Autumn Field

LS 5343
December 8, 2019
LS 5343 Themed Reading Program Rationale

Program Theme: STEM-Based LEGO Challenge

Program Weebly Website: https://libraryprogramsinsight.weebly.com/

Infants & Toddlers: Brown Bear, Brown Bear, What Did You Build?

Program Description

Patrons will begin the program by listening to a read aloud of Bill Martin Jr.'s Brown Bear,
Brown Bear, What Do You See?. During early stages of literacy, it is important to provide
readers with literature that has predictable text, which allows young readers to grasp the concepts
of the story and supports the reader in retelling the story. When the read aloud of Brown Bear,
Brown Bear, What Do You See? is complete, the learners will be provided with pictures cards to
sequence the story in order.

After five to ten minutes of sequencing the story from the beginning to end, learners will be
given picture cards of the animals seen in the Brown Bear, Brown Bear, What Do You See?
story. The picture cards will show the animals made out of LEGOs to provide visual support for
the LEGO challenge. To begin the challenge, each learner will start with one animal card. The
learner will use the LEGO DUPLOS and the picture card provided to replicate the picture of the
animal. As the learners are building their animal, parents/guardians are encouraged to have their
learner retell the story Brown Bear, Brown Bear, What Do You See? out loud as the animals are
being built.

Theme & Alignment

The theme of the Infant and Toddlers program is building animals with LEGOs. This theme
relates to the main program theme of developing STEM-Based LEGO challenges for all learners
in the library by providing an engineering opportunity of building the animals from the story.
The learners will have to use the visual aid provided to coordinate the parts of the animal to end
with an accurate product. The learners in this program will be using the information learned
during the read aloud to build the animals from the story and put the animals in sequential order
in which the animals appeared in the story.

Developmental Appropriateness

This program is developmentally appropriate for infants and toddlers because it provides a visual
learning opportunity through the read aloud portion of the program and the visual pictures cards
of the animals in the story. The infants and toddlers will also use their fine motor abilities during
the STEM-based LEGO challenge by connecting the visual picture card to the LEGO DUPLOS
build their animal seen from the story. The Child Development Institute (2019) states that
children at this stage in development are using their visual exploration through fixating on
pictures and faces seen around them. Toddlers and infants also are learning to strengthen their
 Autumn Field
LS 5343
December 8, 2019
motor abilities by using their hand muscles to pick up the LEGO DUPLOS and build the parts of
the animal.

Multiple Intelligences

Visual-Spatial Intelligence:
The first intelligence the program will focus on is Visual-Spatial Intelligence. Cherry (2019)
states that Gardner describes the Visual-Spatial Intelligence as one when an individual is able to
interpret pictures and graphs, enjoys reading and is good at putting puzzles together. The Visual-
Spatial Intelligence is seen during the read aloud portion of the program. The Children’s librarian
will read aloud Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr. to the infants and
toddlers, providing these learners will the opportunity to enjoy a read aloud and then sequence
the pictorial cards of the story from beginning to end.

Bodily-Kinesthetic Intelligence:
The second intelligence the program will focus on is Bodily-Kinesthetic Intelligence. Cherry
(2019) states that Gardner’s characteristics of this intelligence focus on individuals enjoying the
creation of things by using their hands, which leads these individuals to remember doing these
activities instead of hearing the activities around them. This intelligence is seen in the program
when the infants and toddlers will pick an animal card from the story to build an animal from the
story by using their hands and the LEGO DUPLOS.

Literacies

Repetition:
Repetition is seen during the first portion of the program when learners are listening to the read
aloud of Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr. The Children’s
Librarian will read aloud the story and after a few pages of the repetitive text heard and seen
within the story, the librarian will begin to pause before stating the repetitive text. This will allow
the infants and toddlers to use their memory of the story to reproduce the text already heard in
the story. By reading a story that has repetition in the text, learners begin to understand that when
the text repeats in the story, there is significance in the phrase. The repetitive text seen within the
story is “Brown bear, brown bear, what do you see? I see a ___ looking at me. The first part of
the phrase changes depending on the animal seen on the page.

