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Family Science

Sounds Educator Guide How to lead parents through the four-week sounds unit

Contents Prepare Ahead of Time 2 GetreadytomeetwithparentsIntroduce Parents to Sounds 3 ThePEEPSoundsapp UsingEducationalMediawithChildren TheParentStrategies:SharingSciencewithChildren TheScienceofSounds:WhatChildrenWillLearnWeek 1: Sounds Around Us 7 Includesinstructionsandviewingquestionsfor theParent Video: Sounds Week 1

Week 2: Loud and Soft 8

Week 3: Listen and Sing 9 Includesinstructionsandviewingquestionsfor theParent Video: Sounds Week 3

Week 4: Making Music 11

Just For Educators 12 MoreontheParentStrategies Problem-SolvingTips RecommendedBooksonSounds MoreScienceFun:PEEPGameApps

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Prepare Ahead of Time Before you meet with parents: 1. Download the PEEP Sounds app DownloadtheapptoyourphoneortabletfromtheAppleorAndroidappstoresandtryityourself.YoucanalsosearchtheappstoresforPeep Family Science.

Goscreen-by-screenthroughtheappsoyouunderstandhowitworks.It’simportantforyoutobefamiliarwithitaheadoftimesinceyouwillbehelpingparentsdownloadittotheirownphonesortabletsandshowingthemhowtouseit.

2. Practice modeling an activity Eachweekyouwillmodelonehands-onactivityforparents.Prepareaheadoftimeby:• collectingthematerialsyouneed• readingtheinstructionsinthisguidefor

eachactivity• practicingtheactivitybeforemeeting

withparents

3. Just for Educators sectionInadditiontoreadingthroughthisguide,payspecialattentiontotheJust for Educatorssectionattheend,whichgoesintomoredepthabouttheparentstrategies,offersproblem-solvingtips,andprovidesalistofrecommendedbooksandonlinegamesrelatedtosounds.

4. Review the Educator VideoYoumaywanttoreviewtheEducator videoyourorganizationshowedyouduringtheinitialPEEPorientation.ItmodelshowyoumighttalktoparentsaboutPEEPandbuildtheirconfidenceaboutdoingsciencetogetherwiththeirchildren.

5. Review materials for the hands-on activities Thematerialsparentswillneedforeachactivityarelistedintheapp.TheSoundsunitusesveryfewmaterials,andallareonesparentsshouldbeabletofindaroundthehome.• For each week,theywillusetheircellphonestorecordandplaybacksounds.• For Week 3,theywillneedatleastoneemptypapertowelroll.• For Week 4,theywilluseavarietyofplasticbottles,containers,andcardboardboxesto

makeinstruments.

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Introduce Parents to SoundsThe PEEP Sounds App1. Help them download the app • Helpparentsdownload the apptotheirownphonesortablets.• Explainthatoncetheyhavedownloaded the app,parentswon’t

needtousetheirdata planortheInternet.Theappcannowbeusedanywhere,indoorsandout.

2. Introduce the app Showparentshowit’sorganized.

Organization • TheSoundsappoffersactivitiestodoover4 weeks.• Each weekoffers2 daysofscience.Youcandotheactivities

wheneveryouwantduringtheweek.• Each dayhas2 activities:

1. watchingandtalkingaboutaPEEPvideo2. doingascienceactivitytogether

• Ittakesabout20–30 minutestodoeachday’sactivities.

Special FeaturesPointoutthespecialfeatures.•Parent videos: Inadditiontoanimatedvideosforchildren,theapp

includesParentvideos.BeforeWeek 1andWeek 3,thereareshortvideosshowingwhathappensduringthatweek.

•Parent Strategies:Asfamiliesusetheapp,aPEEPcharactersometimespopsupwithaparentstrategy—atiponhowtogetthemostoutofthescienceactivity.

Using educational media with childrenThismaybethefirsttimeyouareencouragingfamiliestousemediatohelpeducatetheirchildren.Well-designededucationalmedia(videos,onlinegames,apps,andTVshows)canhelpchildrenlearn—andiftheyareguidedbyanadult,childrencanlearnevenmore.

