The link below is to an article that looks at the importance of reading to the kids.
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The link below is to an article that looks at the importance of reading to the kids.
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With remarkable speed, numerous children’s books have been published in response to the COVID-19 global health crisis, teaching children about coronavirus and encouraging them to protect themselves and others.
Children’s literature has a long history of exploring difficult topics, with original fairy tales often including gruesome imagery to teach children how to behave. Little Red Riding Hood was eaten by the wolf in a warning to young ladies to be careful of men. Cinderella’s stepsisters had their eyes pecked out by birds as punishment for wickedness.
But this wave of coronavirus books is unique, being produced during a crisis rather than in its aftermath.
These books explore practical ways young children can avoid infection and transmission, and provide strategies parents can use to help children cope with anxiety. Some books feature adult role models, but the majority feature children as heroes.
The best of these books address children not just as people who might fall ill, but as active agents in the fight against COVID-19.
Written in consultation with an infectious diseases specialist and illustrated by Axel Scheffler of The Gruffalo, this nonfiction picture book offers children information about transmission, symptoms and the possibility of a cure, reassuring readers that doctors and scientists are working on developing a vaccine.
The last few pages answer the question “what can I do to help?”
Coronavirus: A Book for Children shows a diversity of characters taking action to manage the effects of the virus. Children are told to practice good hygiene, not to disturb their parents while they are working from home and keep up with their schoolwork.
It is also hopeful: reinforcing the idea that the combination of scientific research and practical action will lead to a point when “this strange time will be over”.
Written and illustrated by Helen Patuck, My Hero is You! is an initiative of a global reference group on mental health, and is a great book for parents to read with their children.
Sara, daughter of a scientist, and Ario, an orange dragon, fly around the world to teach children about the coronavirus.
Ario teaches the children when they feel afraid or unsafe, they can try to imagine a safe place in their minds.
Based on a global survey of children and adults about how they were coping with COVID-19, My Hero is You! translates the results of this comprehensive survey into a reassuring story for kids experiencing fear and anxiety. It also acknowledges the global nature of the health crisis, showing children they are not alone.
The Princess in Black is an existing series, with seven books published since 2014 and over one million copies sold. In the books, Princess Magnolia enlists children to help with a problem she cannot defeat alone: here, of course, that problem is coronavirus.
For fans of the series, Magnolia and her pals are familiar characters encouraging readers to solve the problem of coronavirus by washing their hands, staying at home, and keeping their distance.
The Princess in Black shows a deft use of humour to introduce children to complex ideas in a familiar and friendly manner.
Children’s books have often sought to entertain and educate children at the same time. The immediacy of these books, with their practical solutions and strategies for children to manage fears and anxieties about sickness and isolation, is a phenomenon we haven’t seen before.
With free online distribution and simple messages, these books present children with individual actions that have both personal and collective benefits.
Importantly, the heroes identified in these stories include children themselves. Their fears are acknowledged, but at the same time they are told they can fight the virus successfully.
A frequently updated list of children’s books on the pandemic is available from the New York School Library System’s COVID-19 page.
Shih-Wen Sue Chen, Senior Lecturer in Writing and Literature, Deakin University; Kristine Moruzi, Research fellow in the School of Communication & Creative Arts, Deakin University, and Paul Venzo, , Deakin University
The link below is to an article that takes a look at ideas for storing books for kids.
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The links below are to articles reporting on free audiobooks on offer from Audible for kids while schools are closed.
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Stories can be mirrors that help young people express feelings about a given situation. They give children a vocabulary for what is happening. But, because of how fiction works in the brain, stories can also be windows. When we read fiction, we inhabit other bodies and feel the concerns of other people. This helps young people to develop empathy – but has another profound effect. Reading stories makes us feel experienced and increases resilience.
I’ve chosen some wonderful books that all function both as mirrors and windows for children as the world faces the effects of Coronavirus. They are beautifully written and/or illustrated and should fire young imaginations, while comforting the whole family.