Narrative Skills:
Narrative Skills is seen during the second portion of the program when the infants and toddlers
will work with their parents/guardians to retell the story verbally and by using the picture cards.
Learners use narrative skills to order the sequence of events seen and heard within a story. It is
important for young readers to comprehend the story being read to them during a read aloud. The
Colorado Libraries for Early Literacy (2019) states librarians and parents/guardians need to have
discussions with learners to assess whether or not the learner is comprehending the main ideas of
the story and the events that took place.
 Autumn Field
LS 5343
December 8, 2019
Standards/Competencies & Assessment
I. Commitment to Client Group

4) Understands theories of infant, child, and adolescent learning, literacy development and
brain development, and their implications for library service.

This competency relates to the infant and toddler program because the material being presented
to the learners has been designed to meet the literacy development needs of this age group. The
infant and toddler program begins with a read aloud of a well-known children’s book that
focuses on the literacy skills of repetition and narrative skills, which supports the literacy
development in young learners. This type of literacy exposure increases the learner’s vocabulary
and comprehension skills. The assessment measure used to determine if the competency is met is
the sequencing activity of Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr. The
learners will be given picture cards that follow the storyline. The learner and their
parent/guardian will work as team to put the cards in order from beginning to end.

III. Programming Skills:

1) Designs, promotes, presents, and evaluates a variety of programs for children, with
consideration of developmental stages and the needs, interests, and goals of all children, their
caregivers, and educators in the community.

This competency relates to the infant and toddler program because the program provides a
variety of learning opportunities that is considerate of the development stages of infants and
toddlers. The read aloud, Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr. is
written for children ages three to seven year of age. By selecting a story that is age appropriate,
learners are able to fully comprehend the main idea of the story and retell the story in the end.
The LEGO DUPLOS being used in the LEGO Challenge portion of the program are also
developmentally designed for children one to five years of age. By having parents/guardians
working alongside their learner in the children, the infants and toddlers will be able to complete
the LEGO animal challenge. The assessment measure used to determine if the competency is met
is the completion of the developmentally appropriate sequencing of the story activity and the
building an animal seen in the story by using LEGO DUPLOS.
 Autumn Field
LS 5343
December 8, 2019
Preschool: Builders United STEM Program

Program Description
First, learners will listen to the read aloud Jack and the FlumFlum Tree by Julia Donaldson and
David Roberts. This story provides learners with a fictional story about a young boy named Jack.
Jack and his friends go on a mission for his grandmother. Along the way, Jack and his friends
encounter boat problems and have to use the items sent by his grandmother to solve their boat
problems. This fictional story is wonderful for teaching problem and solution to young learners.

Second, the librarian will explain to the learners what it means when an object either sinks or
floats. The children will be given 10 seconds to pick an item on the table and get in line to test
whether their item will sick or float in a bucket of water. After each learner has shared whether
they think their item will sink or float, the learners will decide which items from the LEGO
STEM Park Set will sink or float. The librarian will ask learners questions like "What features
makes the objects sink or float?" “If the item has a hole in the middle, do you think it will sink?”,
“If my item is light, will it sink?”

The librarian will read aloud a LEGO Boat story to guide the preschool learners into the
challenge of designing their own boat to float in the bucket of water. Before starting the
challenge, the group will talk about what items will help the boat float in the water. The learners
will also need to build a sail on the boat to help it move across the water. When the learners are
done building their LEGO boat, each learner will take a turn sailing their boat to determine
whether the boat sank or float and moved across the water successfully.

Theme & Alignment

The theme of the Preschool program is sink or float with LEGOS. This theme relates to the main
program theme of developing STEM-Based LEGO challenges for all learners in the library by
providing an engineering opportunity for preschoolers to use their background knowledge of sink
or float and experiment with developing a tool to use on the water for a sink or float experiment.