Why Use Media for Learning Science?Sometimeseducatorsareafraidmediawilltaketheplaceofotherlearningactivities.Mediaisnotasubstituteforthehands-onscienceexperienceschildrengetthroughplayandexplorationwithactualobjectsandmaterials.That’swhytheAmericanAcademyofPediatricsrecommendsthatparentslimitmediatoonehourorlessperdayfor3-to5-year-olds.

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Butmediacanenrichchildren’ssciencelearning.Childrenlearnaboutscienceinmanydifferentways:bywatching,listening,talking,doing,andplaying.Themorewaysscienceispresented,themorewayschildrenhavetolearn.

Mediacan:• encouragechildrentoexploresomethingthey’real-

readyinterestedin• sparkaninterestinsomethingnew• modelhowtoexploreandtalkaboutscience.(ThePEEP

characters,forexample,askquestions,investigate,andtestoutideas.)

• showchildrenthingstheycan’texperienceinperson• engagechildren’simaginations• helpchildrendocumentandreflectontheirreal-lifeexperiencesbytakingphotosorrecord-

ingvideos• helpparentsbymodelinghowtoexploreandtalkaboutscience.Thiscanbeespeciallyhelp-

fultoparentswhoarenotyetconfidentaboutdoingsciencewiththeirchildren

Forchildrentolearnthemosttheycanfrommedia,theyneedhelpfromadultsto:• connectwhattheyarewatchingtotheirownlives• sharetheexperiencebytalkingaboutittogether

How PEEP uses media ThePEEPvideos,games,andappsfollowthebestpracticesforusingmediawithchildrenages3to5.Developedwithguidancefrompreschoolscienceandearlychildhoodexperts,PEEPteachesage-appropriatescienceconceptsandmodelsscienceskills.EachexperienceinthePEEPFamilyScienceappcombinesaPEEPvideowitharelatedhands-onactivityandencouragesfamiliestoexploretogether,talk,andsharetheirideas.ThePEEPappoffersparentsquestionsandpromptsthroughout,sotheycanconnectwiththeirchildrenateverystepoftheway,whetherthey’reco-viewingavideoordoinganactivitytogether.

Tips for parents on using media Yourchildrenwillbeusingmediatheirwholelives.Helpthemuseitinpositiveways,rightfromthestart!• Choosemediathatiseducationalandage-appropriate.Itshouldbuildonthekindsof

thingsyourchildisreadytolearnandusesimplestorylinesthatengageyourchild’simagination.

• Limitscreentimetoonehouradayforchildrenages3to5asrecommendedbyTheAmer-icanAcademyofPediatrics.

• Avoidmediaduringmealtimesandbeforebed.• Sharetheexperiencewithyourchild.Childrencan’tlearnfromwatchingmediaalone—

theyneedanadulttohelpthemunderstandwhattheyareseeingandconnectittotheirdailylives.Talkingtogetheraboutwhatyouarewatchingmakesabigdifference!

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Educational Media: Online Resources For more on educational media and screen time, see:

Common Sense MediaThesitehelpsparentsmakeeducationalandage-appropriatemediachoicesfortheirchildrenandratesmovies,games,apps,TVshows,websites,books,andmusic.

Media and Young Minds, American Academy of Pediatrics Council on Communications and Media, Pediatrics, 2016. Seetheirguidelinesontechnologyandchilddevelopment.

Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8, National Association for the Education of Young Children (NAEYC) and the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College (2012). Seetheirrecommendationsontheroleofmediainchildren’slives.

Sites that offer high-quality media for preschoolers include:

PEEP and the Big Wide WorldFormoreeducationalvideos,games,apps,andhands-onscienceactivitiesfeaturingPeepandhisfriends,visitthemainwebsite.AllmaterialisinEnglishandSpanish.

PBS KIDSPBSKIDSfeaturessuchtrustedshowsasSesameStreet,CuriousGeorge,DinosaurTrain,DanielTiger’sNeighborhood,Peg+Cat,Ready,Jet,Go!,andmanyothers.ThereisalsoasectioncalledPBSParentsthatoffershands-onactivities,tipsonraisingchildren,andotherparentingresources.

The Parent Strategies

Here’swhattosharewithparents.

