Preschool: Spring Cleaning

A couple of months ago I read about the idea of a “kid wash” in one of the discussions on the Storytime Underground Facebook page and knew it would be a great addition to the storytime I was planning this Spring around Mo Willems’ new book, The Pigeon Needs a Bath. And that is how a storytime is born, my friends! A great activity and a witty book were combined with a few other elements to fill in the gaps and another week of fun and literacy building was had.

I finally got a moment to collect my thoughts so here’s what we did.

Song Cube

Book: Time for a Bath by Steve Jenkins and Robin Page (Houghton Mifflin Books for Children, 2011).

Steve Jenkins is one of my favorite author/illustrators and his books are popular with not only preschoolers, but much older kids and adults as well. This book introduces kids to how a variety of animals bathe, some of which are quite surprising! Instead of reading the whole book to the group, ahead of time I picked out a few animals whose bathing habits would surprise the storytime crowd and stimulate discussion. Also check out their other related books: Time to Eat and Time to Sleep.

Book: The Pigeon Needs a Bath by Mo Willems (Hyperion Books for Children, an imprint of Disney Book Group, 2014)

Wh doesn’t love the pigeon? This book is a nice addition to Willems’ collection of pigeon stories, complete with spot on expressions that are perfect for initiating a conversation about a book’s illustrations and what they contribute to a story. I only wish I owned a copy of this story in big book format because one of the spreads includes many small images in comic-style panels which are hard for a group to see in the smaller format. How ’bout it Mo? Hyperion? Is a big book in the works?

Movement/Dance Break: I Took a Bath in a Washing Machine by Jim Gill
All this talk about bathing left us itching for some dancing! I brought out the scarves to use as wash cloths as we danced to Jim’s popular song.

Song: If You’re Ready for a Story
To help us get settled back down for the last story, we started this action song standing. By the final verse everyone was seated back on their mats and ready for one more read.

Book: Mrs. Wishy Washy’s Farm by Joy Cowley and Elizabeth Fuller (Philomel Books, 2003)

This delightful story is a fun read because of its rhyming text and high quality illustrations. It could be used in a farm storytime as well this one. The only trouble I have with this book (besides it being out of print!) is the page where it talks about the animal jail which is actually the animal shelter, although jail rhymes much better. I like to think that our shelter is less jail, and more temporary home. I talk about this page a bit when we get to it so kids understand what the author is talking about.

Before the day’s activities, we sang one more song just for fun!
Action Song: 5 Elephants in the Bath
One elephant in the bathtub
Going for a swim.
Knock, Knock                     Clap twice
Splash, Splash,                   Slap knees twice
Come on in!                        Motion with both hands to come in
(Repeat up to ‘Five’)
Five elephants in the bathtub
Going for a swim.
Knock, Knock,
Splash, Splash,
They all fell in!
Credit: Sur La Lune Fairy Tales

We had two activities today. The first was the kid wash and the second was a simple art activity designed to ease the line that formed around the kid wash. Both worked well.

Kid Wash Entrance


Kid Wash Exit

Kid Wash Exit

Kid Wash Side View

Kid Wash Side View

Kid Wash
I grabbed a couple of large cardboard boxes that came through the library a few weeks ago and stored them for the kid wash. For storytime, I opened them up to form tunnels and used tape to secure the flaps. I did not connect the two tunnels because when the wash was set up, I wanted a gap in which I could blow bubbles on the kids to simulate the wash of a car wash. I used two chairs to keep the tunnels from falling over- the other side was pushed up against some of our picture book bins. I taped streamers over the opening of the tunnel that was going to be the exit, reminiscent of the drying that happens when you drive out of an automatic car wash. I also made a stop sign that a caregiver held at the entrance to help control kid traffic and not crowd the inside of the wash. It was a great literacy tool as well. I stood half way down the wash and blew bubbles as kids came through. Even the most hesitant kids eventually made their way through the wash and many kids made several passes.

Part of the fun of this activity was that I had the parts staged, but not set up during storytime. (Storytime takes place in our children’s library and the only place to put the kid wash was in the space where we sit for storytime.) While I set up, I had the kids close their eyes for a surprise after the story portion. Most kids actually kept them closed until I said I was ready. No one expected a kid wash, so there was no secret to give away. It worked like a charm!