Developmental Appropriateness

The STEM-based LEGO program on sink or float is developmentally appropriate because

learners at this age are learning to use their motor abilities in building objects along with
increasing their cooperative play with others around them. The Child Development Institute
(2019) states children from ages three to four years of age enjoy sharing with others children,
learning to have cooperative play with other children their age, and their curiosity and interest in
other children around them is increasing. By having these developing attributes in the preschool
learners, the children will enjoy sharing their ideas with their peers around them and share the
LEGOS when building the boats.
 Autumn Field
LS 5343
December 8, 2019
Multiple Intelligences
Visual-Spatial Intelligence:
The first intelligence the program will focus on is the Visual-Spatial Intelligence, which is seen
during the read aloud of Jack and the FlumFlum Tree by Julia Donaldson and David Roberts.
When learners are using their Visual-Spatial Intelligence, Gardner (2006) states the learners will
enjoy reading books around them, they will show signs of being good at putting puzzles together
and recognize patterns. During the challenge, the learners will first have to pick a object
available on the table and determine if the object will sink or float. By having learners participate
in this activity, the learners will learn to see patterns in the objects that can sink or float.

Bodily-Kinesthetic Intelligence:
The second intelligence the program will focus on is the Bodily-Kinesthetic Intelligence.
Gardner (2006) states that when children are using their Bodily-Kinesthetic Intelligence, the
children are seen enjoying the creation of things by using their hands and body. When the
learners begin designing their sink or float boat, the learners will have to use their hands to pick
the LEGOS they would like to insert into their boat to help in floating on the water.

Literacies

Vocabulary:
Vocabulary is seen in the second part of the program when learners are asked to pick an object
from the table and determine whether the object will sink or float. When the librarian is finished
reading aloud, Jack and the FlumFlum Tree, the librarian will review the vocabulary words sink
and float and provide examples to the learners. The vocabulary cards will be printed on a card
along with an illustration to show learners how the vocabulary card is used in relation to the
LEGO challenge.

Narrative Skills:
Narrative Skills is seen in the first part of the story when the preschool learners are listening to
the read aloud of Jack and the FlumFlum Tree. Throughout the read aloud, the Children’s
Librarian will ask the learners open-ended questions, make predictions on what will happen next
in the story, and have the learners retell the story out loud to the group. The Colorado Libraries
for Early Literacy (2019) states that learners who use their narrative skills during a read aloud
need to practice retelling the story from the beginning to the end, and be able to explain the
important parts of the story. These skills are observed during the read aloud.

Standards/Competencies & Assessment

I. Commitment to Client Group

4) Understands theories of infant, child, and adolescent learning, literacy development and
brain development, and their implications for library service.

This competency relates to the preschool program because the STEM-based LEGO Challenge on
sink or float is designed for learners who are of preschool age. The Jack and the FlumFlum
 Autumn Field
LS 5343
December 8, 2019
Tree is written on a developmentally appropriate age level for preschool learners and provides
vocabulary words that are understandable on a literacy development level for preschool learners.
The assessment measure used to determine if the competency was met is during the retelling of
the story with the librarian. The librarian will provide questions regarding the story and allow the
learner to retell the main idea of the story, the characters, the problem and solution and the
beginning, middle, and end of the story.

III. Programming Skills:

1) Designs, promotes, presents, and evaluates a variety of programs for children, with
consideration of developmental stages and the needs, interests, and goals of all children,
their caregivers, and educators in the community.

This competency relates to the preschool program because the preschool program provides
learners with developmentally appropriate LEGO activities that meets the needs and interests of
learners in this age range. The Child Development Institute (2019) states children in this age
range need activities that provide motor movement and cooperative play time with other children
to build their social abilities. This is seen during the LEGO Challenge when learners are building
a boat to float in the water. The assessment measure used to determine if the competency was
met is during the cooperative play time with their peers. Learners will be assessed on their social
interaction with their peers and the inclusion of others when building their boats.
 Autumn Field
LS 5343
December 8, 2019
Elementary: Who’s that Building my Bridge?