Therearethree different parent strategiesthatwillpopupintheappasyouuseit.Whatdoallthesestrategieshaveincommon?Theyareaboutyouandyourchildlearningtogether!Asaparent,youprobablyalreadyusethesestrategieswithyourchild.Theyarealsogreatstrategiestohelpyourchildgetexcitedaboutscience.

1. Play and Explore Together Yourattentionandencouragementmakeabigdifference!

2. Ask Questions and Talk About Ideas Themoreyoutalktogether,themoreyourchildlearns.

3. Explore More! Themoreyoudotogether,themorechancesyourchildhastogrow.

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Play, Talk, and Explore More! Whatyoungchildrenneedmore than anything elsetodevelopandgrowisalovingparentcheeringthemon!Doingtheactivitiestogether, whetherit’swatchingasciencevideoortryingascienceactivitywithyou,ishowayoungchildlearnsbest.

PEEP: It takes a parent—not a scientist! Asaparent,youdon’tneedtoknowalltheanswers!It’sfinetosay,“Idon’tknow.Let’sseeifwecanfindouttogether.”Atthisage,exploring togetheriswhatscienceisallabout.Play,talk,andexploremore!

The Science of Sounds

Here’swhattosharewithparents.

What your child will learn: • Basic science ideas,including:

• Anactionhastohappentomakeasound.• Soundscanbeloudorsoft(orquiet).• Soundscanbehighorlow.• Soundschangewhentheytravelthroughahollowobject,suchasapipeortube.

• Science vocabulary wordslikepredict,voice,different,same,compare,listen,imitate,concert,instruments

• Science skills:Makingobservationsandcomparisons,testingandproblemsolving,andcommunicatingandsharingideas.

• Preschool standards: AlignedwiththeNextGenerationScienceStandardsandHeadStartEarlyLearningOutcomesFramework,PEEPFamilySciencestrengthenschildren’sliteracyandcriticalthinkingskills,anddevelopstheirinitiative,curiosity,attention,andperseverance—justwhatyoungchildrenneedtothriveinschool.

Week 1: Sounds Around UsPretendyouareadetectiveandseeifyoucanfigureoutwhatismakingasound.

Week 2: Loud and SoftWhatthingsmakereallysoftsoundswhenyoudropthem?

Week 3: Listen and SingExplorethesoundsyourvoicecanmake.

Week 4: Making MusicMakemaracas,eachwithadifferentsound.

Here are some of the activities parents and children will do together.

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WEEK 1: Sounds Around UsExplore the sounds around us, indoors and outdoors.

Here’swhattosharewithparents.

1. Watch the Parent Video: Sounds Week 1You’llfindthevideoatthebeginningofWeek1.

Before you watch, say: Let’s watch a mom and her daughter doing this week’s activities together. It also shows the mom using the three parent strategies we’ve talked about.

After you watch, say: Let’s talk about how the mom used the strategies: • Play and Explore Together: The mom and her daughter played

together. What did you notice about how they played? • Ask Questions and Explore Ideas: Did you see how the mom asked lots of questions and talk-

ed about what she noticed about sounds? Tell me how you start a conversation with your child and keep it going.

• Explore More: Besides doing the main activities, the mom and daughter explored sounds in lots of other ways. What did they do to explore even more?

Encourageparentstoalsowatchthevideoontheirown—it’sagreatwaytogetcomfortableexploringscience!

2. Introduce the Week 1 activities Goscreen-by-screenthroughDay1andDay2ofWeek1andtalkabouttheactivitiestogether.

3. Model a Week 1 activity •ClickonSound Detectiveintheapp.•Usingthesuppliesyoubroughtwithyou,modeltheactivity

forparents.•Thisisagoodactivitytorole-play:youbethechildandhave

themomusetheapptoguideyouthroughtheactivity.•TheKeep Learning!idea

attheendoftheactivityhasparentsandchildrenswitchroles:thechildmakessoundsandtheparenttriestoguesswhatismakingthem.Thisisagreatopportunityforlettingthechildtaketheleadindirectingtheactivity.Childrenoftenlovebeingincharge.Itkeepstheminterestedandexcitedinwhattheyaredoing.

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WEEK 2: Loud and SoftExplore loud and soft sounds.