Credit: Susan Dailey

Bathtub ArtBathtub Craft
This simple craft involved a bathtub image, a poem about bathing, and stamping. I photocopied the poem into the middle of the tub image and gave each child one page. They cut out the tub and glued it on to a piece of construction paper (color of their choice). Then they used Do a Dot art markers to create colored bubbles around the bath. These markers are easy to use and satisfying for both preschoolers and toddlers, offering an alternative tool for painting.
Credit:  Read it Again Mom

Preschool: The Dark

In anticipation of Halloween and the shorter Alaskan days, this week’s story time was all about the dark.

Before I detail the program, I’ll just say some storytimes are better than others. Despite hours of planning and prepping, sometimes the program doesn’t turn out like you hoped. This was one of those weeks. The program wasn’t bad, but it wasn’t awesome. And, I thought it was going to be AWESOME.

Glow in the Dark

Why wasn’t it? I think there were a couple of reasons. This story time needed the story portion of the program to link with the activity portion so kids could better make the connections between the two. This was hard to do because we had a guest who played music and read stories during the first portion of story time, while I led the activity portion. While we do have guests come occasionally, this week’s plan wasn’t the one to use with a guest who only comes occasionally.

The other reason I think this week wasn’t as successful as it could have been was that by the time the activity portion of the program started we had lost the attention of many kids and parents. This may be due to reason #1. So explaining the activities, or even engaging some of them, was a challenge. This week’s program was a great example of the need for consistency, the importance of trained storytime presenters, and yes, the need for better, if not just different, planning.

How do you incorporate volunteers into storytime?


The Dark by Lemony Snicket and Jon Klassen (Little, Brown, 2013)

Night Light by Nicholas Blechman (Scholastic, 2013)

The pout-pout fish in the big-big dark by Deborah Diesen and Dan Hanna (Farrar Straus Giroux, 2010)Don’t Let the Pigeon

Stay Up Late by Mo Willems (Hyperion Books for Children, 2006)


Glow in the Dark Art Boxes

Even though the children’s library isn’t completely dark (thankfully there are a lot of windows) we made darkness! I found this great idea for a glow in the dark art box that let me explain a little about light, ultraviolet light in particular, fluorescence, and how black lights work.

2 or more large cardboard boxes (mine had space for two people lying on the floor with room to draw just inside the open end of the box)
a handheld blacklight
white paper
fluorescent markers of various colors

Glow in the Dark Box

To make the two glow in the dark boxes, I first taped one end of each box open so kids and adults could draw with their heads, or at least their arms, inside the box. Then I cut a hole in the top of the box just smaller than the light end of the black light so that it would fit tightly. I then taped around the black light inside and outside of the box so it wouldn’t fall on someone’s head while they were drawing inside. It was that simple.

I set up the similar boxes with lots of room surrounding them, one on the floor and one at a table, so the glow in the dark artists had space to get comfortable. While the boxes initially made many wonder about them, it wasn’t until the other crafts were done that most kids and caregivers wondered over to explore. Once they did, the kids were mesmerized! The littlest ones actually climbed inside to draw, while the bigger storytimers only tucked their head or hands inside with their artwork inside the box. Either way glow in the dark creations of all kinds were made.

These boxes were fun and both demonstrated activities that could be easily recreated at home and how to explain ideas not typically thought of as preschool topics, increasing vocabulary. Speaking of vocabulary and early literacy, have you seen the report about the importance of a diverse vocabulary in kids as young as 18 months and its effects on literacy later on?


Glow in the Dark Sensory Bags

The younger kids enjoyed the glow in the dark sensory bags that I had available at the next station. I made enough for families to take home with them where I am sure the real fun started. These gallon size ziploc bags were filled with shaving cream and two glow in the dark bracelets (activated). Kids could play with the sealed bag, find the hidden bracelets, and trace the shape of the bracelets to strengthen their important finger muscles they use for coloring, cutting and soon writing.

1 gallon size ziploc bag per child
1/4-1/3 can of shaving cream per bag
2 glow in the dark bracelets, one with connector to make the circle shape
clear packing or duct tape to seal the tops of the bags to avoid spillage

Itsy Bitsy Spider Craft

This was the perfect craft for this week’s program. It was easy for parents to figure out while I was busy with the other Spider craftactivities and kids could modify it however they wanted. Some added more legs or used different colors of pipe cleaners. Others added more eyes or more letters. Some kids even colored the black spiders. For those who didn’t want to make a spider, paper, markers, crayons, and scissors were available.