Program Description

The patrons will listen to a read aloud of The Three Billy Goats Gruff by Paul Galdone. The story
is about three billy goats who are wanting to reach the meadow on the other side of the river. The
billy goats must cross the bridge to reach the meadow but encounter a mean old troll. The mean
troll who lives under the bridge stops each billy goat on the bridge to ask where they are going.
Luckily, the first two billy goats outsmart the troll and are able to cross the bridge. The third billy
goat challenges the troll and wins by pushing him into the river. This fairy tale is a classic story
that teaches children about greed, which is seen through the troll's eyes of wanting to eat every
goat that crosses.

Next, the librarian will explain to the elementary school learners the STEM-Based LEGO
Challenge. The challenge will be for each group to build a LEGO bridge for the three billy goats
gruff to cross the river. The librarian will provide a river drawn on construction paper to be the
base of the challenge. When the bridge challenge begins, each group will use their LEGO bucket
to collaborate on a bridge design, discuss the width of the river, the length of the bridge to cross
the river and the structure of bridge to uphold the weight of the goats. The bridge must uphold
the weight of all three billy goats on top. The groups will be given 30 minutes to collaborate on a
LEGO bridge design and test their bridge design with the three goat toys.

Theme & Alignment

The theme of the elementary program is to build a LEGO bridge to cross the river. This theme
relates to the main program theme of developing STEM-Based LEGO challenges for all learners
in the library by providing an engineering opportunity for elementary school learners to use their
knowledge of weight distribution and placement of the LEGO bricks. The LEGO Challenge will
take trial and error to be successful at getting the weight of the three billy goats on the bridge
without collapsing. Fasick (2011) states that when developing a program for school-aged
children, it is important to develop a theme that sparks interests of the learners. The STEM-based
LEGO challenge is toys that many learners this age are interested in and STEM-based activities
has become more popular with upper elementary school learners.

Developmental Appropriateness

This program is developmentally appropriate for elementary learners because of the literacy
connection along with the fine motor skills and social interaction with their peers. Kaneshiro
(2018) states that school-aged children have developed fine motor skills that can be used during
the second portion of the program when learners are collaborating with their peers on the bridge
design to uphold the weight of the three billy goats gruff. Kaneshiro (2018) also states that
school-aged children in the middle to upper elementary school have an increased attention span
to help in focusing on a challenging task. This is seen during the LEGO Challenge portion of the
program when learners are brainstorming different bridge designs and testing their bridge’s
structure for holding the goats on top of it. Learners’ language development is being able to
formulate complete thoughts and sentences to communicate their ideas and needs with others.
 Autumn Field
LS 5343
December 8, 2019
The elementary learners will use their ability to speak in complete sentences with their peers to
collaborate on their bridge design.

Multiple Intelligences

Linguistic-Verbal Intelligence:
The first intelligence the program will focus on is the Linguistic-Verbal Intelligence. This
intelligence can be seen during the discussion portion of the program when the elementary
learners begin their collaboration on the bridge design. Gardner (2006) explains when an
individual is exhibiting Linguistic-Verbal Intelligence, the individual is able to explain their
ideas with others in a well understood manner, and is able to persuade others on their ideas. The
learners must be willing to share their ideas, explain their bridge plan to support the three billy
goats, and persuade their peers to try their idea to test.

Logical-Mathematical Intelligence:
The second intelligence the program will focus on is the Logical-Mathematical Intelligence,
which is observed during the LEGO Challenge when learners are designing their LEGO bridge.
Garnder (2006) states that learners exhibiting this intelligence shows excellent problem-solving
skills, is able to think abstractly, and enjoys conducting experiments. During this part of the
challenge, the learners will use their problem-solving skills to design the bridge to up hold the
weight of the goats, will have to think abstractly when designing the bridge layout, and enjoy the
collaboration/experiments with their peers to be successful.