Here’swhattosharewithparents.

1. First, talk about Week 1 Somequestionsyoumightask:• How did the activities go last week? Tell me about what you did together. • Tell me about how you used the parent strategies:

• The first one is Play and Explore Together. What did you and your child have the most fun doing together? Why do you think your child enjoyed it?

• The second is Ask Questions and Talk about Ideas. Can you remember how you got your child talking about one of the activities? What did you and your child talk about? Did you have trouble getting your child to talk?

• The third strategy is Explore More! Did you try the Explore More ideas or get creative and find other ways to explore sounds indoors or outdoors? Describe what you did.

2. Introduce the Week 2

activities Goscreen-by-screenthroughDay1andDay2ofWeek2andtalkabouttheactivitiestogether.(Note:ThereisnoparentvideoforWeek2.)

3. Model a Week 2 activity • ClickontheQuiet Soundsactivityin

Week2oftheapp.• Usingthesuppliesyoubroughtwith

you,modeltheactivityforparents.• Orrole-play:youbethechildandhavethemomusetheapptoguideyouthroughthe

activity.• Wheneveraparentstrategyappearsonascreen,readit

aloudandansweranyquestionsparentsmighthave.• EncourageparentstotrytheKeep Learning!ideasatthe

endofthisactivityandtheDay2activity.Theyshouldalsofeelfreetocomeupwiththeirownideasforac-tivities.Themorewaystheycomeupwithtoplayandexplore,themoretheirchildrenlearn.

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WEEK 3: Listen and SingExplore the sounds your voice can make.

Here’swhattosharewithparents.

1. First, talk about Week 2 Somequestionsyoumightask:• How did the activities go last week? Tell me about what you did together.• What did you and your child discover about sounds? • Did you run into any problems with the activities? How did you solve them? • Tell me about how you used the parent strategies:

• The first one is Play and Explore Together. What did you and your child have the most fun doing together? Tell me about it.

• The second is Ask Questions and Talk about Ideas. What did you talk about while you did the activities or watched the video? How did you try to get your child to talk about what you were doing?

• The third strategy is Explore More! How did you get creative and explore sounds? Which of these extra activities interested your child the most?

2. Watch the Parent Video: Sounds Week 3 Together

You’llfindthevideoatthebeginningofWeek3.

Before you watch, say:Let’s watch a mom and her daughter doing this week’s activities together. It also shows the mom using the three parent strategies we’ve talked about.

After you watch, say:Let’s talk about how the mom used the strategies:• Play and Explore Together: Did you notice how the mom played

along but didn’t take over? How does that work when you try it with your child?

• Ask Questions and Talk About Your Ideas: How did the mom get her child to talk about the activity?

• Explore More: They explored more in a couple different ways. What did they try? Do you have any other ideas about how to explore sounds?

Encourageparentstoalsowatchthevideoontheirown—it’sagreatwaytogetcomfortableexploringscience!

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3. Introduce the Week 3 activitiesGoscreen-by-screenthroughDay1andDay2ofWeek3andtalkabouttheactivitiestogether.

4. Model a Week 3 activity • ClickontheSing It!activityintheapp.• Modeltheactivityforparents.• Orrole-play:youbethechildandhavethemomuse

theapptoguideyouthroughtheactivity.• EncourageparentstodotheKeep Learning!ideasat

endoftheactivitytoexploremore.

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WEEK 4: Making MusicUse music and instruments to explore sounds.

Here’swhattosharewithparents.

1. First, talk about Week 3 Somequestionsyoumightask:• How did the activities go last week? Tell me about what you did together. • When you did the Sing It! activity, what do you think your child learned? • Did you run into any problems? What did you do? • Tell me about how you used the parent strategies:

• The first one is Play and Explore Together. Which activity did your child like the most? Tell me about how you explored together.

• The second is Ask Questions and Talk about your Ideas. Can you remember how you got your child talking about one of the activities? What were some of the things your child noticed about sounds?

• The third strategy is Explore More! Did you get creative and find other ways to play with sounds? Describe what you did.