This is a beautiful picture book – sparse of text – with lush landscapes in Sean Tan’s magical style. The reader loses themselves in pages that are achingly evocative of yearning, loss and wonder in a kind of heady cocktail of intense emotion, boredom and stoicism.
Dark leaves fall in our character’s bedroom, but by the end, they have coalesced into a beautiful red tree.
There is space here for even a very young reader to express what they think is happening page by page. The art could stimulate imitation. I can also imagine making a little red tree trunk and branches and adding a leaf to it, day by day.
There is very little reading to be done, so a slightly older child could also “read” it to a younger one.
Antonia Barber sets her classic story on the Cornish coast. The narrative is about a cat who saves the day when her community is threatened. It is wordier than many picture books, but narrated by the cat in clear, beautifully written prose – it’s a pleasure to read aloud.
Nicola Bayley’s illustrations are engaging and immersive – who wouldn’t like to go to the seaside right now? – and the characters easily inspire affection.
Touching on concepts of scarcity and sacrifice, this is a very empowering story for a young listener or reader. The smallest character in the story is the hero who saves everyone – by singing. It would be easy to live in this story for a while, going fishing from the laundry basket, practising storm singing, repeating some of the turns of phrase.
The illustrations are inspiring for young artists and could also be the basis of remembering visits to the seaside, pretend beach picnics or natural history lessons.
A trip to Tove Jansson’s Moominland always makes everything better. Here, the family flee from an approaching comet, meeting many favourite characters on the way.
The much-beloved Moomins are eccentric hippo-like people, very accommodating of difference and otherness. That said, many of the characters have their little ways, and being accommodating isn’t always comfortable. The realism of the relationships gives even the silliest of Jansson’s stories the texture of real life.
Quirky line drawings are immensely endearing and the story, while exciting with elements of real fear, never feels as if it will end badly. The language is fun, with word play and characters’ attitudes and, again, the child is the hero. It’s not hard to draw a Moomin, and there are endless opportunities for drama. Year twos or threes can probably read it to themselves, with someone on hand for the tricky bits, but it’s fun enough to engage older children, and silly enough for littlies.
Tiffany Aching comes from chalkland, where nobody has it easy, and everyone works hard. When a rift opens on her doorstep and her despised little brother is taken, she discovers she’s not ordinary, after all. Armed with a cast-iron frying pan, she takes on the full force of Fairyland.
This is a riotous out-loud read from the late Terry Pratchett, featuring a tribe of “pictsies” who speak in a Scottish accent that sounds a lot like the stand-up comic Billy Connolly. Tiffany’s gran has recently passed away – and the danger feels quite real – but we know that Tiff will get us through. She certainly does, battling forces of depression and self-doubt to do so – another young leader in a time of community danger. Even hardened teenagers might smile at the best bits and tweens will devour it whole. Children as young as six or seven can follow along.
The narrative is a role-play bonanza and there are opportunities to investigate British folklore, identities in the United Kingdom and gender roles. Illustrations in the text might inspire art and mapping the settings would be an interesting exercise. Further adventures of some of the characters could be written, and geography lessons about chalk grassland would be easy to work in.
For resilient older children and teens, Markus Zusac’s story is set in a time of many lives lost – Germany during the second world war – and narrated by Death. It is gorgeously written (an international bestseller, adapted for film) and, while the subject matter is difficult, the narrative pulses with life and hope.
For a young person engaged with current events, questioning authority and impatient of parental efforts to shield them from the grimmer elements of our current reality, this book could be a lifeline.
Liesel Meminger is illiterate when the story begins, but takes a book that has been dropped at her brother’s graveside. As she begins to read and to leave childhood behind, she steals many more books. Love, death and the importance of even futile actions inform the story of Liesel’s coming of age and provide ways of thinking about what it means to be human.