Literacies

Narrative Skills:
Narrative Skills is seen during the first portion of the program when the learners are listening to a
read aloud of The Three Billy Goats Gruff by Paul Galdone. The Colorado Libraries for Early
Literacy (2019) states that when learners are using their narrative skills in reading, the learner
will be able to retell the events in the story, and explain the order of the events in correct
sequence. The librarian will provide the learners with open-ended questions during the read
aloud to assess comprehension throughout the story, and ask learners share with their peers the
sequence of events that took place in The Three Billy Goats Gruff.

Visual Literacy:
Visual Literacy is seen during the second portion of the program when learners begin their
STEM-Based LEGO challenge. Fasick (2011) explains that when a learner is using their Visual
Literacy abilities, the learner is creating and understanding visual images in their mind based on
visuals seen through television, magazines, internet or social media. When the learners begin
collaborating with their peers on the bridge, learners will take visual images from their
background knowledge to help in designing their bridge. By using their visual literacy skills
from objects seen in real life, it will help in designing a bridge to with stand the weight of the
goats.
 Autumn Field
LS 5343
December 8, 2019
Standards/Competencies & Assessment

III. Programming Skills

2) Acknowledges the importance of physical space to engage and foster learning, and
establishes appropriate environments for programs that respond to developmental needs
and abilities.

This competency relates to the elementary program by providing learners with a physically space
to engage and foster learning in an appropriate environment. The elementary program will be
taking place in the library’s activity room, which is designed to hold programs where learners are
able to collaborate with peers, have in-depth discussions about the challenges and design projects
in a space with plenty of space available. The assessment measure used to determine if the
competency was met is by having the program in the activities room where learners have plenty
of space to collaborate with their group members, are able to design and develop their bridge and
have testing space to experiment with the strength of their bridge by using the three billy goats.

III. Programming Skills:

1) Designs, promotes, presents, and evaluates a variety of programs for children, with
consideration of developmental stages and the needs, interests, and goals of all children, their
caregivers, and educators in the community.

This competency relates to the elementary program by providing learners with literacy
connections and STEM-Based materials that are designed for the developmental stages and
needs of the elementary learners. Learners will experience social interaction with their peers
during the LEGO challenge and incorporate their ability to express their ideas and opinions with
their peers will be evident in this program. The assessment measure used to determine if the
competency was met is by providing opportunities for the learners to interaction with their peers
on the bridge design portion of the program and allow the learners to produce products that meet
the goal of the challenge. The program was designed for multiple grade levels in elementary
school provide learners with collaborative opportunities. Harris and Ma (2018) state that library
programs with multiple grade level learners allow higher level critical thinking, collaboration,
and resiliency among the learners to be successful.
 Autumn Field
LS 5343
December 8, 2019
Tweens & Teens: Built to Escape the Dystopia

Program Description

The first portion of the program is the Read Aloud Connection. The tweens and teens librarian at
the City of Wreath library collaborated with a Wreath Middle School English teacher on the
literature being read in class. The collaboration focused on the dystopian unit of study, which
centered around the novel, The Giver by Lois Lowry. As the English class is nearing the end of
their unit of study, the librarian will provide a quick recap and trivia over the novel to determine
the comprehension of the main idea.

The second portion of the program will be the STEM-Based LEGO Challenge. The main
character, Jonas, is determined to escape the dystopian world where he was raised in because of
the strong emotions received after becoming the community's new giver. Jonas devises a plan to
escape the community with his infant brother, Gabriel. How will Jonas escape and what
transportation device could he use to help him successful make it outside the community's
boundary? The STEM-based LEGO Challenge is designed for learners to use the materials
provided to collaborate with their teammates on developing a transportation device that Jonas
could use in his escape. The LEGO kits provided in the STEM program include a variety of
bricks, axels, wheels and bolts for the learners to use during their challenge. When learners have
completed their challenge, the learners will test their transportation device.