2. Introduce Week 4Goscreen-by-screenthroughDay1andDay2ofWeek4theappandtalkaboutthevideoandtheactivities.(Note:ThereisnoparentvideoforWeek4.)3. Model a Week 4 activity • ClickontheMaking MaracasactivityinWeek4oftheapp.• Usingthematerialsyoubrought,modeltheactivity

forparents.• Orrole-play:youbethechildandhavethemomusetheapp

toguideyouthroughtheactivity.• Tellparentsthatclearemptybottlesworkbestfor

makingthemaracasbutthatanycontainerswithalidwillwork.

• Encourageparentstogetcreativeandlookaroundthehomeforsmallobjectstoaddtothemaracas.

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Just for Educators More about the Parent StrategiesResearchshowsthatchildrenwhodoactivitieswithanadultoftenlearnmorethanchildrenwhodoanactivityontheirown.Why?• Childrenneedtotalkaboutandmakesenseoftheir

experiences.• Theyneedtofeelthatwhattheydoandthinkaboutis

valuedandinteresting.• Theyneedsomeoneaskingthemquestionsandsharingideastohelpthemthinkmore

deeplyandbuildonwhatthey’vealreadylearned.Watchingandtalkingtogethermakesabigdifference!

Thethreestrategieshelpparentsgetthemostoutofthescienceactivities.Hereismoredetailaboutthem,listingdifferentwaysparentscanusethem.

1. Play and Explore TogetherYourattentionandencouragementmakeabigdifference!

How to do it:• Noticewhatexcitesyourchild—andplayalong!• Guideyourchild’sscienceplay—butdon’ttakeover!• Putyourchildincharge—givingchildrenmorecontrolkeepstheminterestedand

havingfun.

2. Ask Questions and Talk About Your Ideas Themoreyoutalktogether,themoreyourchildlearns.

How to do it: • Taketurnslisteningandspeaking.• Talkoutloudaboutyourideassoyourchildcanlearnfromlisteningtoyou.

Startbysaying“Iwonder...,”“Ithink...,”and“Whatif...?”• Askquestionstohelpyourchildthinkmoreabouttheactivity.Startaquestion

byasking,“Whatdoyouthink...?”• Connectwhatyouaredoingtosomethingyourchildalreadyknows.• Takepicturesorvideos,ormakechartsordrawpicturesoftheactivities.Then

discussthem.Tolearn,childrenneedtoreflect(thinkabout)whattheydid.

3. Explore More! Childrenlearnnewthingseachtimetheyexplore.

How to do it: • Dotheactivityagain!Repetitionhelpschildrenlearn.• Addnewmaterialstoexploreinadifferentway.• Playindoorsandoutdoors.Explorethesamesciencetopicinadifferentplace.

Here’saneasywaytorememberallthreestrategies:Play, talk, and explore more!

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Problem-Solving TipsNoteveryactivitywillgowellandeveryactivitymightnotinteresteverychild.Herearesomeproblemsparentsmayrunintoandsomesuggestionsforsolvingthem.

Too hard? Too easy?• Iftheactivityistoohard,helpyourchild—

buttrynottotakeoveranddotoomuch.• Iftheactivityistooeasy,spendmoretimeontheKeep Learning!sectionattheendofeach

activity.Thatofferschildrenmorechallenges.

Really interested? Or really bored?• Ifyourchildwantstodoanactivityyou’vealreadydone,lethim/herplayagaininsteadof

doinganewactivity.Keepdoingwhatgetsyourchildexcitedandcurious.• Ifyourchildlosesinterestintheactivity,lethim/herplaywiththesamematerialsin

whateverwayhe/shewantsto.Givingchildrenmorecontrolcanhelpgettheminterested.• Feelfreetomakechangestotheactivitiessothatyourchildstaysinterested.

Not enough time? • Asaparent,youaresometimestoobusytospendmuchtimeplayingwithyourchild.But

ifyoucanhelpit,trynottorushyourchildthroughtheactivity.Yourchildneedstimetomakediscoveries.

• Trydoingtheactivityatatimeordaywhenyouarenotfeelingsopressuredtodootherthings.

• Ifyouhavetohurrythroughanactivity,haveyourchildcontinuetoplayonhis/herown.Checkbackeveryonceinawhiletoaskquestionsandcommentonwhatyourchildisdoing.