1/2 sheet of black card stock with a circle traced on it for the spider’s body (I used an old CD to trace the perfect round shape)
2 pipe cleaners per child cut in 1/2 for the legs (black is an obvious choice, but other colors were used)
1hole punch
letter stickers
googly eyes


App-ily Ever After Digital Storytime: Animals

I have introduced and successfully integrated apps into several of my library’s weekly preschool storytimes. However there are some apps and digital media I have not used, but wished I could. Our storytimes are held in our children’s library instead of a separate storytime space and the beautiful design does not easily accommodate media tools like large screens. When the space was designed and built, new media was not part of the storytime conversation. Without a large screen on which to project book apps and other new media, some are too difficult to use or be seen by large groups on the smaller iPad screen.  In fact, ability to be easily seen on the iPad screen and used by groups are two of the criteria I use for selecting apps for storytime.

Innovation, as always, requires creativity! So, with my director’s support and interest, I designed a new, digital storytime using our meeting room with its large monitor and space for comfortable seating. (We removed the meeting tables before the event and brought in the beanbags from the children’s library.) We decided to not only alter the media format for the pilot program, but to also host it on a Saturday, another first for our library.

The digital storytime seemed like a perfect fit for Little eLit’s October Tech Challenge, in which we try something new and a even little bit nerve-wracking in honor of the “scary” month. Here are the details of my challenge-to-me program.

Digital Storytime: App-ily Ever After

16 kids and caregivers attended the program. Kids were ages 2-9. Two teachers brought their kids. Only three of the kids had ever been to a storytime at the library (or outreach program) before this one. The group size was perfect for a pilot program in our room size and with the devices we had on-hand.

I divided the one hour program into two parts. The first half was a storytime similar in format to the weekly preschool programs. We sang, moved, and read together. This format was used with the idea of offering some familiarity to families while at the same time letting me highlight apps that demonstrate the tips I planned to share with parents. The kids had fun while the parents saw the apps in action.

The second half of storytime was dedicated to letting kids and caregivers try out apps I had preloaded on four iPads and share information with each other about apps they like. I also took the opportunity to talk with families about what to look for when searching for apps.

This type of storytime needs tools also, they are just a bit different. I stated that iPads would be used in this program, but many of the apps I used or mentioned are available on multiple platforms. The equipment I used for this program included:

  • Large monitor
  • Apple TV (This connected the iPad to the monitor wirelessly allowing for more movement as I used the iPad.)
  • Wireless Router (We created a hot spot in the meeting room so families could download apps with ease during the program without competing with the whole library for bandwidth.)
  • 4 iPads (I used my personal iPad to present the storytime elements and then had the library’s iPad and a city-owned iPad on hand- both preloaded with a collection of 20 apps I selected- for kids and caregivers to try out. My director also brought her iPad loaded with apps she wanted to share. It turned out that all but one family brought their own iPad which I encouraged on the flyer for the program.)
  • 20 apps for storytime program and for families to try out
  • Beanbags and chairs for families
  • paper copies of Sandra Boynton’s Blue Hat, Green Hat and Mo Willems’ Don’t Let the Pigeon Drive the Bus (two apps used in the program are based on the popular paper books)

Welcome song: Open Shut Them (a classic storytime song we sing regularly on Wednesdays)

Song: Are you ready for a story? (Clap Your hands)

Parent Tip: I explained the difference between a book app and an e-book.

Book app: Blue Hat, Green Hat by Sandra Boyton and Loud Crow (2011)
$3.99 :: App available via Apple, Google Play, Amazon App Store, and Nook Color

This app is so silly that even the adults were laughing! It quickly helped the group relax and caught their attention.

Parent Tips:

    • The value of meaningful Interactivity: In this app the reader taps animals and objects to animate them. The actions closely relate to the story, as do the sounds which extend the story. Early readers can tap on the individual words to hear them read aloud even with the read-to-me function turned off.
    • App’s early literacy value: phonological awareness
    • Choosing book apps: This is an engaging story with entertaining characters, not just just lots of interactivity plus it has simple, uncluttered pages with quality images and easy to read text.