Theme & Alignment

The theme of the tweens and teens program is to design and develop a LEGO transportation
device to escape the dystopian environment. This theme relates to the main program theme of
developing STEM-Based LEGO challenges for all learners in the library by providing an
engineering opportunity for learners when designing and developing a LEGO transportation
device that could help Jonas escape his dystopian world.

Developmental Appropriateness

This program is developmentally appropriate for tween and teen learners because of the more
advance literacy connections being made from the literature being discussed in their middle
school English class and the STEM-Based Challenge. The Center for Disease Control and
Prevention (2019) states that learners in this age group have the ability for more complex thought
and are able to express their thinking through communicating with others. By having the support
of their peers in the collaboration portion of the project, the learners will be able to discuss the
mechanics of the transportation device and develop a device by using the LEGO pieces provided.

Multiple Intelligences

Visual-Spatial Intelligence:
The first intelligence the program will focus on is the Visual-Spatial Intelligence. This
intelligence can be seen during the second portion of the program when the learners begin
collaborating with their peers on the design of the transportation device that will be used by
 Autumn Field
LS 5343
December 8, 2019
Jonas to escape the dystopian community. Gardner (2006) states that individuals who have the
Visual-Spatial Intelligence attributes are good at interpreting graphs and pictures, recognizes
patterns in objects, and would be good at becoming an architect. By having these skills available,
these learners will guide their peers in recognizes patterns in different transportation devices that
could be used in the escape. Also, these individuals are great at visualizing challenging tasks in
their minds which will be helpful in sketching a design for building a transportation device from
LEGOS.

Logical-Mathematical Intelligence:
The second intelligence the program will focus on is the Logical-Mathematical Intelligence. This
intelligence can be seen during the STEM-based LEGO challenge portion of the program.
Learners who have qualities from this intelligence show excellent problem-solving skills, is able
to think abstractly about complex programs, and likes to conduct experiments on different
challenges. These individuals will design the template for the transportation device because they
are able to use their abstracting thinking abilities to develop the plan documents for building the
device. Problem solving skills is another area that will be useful to use when collaborating with
other learners on this challenge. It is important for learners to have the opportunity to work
alongside their peers and discuss ideas for completing the challenge.

Literacies

Information Literacy:
When learners begin the STEM-based LEGO challenge to create a transportation device for
Jonas to use, there will be computers available for learners to use to research different types of
transportation devices. Fasick (2011) states that when learners use information literacy skills,
they are learning how to locate information use the information effectively. By having computers
available for research during the LEGO challenge, learners will use their time developing a
device that will transport Jonas out of the community to safety. Learners will have to learn how
to choose their information from the internet and decide which plans will be used for engineering
a transportation device.

Print Literacy:
Learners have been reading The Giver with their English teacher at the middle school and will
use the information from the story to help Jonas escape the community in which he lives in.
When the learners begin their STEM-base LEGO challenge, there will be an opportunity for the
learners to use the internet to conduct research on locating a variety of transportation devices
used for getting people from one location to another. Fasick (2011) explains that print literacy is
the ability to read and write written information, which will be seen during the collaborating
portion when learners are locating information and devices and taking notes on designing their
own transportation device.

Standards/Competencies & Assessment

III. Programming Skills:
 Autumn Field
LS 5343
December 8, 2019
1) Designs, promotes, presents, and evaluates a variety of programs for children, with
consideration of developmental stages and the needs, interests, and goals of all children, their
caregivers, and educators in the community.

This competency relates to the tween/teen program by providing learners with a learning
opportunity that connects the materials being studied in their English classroom to a STEM-
based activity. The LEGO Education Website (2019) states that incorporating LEGO Building
into educational curriculum creates problem-solvers within the classroom/library. This type of
program is meeting the developmental stages of these learners by showing connections between
literature and STEM, and meets the interests of the learners by providing a challenge for them to
complete. The assessment measured used to determine if the competency was met is when the
learners have designed and developed a transportation device that is able to move from one
location in the room to another location in the room.