Questions too hard?• Ifaquestionistoohardforyourchildtoanswer,moveontoanother.(Butbeforemoving

on,youmighttryaskingitinadifferentway.)Atthisstage,it’smoreimportanttohavefuntogetherthantounderstandallthescienceideasinanactivity.

Just getting a yes or no answer?• Ifyourchildanswersyourquestionswithjustasingleword,keeptryingtogetaconversa-

tionstarted.Youmightnothavesuccesstoday,buteventuallyyourchildwillbegintalkingmore.

• Followupayesornoresponsewith:Tell me more . . .• Wonderoutloud.Ifyourchildhearsyoutalkaboutwhatyou’rethinkingabout,he/she

canlearntodothesame.Youmightsay,I wonder how we can make a louder sound? I could try hitting it a little harder and see what happens. Or I could try hitting it with a metal spoon instead of my hand to see if that makes a difference.

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• Askopen-endedquestions.Thesearequestionsthatcan’tbeansweredwithjustayesorno. It’sagreatwaytoencouragechildrentoexpressthemselvesmorefully. QuestionsbeginningwithHowandWhataregoodexamples:

• How did you make that high sound with your voice?• What did you notice about the sound when we got closer to it?

What if you don’t know the answer?• Whatifyourchildasksaquestionandyoudon’thavetheanswer?It’sfinetosay:I’m not

sure. Let’s see what we can find out together.Thentalktogether,askquestions,andexplore.Preschoolscienceisabouthelpingchildrenlearnhowtothink,listen,investigate,under-stand,andcommunicate—nottogetthe“rightanswers.”

What if your child comes up with the wrong answer? • Makingmistakesandbeingwrongaboutwhysomethingisthewayitis,isallpartof

learningandgrowingup.Sometimesyou’llwanttohelpyourchildgentlyunderstandwherehis/herthinkingmayhavegonewrong.Butothertimes,there’snoneedtocorrectyourchild.Somethingyourchilddidn’tunderstandduringtheWeek1ofsoundsmaybecomeclearinWeek3.

• What’smostimportantforyourchild’sdevelopmentisnotgettingtheanswerrightbutlearninghowtothinkandexpressideas.

Recommended Books on SoundsBooks,bothnonfictionandfiction,areanothergreatwayforchildrentolearnaboutsounds.Ifyourorganizationcansharebookswithparents,therearesomerecommendationsbelow.There’salsoaseparateParentHandoutonthewebsiteyoucanprintoutanddistribute.

A few tips for reading aloud you can share with parents: • Talkaboutthepictureonthecover.Pointtoandreadthetitleandauthor.• Askyourchildtopredictwhatmighthappeninthestory.• Readslowlysochildrencanunderstandandenjoytherhythmofthewordsandexplore

thepictures.• Getdramatic!Usedifferentvoicesandexpressionstomakethestoryfun.• Pausewhileyoureadtoaskquestionsandmakecomments.Talkaboutsoundsand

anythingthatcapturesyourchild’sinterest.Repeatortalkaboutanywordsthatmightbenewtoyourchild.

• Whenyouaredone,askquestionsaboutwhatyoureadandaskhowyourchildfeltaboutthecharactersandthestory.Thatwillhelphim/herthinkaboutandreflectonlater.

• Ifyourchildenjoyedthebook,readitagain,eithernoworlater.Childrenmakenewdiscoverieseachtime.

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Cox, Judy. My Family Plays Music.HolidayHouse,2001.Everyoneinthisfamilylovesdifferentkindsofmusic,fromrock‘n’rolltopolkas.

Johnson, Angela. Violet’s Music.Dial,2004.Sinceshewasababy,Violethasalwaysmademusic.Finally,shefindsotherpeoplewholovemusicasmuchasshedoes.

Lawrence, Mary. What’s That Sound?KanePress,2002.Abrotherandsisterheadouttothecountrywheretheyexploreandlearnaboutunfamiliarsounds.

Manning, Maurie J. Kitchen Dance. ClarionBooks,2008.Afamilyhasfunsinginganddancingtogetherinthekitchen.

