A recent trend in public libraries′ children’s services emphasizes the role of promoting school readiness. In order to gain a deeper understanding of the school readiness efforts present in storytime programs, this study observed and scored 68 public library preschool storytime sessions presented by 35 storytime providers across three states using the CLASS (Classroom Assessment Scoring System) measure. The CLASS evaluates adult-child interactions in learning environments within three domains related to positive outcomes in children’s school readiness: emotional support, classroom organization, and instructional support. Additionally, the study examined whether differences among CLASS scores were influenced by the population density of the library community, the storytime provider’s degree status and educational level, the provider’s prior teaching experience, the provider’s years of experience in children’s services, and the number of children participating in the storytime session. Results revealed that storytime providers score well in the CLASS’s emotional support and classroom organization dimensions but have room for improvement in the content-focused instructional support domain. Of the factors examined, only years of experience in children’s services was found to influence a provider’s CLASS score. These findings suggest that professional development programs should focus on preparing librarians to teach and model school readiness skills during storytime.

公共图书馆儿童服务的最新趋势强调了促进入学准备的作用。为了更深入地了解故事时间计划中出现的学校准备工作，本研究使用CLASS（课堂评估评分系统）方法对三个州的35个故事时间提供者进行的68次公共图书馆学前故事时间课进行了观察和评分。CLASS在与儿童上学准备的积极成果相关的三个领域中评估学习环境中的成年子女互动：情感支持，课堂组织和教学支持。此外，该研究还检查了CLASS得分之间的差异是否受到图书馆社区的人口密度，故事情节提供者的学位程度和教育程度的影响，提供者的先前教学经验，提供者在儿童服务方面的经验以及参与故事时间课程的儿童人数。结果显示，讲故事的提供者在CLASS的情感支持和课堂组织方面得分很高，但在以内容为中心的教学支持领域仍有改进的空间。在检查的因素中，只有多年的儿童服务经验会影响提供者的CLASS得分。这些发现表明，专业发展计划应着重于让图书馆员在故事发生时教授和准备学校的准备技能。结果显示，讲故事的提供者在CLASS的情感支持和课堂组织方面得分很高，但在以内容为中心的教学支持领域仍有改进的空间。在检查的因素中，只有多年的儿童服务经验会影响提供者的CLASS得分。这些发现表明，专业发展计划应着重于让图书馆员在故事发生时教授和准备学校的准备技能。结果显示，讲故事的提供者在CLASS的情感支持和课堂组织方面得分很高，但在以内容为中心的教学支持领域仍有改进的空间。在检查的因素中，只有多年的儿童服务经验会影响提供者的CLASS得分。这些发现表明，职业发展计划应着重于让图书馆员在故事发生时教授和准备学校的准备技能。