III. Programming Skills:

2) Acknowledges the importance of physical space to engage and foster learning, and
establishes appropriate environments for programs that respond to developmental needs and
abilities.

This competency relates to the tween/teen program by providing a learning space within the
library for learners to collaborate, design and develop a transportation device that is capable of
moving from one location to another location in the room. The assessment measure used to
determine if the competency was met is by having the program in the activities room where
learners have plenty of space to collaborate with their group members, are able to design and
develop their transportation device and test their design with enough space around them.

Outreach

Our community outreach competent involves using the Wreath Middle School English
department in the tween/teen STEM-Based LEGO challenge program. The librarians will
collaborate with the middle school English teachers on their dystopian unit of study by inviting
their English classes to the library for a STEM-Based LEGO challenge. When the program
begins, there will be a literacy connection portion where the learners will be asked trivia
questions about The Giver by Lois Lowry. The librarian will reference the text during the trivia
to recap the main points of the literature and explain how the LEGO challenge will relate to the
theme of the story.
 Autumn Field
LS 5343
December 8, 2019
References

• American Library Association (2015). Competencies for librarians serving children in

public libraries. Retrieved from http://www.ala.org/alsc/edcareeers/alsccorecomps

• Boyarshinov, A. (2019, August 2). LEGO Inspired Story Retelling of The Very Hungry
Caterpillar. Retrieved December 3, 2019, from https://theeducatorsspinonit.com/lego-
inspired-story-retelling-of-very/.

• Centers for Disease Control and Prevention. (2019). Young teens (12-14 years of age).
Retrieved from
https://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/adolescence.html

• Cherry, K. (2019, July 17). Gardner's Theory of Multiple Intelligences. Retrieved

December 8, 2019, from https://www.verywellmind.com/gardners-theory-of-multiple-
intelligences-2795161.

• Child Development Institute. (2019). Stages of human development: birth to 5 years.

Retrieved from https://childdevelopmentinfo.com/child-
development/normaldevelopment/

• Colorado Libraries for Early Literacy. (2019). Six Early Literacy Skills. Retrieved
December 8, 2019, from https://www.clel.org/about3.

• Donaldson, J., & Roberts, D. (2011). Jack and the flumflum tree. New York, NY:
Macmillan Childrens Books.

• Fasick, Adele M. From Boardbook to Facebook: Children’s Services in An Interactive

Age. Santa Barbara: Libraries Unlimited, 2011.

• Galdone, P. (1981). The three billy goats gruff. Boston, MA: HMH Books for Young
Readers.

• Gardner, H. (2006). In a nutshell. Multiple intelligences: New horizons. New York: Basic
Books, 3-24.

• Harris, G., & Ma, K. (2018). STEAMed about Inquiry Buddies. Teacher
Librarian, 46(1), 23–27. Retrieved from
https://search.proquest.com/docview/2136842813?accountid=169659

• Kaneshiro, Neil K. (2018). School-age children development. Bethesda, MD: US

National Library of Medicine. Retrieved from
https://medlineplus.gov/ency/article/002017.htm

• LEGO Education. (2019). STEM. Retrieved December 2, 2019, from

https://education.lego.com/en-us/elementary/intro/stem.
 Autumn Field
LS 5343
December 8, 2019

• LEGO Education. (n.d.). Moving-on-Water. Retrieved December 3, 2019, from

https://education.lego.com/en-us/lessons/preschool-steam-park/moving-on-water.

• Lowry, L. (1993). The giver. Boston, MA: Houghton Mifflin.

• Martin, B. (1967). Brown bear, brown, bear, what do you see? New York, NY:
Doubleday.

• Reed, M. (2018, July 9). Making STEM Accessible to All. Retrieved December 3, 2019,
from https://www.edutopia.org/article/making-stem-accessible-all.