Marsalis, Wynton. Squeak, Rumble, Whomp! Whomp! Whomp!: A Sonic Adventure. CandlewickPress,2012.Joininonthismusicaltourofabusyneighborhoodanddiscoverthesoundsallaroundus.

Pfeffer, Wendy.Sounds All Around. HarperCollins,1999.Findoutaboutthesoundsallaroundusanddiscoverhowdifferentanimalshear.

Pinkney, Brian. Max Found Two Sticks. Aladdin,1997.Maxdrumsonanythinghefindsandimitatesthesoundshehearsintheneighborhood.

Rylant, Cynthia. Night in the Country.Simon&Schuster,1986.Whilepeopledreamofdaytimethings,anighttimeworldofmysterioussoundscomesalive.

Showers, Paul. The Listening Walk. HarperCollins,1993.Afatheranddaughtergoforawalkandlistentosoundstheyhearoutside.

Singer, Marilyn. City Lullaby. ClarionBooks,2007.Listentothesoundsofthecity,fromthejing-a-lingoftheicecreamtrucktothehowlingsirenofapolicecar.

Waring, Geoff. Oscar and the Bat: A Book About Sound.CandlewickPress,2009.Oscarisacuriouskitten,fullofquestionsaboutsound.

Wilson, Karma. Bear Snores On. MargaretK.McElderryBooks,2001.Despiteafunandnoisypartytakingplaceinhiscave,Bearsnoreson!Finally,hewakesup.

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More Science Fun: PEEP Game AppsIfparentshaveroomontheirphonesforadditionalapps,encouragethemtodownloadthesefreePEEPgameapps,whicharecloselyrelatedtotheactivitiesparentsandchildrenwilldoeachweek.ThegameappscanbefoundintheappstorealongwiththePEEPFamilyScienceapps.Ifchildreneasilycompletethefirstroundofthegame,theyareofferedaharderlevelinthenextround.Thegameskeepchildrenwithintheirowncomfortlevels,nudgingthemtomorechallenginglevelsonlywhentheyareready.

Share these tips with parents: Yourchildrenwillbeusingmediatheirwholelives.Helpthemuseitathomeinpositiveways,rightfromthestart!• TheAmericanAcademyofPediatricsrecommendsthatyoulimitscreentimetoone

houradayforchildrenages3to5.• Avoidmediaduringmealtimesandbeforebed.• Sharetheexperiencewithyourchild.Watch,play,andtalktogether.Childrencan’tlearn

fromwatchingmediaalone—theyneedanadulttohelpthemunderstandwhattheyareseeingandconnectittotheirdailylives.Talkingtogetheraboutwhatyouarewatchingmakesabigdifference!

Week 1: Where’s Quack?QuackplaysHide and Seek. Canyoufigureoutwherehe’shidingbythewayhisvoicesounds?peepandthebigwideworld.com/wheresquack

Week 3: Hum Along!Explorehighandlowsounds.Makeyourownmusicandwatchthecharactersdance!peepandthebigwideworld.com/humalong

Week 4: Sounds Like Fun!Makemusicwiththeanimalswholiveinthebig,wideworld.peepandthebigwideworld.com/soundslikefun

©2018WGBHEducationalFoundation.PEEPandtheBigWideWorldisatrademarkorregisteredtrademarkofWGBHEducationalFoundation.Allrightsreserved.Allthirdpartytrademarksarethepropertyoftheirrespectiveowners.Usedwithpermission.«Peep,»«Quack,»«Chirp,»«Tom»and«Nellie»wereoriginallycreatedbyKaiPindalfortheNationalFilmBoardofCanadaproductionsThePeepShow(©1962,NationalFilmBoardofCanada)andPeepandtheBigWideWorld(©1988,NationalFilmboardofCanada).PEEPandtheBigWideWorld®isproducedbyWGBHand9StoryEntertainmentinassociationwithTVOntario.MajorfundingforPEEPandtheBigWideWorldisprovidedbytheNationalScienceFoundation.ThismaterialisbaseduponworksupportedbytheNationalScienceFoundationunderGrantNo.1612643.Anyopinions,findings,andconclusionsorrecommendationsexpressedinthismaterialarethoseoftheauthor(s)anddonotnecessarilyreflecttheviewsoftheNationalScienceFoundation.