Toy App: Peekaboo Barn by Night & Day Studios (2011)
$1.99 (free lite version is available) :: App available via Apple, Google Play, Amazon App Store

After seeing all of the silly, farm animals in Boynton’s app, we played a game identifying farm animals in this one. When the app is started, a barn appears and an animal’s sound is heard. Tapping on the barn opens the doors to reveal the animal making the sound. The name of the animal also appears on the screen. The barn doors then close and a new animal sound is heard. While this app works well with groups because there are multiple opportunities for kids to participate, I actually prefer another farm animal app, Animal Sounds-Fun Toddler Game, qwhich I have used in a weekly storytime about farm animals. The game format I use with it would not work with the apps projected on a large screen.

Parent Tips:

    • Joint Engagement: A child could navigate this app on his/her own, but it is more fun when children and caregivers or children and other children play it together. Joint Engagement offers great opportunities for learning!
    • Early literacy value: phonological awareness and print awareness
    • Choosing apps: Look for apps that are age appropriate and can be played over again. Be sure to review an app before introducing it to your young child.

Song: Are you ready for a story? (Tap your toes)

Book App: A Frog Thing by Eric Drachman and Oceanhouse Media
$2.99 :: App available via Apple, Google Play, Amazon App Store and Nook Color

Frog is a frog who has dreams. He wants to fly, even if it isn’t a frog thing. In this gentle story, again with meaningful interactivity, frog saves the day, realizes a dream and inspires his family and friends. I picked this book app because it demonstrates another way book apps can still be effective and engaging without being silly.

Parent tip:

    • Early literacy value: This book offers new vocabulary like the word aerodynamic and opportunities to build narrative skills. This is also a good choice for STEAM storytimes focusing on frogs.
    • Choosing apps: Look for uncluttered, pages with easy to read text. I pointed out the read to me, read to myself, and auto play options and the button to turn music on or off, all features which I look for.

Toy app: Felt board by Software Smoothie

We used this digital feltboard to act out the song, Five Green and Speckled Frogs (demonstrated here by the Jbrary librarians). Many librarians have talked about using this app and this felt story before. Instead of using screenshots of each movement in the story and projecting them with keynote, I saved my story (a new update) and physically moved the frogs as the story progresses in the song. This worked perfectly and mimicked one of the great aspects of traditional felt boards. I was comfortable doing the actions with my hands and moving the frogs on the iPad. Almost everyone sang along with this song.

With multiple backgrounds and a zillion characters and features to choose from, this toy is perfect for kids of multiple ages and for playing together.

Parent tips:

    • Choosing apps: Select apps that encourage open-ended play and creativity.
    • Early literacy value: This app is great for building narrative skills.

Toy app: Don’t Let the Pigeon Drive This App by Mo Willems and Disney
$5.99 :: App available from Apple only

This app is based on the popular book, Don’t Let the Pigeon Drive the Bus. The app does not include the book, but it extends the story by offering kids a chance to create and play using the beloved characters from the book. As a group we recorded a story directed by the bus driver. We were asked a series of questions and took turns saying silly answers which were then incorporated into a story that was played back and acted out by the bus driver and the pigeon. This was a great transition into the second portion of the program.

Parent tip:

    • Early literacy value: Strengthens narrative skills and helps build vocabulary. This also provides a nice introduction to creating digital stories.
    • Choosing apps: This app has no in-app purchases or ads, what I look for especially for use in storytime.

For the rest of the time, we looked at and explored apps informally. Caregivers shared apps they have used and liked. Kids and caregivers had lots of questions about app suggestions, even for specific purposes like strengthening math skills, and how to select apps. Several of the adults also asked if we were going to offer a similar storytime again!

I gave every caregiver a double sided information sheet, Kids and Digital Media Tips for Parents 10.13, which included app suggestions, developer suggestions, early literacy information, and resources for learning more. This kind of program offers a lot to think about, so something to take home was important.

This was a successful pilot program that showed us two things. One is that a program like this one can be successful and is important to families. Secondly, it helped us assess the need for Saturday storytimes. We hope to host similar programs again as resource allows.

This blog post content also appears at

Preschool Storytime: Back to School!

School begins in just two weeks! To help all of the story time kids prepare for kindergarten, a back to school storytime was on the menu this Back to School week. With just a few schools in our small town and vicinity, I was able to share little details about most of the great kindergarten teachers in our area as kids shared which school they were going to attend. These little connections always help on the first day of school!

