Did you know we have an open invitation to write a guest post? Well we do! Today I am delighted to feature a guest post by Katherine Hickey, a Children’s Librarian with the Metropolitan Library System in Oklahoma City. She also wrote about Art Making for Earliest Learners awhile back and folks, let me tell you, she needs a blog of her own! Now she’s here to teach us how to use mirrors (squee!) in storytime. Take it away, Katherine!
Mirrors are often present in early childhood play areas as they help support important developmental milestones. French psychiatrist Jacques Lacan even named an entire developmental stage associated with the use of mirrors, called “the Mirror Stage.” In this stage, infants and toddlers learn to recognize their reflection which is a crucial step to later being able to identify themselves as “I.” Even though the Mirror Stage has been replaced and renamed in other more popular Child Development theories, reflection and recognition remain essential.
My library has handheld mirrors for children to play with during our playtimes which are always wildly popular. This got me ruminating on ways to use them during storytime to build early literacy skills, and so I bought a box of 24 mirrors and did some experimentation. They have been a fun alternative to the traditional props like bells and scarves, and I’m excited to share what I’ve learned so far! All of these activities can be modified for a baby, toddler, or preschool audience.
Here are a few logistical considerations and suggestions:
- Hand the mirrors to the caregivers, not the child, for safety reasons. The caregiver can then decide if they want to hold it or allow their child to hold it.
- Clearly communicate the “ground rules:” if a mirror gets broken bring it to the librarian and we will hand you another one, be gentle with your mirror, when you are not using the mirror, keep it next to you.
- Decide when you are going to gather up the mirrors (at the end of the program, at the end of the activity, etc.) and communicate this to the group so that the children can anticipate when they will have to hand them back.
Developmental Tips to Share with Parents:
- Children begin to develop self awareness (e.g. recognizing self in a mirror) between 15 and 24 months.
- Using mirrors with infants is a great practice, even if they are not yet developmentally able to recognize themselves. Mirrors provide sensory exploration and encourage curiosity. They are also great for bonding between caregiver and baby, which helps form a secure relationship to later learn how to read. 
- Self-awareness can take a while to develop. It’s normal for children to be inconsistent in their self-awareness. Sometimes they’ll recognize themselves in a mirror or picture, sometimes they won’t. 
- After the age of two, this self awareness leads to the development of “self consciousness.” They are becoming aware of how they are perceived by others. 
- Having your child grip the mirror will help them strengthen their motor skills and hands. This is important for them to learn how to hold a book and turn a page, and later learn how to write.
- Exploration before storytime. Handing out mirrors to children as they enter the storytime space gives them something to explore and fidget with while waiting for the program to begin.
- Learning facial features. Have the grownup hold the mirror up to their child’s face and point to their facial features while singing songs like “This is the Way we Wash our Face,” “Eye Winker,” or “Here Are My Knees.” This helps reinforce vocabulary.
- Looking at clouds. Take the group outside and have them set the mirrors on the ground and look at the reflection of the sky.
- Looking at scarves. Put the mirror on the ground and have the child float a scarf above it to see its reflection.
- Peek-a-boo. Have the child play peek-a-boo with themselves while looking in the mirror. You can pair this with the song “Peek-a-boo.”
- Mirrors to see behind you. Have the caregiver hold up the mirror above the child’s head, slightly tilted forward. The child should be able to look in the mirror and see what’s behind them. You can use this as a prompt to learn directional words, like “in front of” “behind” “to the side,” etc.
- Counting. Hand every other caregiver some kind of plastic toy (a ball, a block, in this case, a little frog). Have two caregivers pair up and put their mirrors together, with the toy on the ground. Have the children count how many frogs their see.
- Eye Color: Brown, Blue, Green, and Other Hues by Jennifer Boothroyd. Talk about different eye color and have the children try to identify their own eye color by looking in the mirror.
- Find a Face by Francois Robert. This simple book is all about finding faces in every day objects. There are few words on each page so it’s great for a baby or toddler audience.
- Fiona’s Feelings by Dr. John Hutton. Caregivers can hold the mirror up to their baby’s face and try to replicate Fiona’s facial expressions. This is also a great prompt to talk about feelings!
- What I Like About Me! By Allia Zobel Nolan and Miki Sakamoto. Each page of the book celebrates a body part. Have the children point to the corresponding body part while looking in the mirror as you read. This rhyming book is a little text-heavy for babies and toddlers so I usually just read a few of the words on each page. You can also have the child look at themselves in the mirror and say what they like about themselves.
I’ve just started scratching the surface of all of the early literacy activities that can be done with mirrors, so please feel free to comment with your own ideas!
 Courage, M., Edison, S., & Howe, M. (2004). Variability in the early development of visual self-recognition. Infant Behavior and Development, 27(4), 509-532.
 Vyt, A. (2001). Processes of visual self-recognition in infants: experimental induction of ‘mirror’ experience via video self-image presentation. Infant & Child Development, 10(4), 173
 Julius, M., Meir, R., Schechter-Nissim, Z., & Adi-Japha, E. (2016). Children’s ability to learn a motor skill is related to handwriting and reading proficiency. Learning and Individual Differences, 51, 265-272.