrowded I always encourage parents to attend one that is less attended.  Very occasionally we have actually closed the doors and turned people away because it was just too crowded.  But as much as possible, I continue on, because if they're willing to be there, then I want to make it as much fun as possible.  I use lots of different voices, encourage participation, and make sure that each part moves quickly to the next part.  It is the best part of my week!

Embrace the chaos. There is no way you can have every single person's attention for the whole time. If the kids in the back are having a different storytime than the kids in the front, it's o.k.! They are having fun too.

While large groups present unique challenges, they also reap large rewards. The children displayed such enthusiasm and excitement about reading and the library. Word of mouth within the community was responsible for the large attendance at the toddler storytimes. Playgroups, friends and relatives often visited our programs.

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