To get warmed up, we sang the ABC Song using shakers.

kwelz_alsc_ebadgeThen we played the Name game which I read in a comment about a Back to School Storytime post on the ALSC Blog. We all stood in a circle and each of us took a turn saying our name and performing a unique movement. The rest of us all do the movement together. With a little help from each other we made it around the circle and did quite a dance. Even with lots of regular faces, we all learned some new names while coming up with some silly movements. It offers a great opportunity for early morning stretching!

Owen K Henkes

Owen by Kevin Henkes (Greenwillow Books, 1993) was the first story we read. I absolutely love this book, and almost everything Kevin Henkes has written. I’m particularly fond of this one because it is my son’s namesake and it was given to him at birth by a lifelong friend of mine. I also love the gentle flow of the story, with hints of mischief, and bits of repeated text.

Owen is the story of a young mouse getting ready to start school. He is very attached to a blanket which he carries with him everyday, but is “encouraged” by a neighbor (via his parents) to get rid of it before starting school. After trying all of the neighbor’s suggestions to get Owen to part with the blanket, unsuccessfully, they finally come up with a creative, loving solution that works for everyone.

There are a couple of back to school Splat the Cat books by Rob Scotton, but I stuck with the original, Splat the Cat (Harper Collins, 2008). In it, Splat is reluctant to start school and the first few pages feature Splat’s humorous splat the cat in bedattempts to avoid school. He finally agrees to go, with his mouse friend in his lunchbox.  Once at school, he learns that cats and mice aren’t supposed to be friends, much to his surprise. In the end, the mouse saves the day and all of the cats learn to love mice. This book is a perfect fit for storytime.

What storytime would be complete without a rendition of the Wheels on the Bus? We sang several school bus related verses before moving on to a favorite book.

pigeon Willems

Don’t Let the Pigeon Drive the Bus by Mo Willems (Hyperion Books, 2003) is not a school related read, but all ofMo Willems’ books are not only sharable in storytime, but epitomize the idea of an interactive picture book. The spirited responses to Pigeon’s questions throughout the story easily demonstrate the power of good storytelling to engage even the youngest reader.


Instead of a craft activity, we rode a school bus today! The local school bus company donated a bus and driver to take our storytime group on Back to School Bus Ride a drive to one of the local elementary schools. Most of the kids loved the experience, but one or two kids who were not quite ready for the experience, shall we say, and their caregivers did stay behind at the library. We sang, asked questions, and practiced getting on and off the bus. What was the most important question we asked? Would the driver let a pigeon drive the bus? No!

Note: The bus was late! The dispatcher had forgotten today was the day. As the clock ticked and no bus driver arrived, I started to wonder. I had a coworker call the company who sent the driver right over. The lesson? Always have an extra book on hand, some stories memorized, or some songs/games to play to keep families from losing interest.

Photo credits: Owen- Scholastic, Splat the Cat –, Pigeon- Mo Willems’ blog

STEAM-y Storytime 1: Things that Go! Go! Go!

Kids finish school towards the end of May here. In years past we have started our summer reading program the first week in June, leaving a gap. I have wondered if we lose kids this way, so this year we began the program the Monday after school gets out, turning the eight-week program into a ten-week extravaganza. So far so good.  More kids (and teens and adults) are registered and they are enthusiastic!

Another change, is better integration of the preschool storytime program that we offer every week of the year into the summer program. Instead of the habitual storytime that happens every week, I want them to be special and relevant and engaging and the Heavy Equipment Show and Tellhappenin’ place to be! Storytimes are generally well-attended, and during the summer its economical to use the well-established storytime venue to provide summer-related programming especially for young kids instead of adding programs to a very full schedule  that includes events for kids, teens, and adults.

As mentioned in previous posts, I decided to develop a series of STEAM-y Storytimes for June and July (our summer program ends August 3rd) to draw attention to storytime and to try highlighting valuable STEAM (STEM + Art) elements in the storytime setting. The Dig Into Reading theme we adopted for this year allows me to nicely connect storytime and the overall program.

Stories that go…

To go along with the Heavy Equipment Show and Tell we were hosting on the weekend, this week’s storytime was all about things that go. But first, I started storytime with the Rhyme Cube again. Kids really like the idea of choosing songs, and of course, the rhyming songs are great for kids’ phonological awareness!Photo Mar 08, 10 41 51 AM

To introduce the theme of the day, I brought out my portable flannelboard which was already set up with “things that go,” including the settings for each. The kids immediately called out that things weren’t as they should be. I had the things that go all mixed up! A boat was pulling a dogsled, a train in the clouds, and so forth. Together, we got them all sorted out in no time at all. Time for stories! Find the templates here ThingsThatGo1 and ThingsThatGo2.

We read just two books this week, since we were so busy giggling and talking about the two I selected. Two may not seem like very much, but I don’t set an absolute number of books to get don't let the pigeonthrough during storytime.  Instead I focus on how we read the books. Some weeks we read three or even four, and some we read less.

We were recently gifted a big book version of Mo Willems’ Don’t Let the Pigeon Drive the Bus (Hyperion Books for Children, 2003). It amazes me just how much kids enjoy this story, even if they have heard it a hundred times! With the large format pages, simple but expressive illustrations, and the interactive story, it’s ideal for reading together as a group. Thanks, Mo Willems! And if you haven’t seen the related app, Don’t Let the Pigeon Run This App, check it out.

Before the next story, it was time to jump up and get our legs going! When I unfurled this traffic light on the flannelboard, the kids pointed out that it was like the single traffic light in town! Despite the rarity of traffic signals, kids still knew what to do when we marched our way through this action rhyme.

Green Says Go!Photo Mar 08, 10 42 23 AM

Green Says, “Go!” (march fast in place)
Go! Go! Go!
Yellow says, “Slow.” (march slow)
Slow… slow… slow…
And Red says, “Stop!” (freeze stop)
GO! GO! GO! (march fast)
Slow… slow… slow (march slow)
STOP!!! (stop)

Credit: Sturdy for Common Things

Our last story was David Shannon’s Duck on a Bike (Blue Sky Press, 2002). As Duck rides a bike past the other farm animals they lots to say and think about Duck’s peculiar behavior. The repetitive text and easy duck on a biketo identify animals are a treat for kids, as is the second to last page which features all of the animals happily riding bikes unbeknownst to the child owners inside the farm house.

The STEAM-y Storytime format includes two or three activity stations after the traditional story segment. For this week, we included three stations and the average sized crowd moved from one to the other smoothly. Most children and their caregivers tried out each station. I didn’t set a time at each station, but designed the time as free exploration. With a teen volunteer on hand, the format worked very well.

Things That Go Activity Stations:

Photo May 28, 2 51 58 PMPaper Airplanes

I set up an area in the children’s library that was dedicated to paper airplane building. We have several Photo May 28, 2 54 15 PMpaper airplane design books including the Paper Airplanes series by Christopher Harbo (Capstone Press, 2011) which are written for various age levels, so I displayed those at the station along with paper in a variety of weights and colors. Paper clips, tape, and fasteners were also on hand so kids could experiment with weight distribution as they tested their planes.

Once their planes were engineered, kids had a chance to see how they flew. A long area between stacks offered a great spot to lay tape at various intervals so kids could measure how far their designs could fly. There was even a contest or two!

Car Color MatchingCar Color Matching Station 

Many of the younger kids were immediately attracted to the car color matching station. I placed a basket of toy cars and trucks in the middle of the table with colored construction paper in a circle around it. Kids quickly started placing cars on the sheets based on their body color. I encouraged caregivers to help the little ones count the matching vehicles and also find other ways of matching the cars based on the color of their wheels, windows, and racing numbers, for example.

Did kids play with the cars after they matched them? Of course!

Town CollagePhoto Mar 08, 10 52 24 AM

The art station was all about creating a collage which I found over at Sturdy for Common Things. For this station, I set out large pieces of blue construction paper for the backdrop along with wavy black paper strips to represent a curvy road. Kids used the magazine scraps, other construction paper, and cotton balls to create buildings, trees and clouds/fog. I cut out small cars and glued them to popsicle sticks so kids could drive them on their newly crafted roads, turning their artwork into something interactive.

Another station idea…

At other “Things That Go” storytimes, I have also provided materials to make toy cars for racing on a race track made out of blue tape on the carpeted floor. Creating the cars and racing them offered great DSC02389opportunities for language development and using their budding narrative and social skills as kids raced around the track together.

toilet rolls
brass fasteners
black paper circles
markers or crayons
any other items for decorating the cars

Image Credits: Neat Solutions, Little Big Shots