This could be read together silently, perhaps taking chapters in turn, rationed out as a treat for discussion or not. It’s a natural accompaniment to history lessons, geography, or some online German instruction and watching the film could lead to a discussion of adaptation. But perhaps you could just leave a copy of it out for anyone who needs it to find and make their own.
Many of these titles are available electronically, but local bookshops are delivering and posting orders. After all, there’s nothing more comforting than snuggling behind the protective embrace of an open book.
The link below is to an article that looks at how to raise a reader.
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Why does reading in the back seat make you feel sick? – Jane, aged 10, from Coburg North, Australia.
Hi Jane, your question about why reading in the back seat makes you feel sick is a very good one. The answer has to do with our eyes, our ears and our brain.
Reading in the back seat can make you feel sick because your eyes and ears are having an argument that your brain is trying to settle!
Curious Kids: Why do our ears pop?
When you’re reading in the back seat, your eyes see that your book is still. Your eyes then tell your brain you are still.
But your ears feel the car is moving. Your ears then tell your brain you’re moving.
Your ears don’t just hear, they help with your balance too.
Your ear has three main parts:
Your inner ear contains cells that have hairs sticking out the top. Scientists call these “hair cells”.
Some of these hair cells help us to hear. When sound hits those hair cells, the hairs move and the cells send signals to the brain. Our brains use those signals to hear.
Other hair cells help us to keep our balance. When the car we’re sitting in moves, that movement makes the hairs on those hair cells move too, and they send different signals to the brain. Our brain uses those different signals to tell we’re moving.
Some people’s brains don’t like it when their eyes say they’re still but their ears say they’re moving.
When eyes and ears argue like this, the brain can think that something dangerous might be about to happen.
If this happens, the brain can get the body ready to fight or run away (scientists call this the “fight or flight” response).
One of the things the brain can do is take blood away from the stomach to give to the muscles.
Giving blood to the muscles can help us to fight or run away. But taking blood away from the stomach can make us feel sick.
If reading in the back seat makes you feel sick, you might need to settle the argument between your eyes and your ears.
One way to do this is to stop reading and to look out the car window. This could help your eyes to tell your brain that you’re moving as you see the world whizz by, and your ears to tell your brain that you are moving as you feel the car moving.
But this suggestion won’t work for everyone. Some people will still feel sick when they ride in a car, even if they aren’t reading.
This is because while our eyes and our ears help us to balance, so do our skin and our muscles. This creates many opportunities for arguments that our brain has to settle!
Hello, curious kids! Have you got a question you’d like an expert to answer? Ask an adult to send your question to firstname.lastname@example.org
The link below is to an article that claims children who own more books read better – which is fairly obvious I suppose.
It started with Frederick, by Leo Lionni — a beautifully illustrated story about the importance of the arts.
Or it began with The Christmas Miracle of Jonathan Toomey by Susan Wojciechowski — an exquisite storybook about a sullen carver who is transformed by the love of a little boy.
These are some of our own first favourite books. That was before we understood the benefits behind storybook reading. But we gave the books to our nieces and nephews based on our pure appreciation of the stories themselves. And thus began family traditions of carefully selecting, signing and gifting cherished books to one another.
For educators, the importance of storybook reading in the home is well documented. Reading to children is associated with a heap of benefits, including more expansive expressive and receptive vocabularies, better language comprehension and better early math abilities. More recently, the study of reading has turned to examine the social and emotional benefits provided by storybook reading.
Different themes explored by storybooks can develop aspects of socio-emotional understanding, because a well-written story can transport the reader into fictional worlds and let them experience emotions by proxy.
Parents who are more familiar with storybooks (presumably through reading them with their children), have children who are better at identifying and separating their own emotions and desires from the emotions and desires of others. Such social and cognitive skills are part of developing towards what psychologists call a “theory of mind” — gaining the ability to understand that other people’s thoughts and beliefs may be different from your own, and to consider why.
Books may help children develop such skills and insights because the plots often focus on social relationships between characters and contain rich language related to feelings and identity formation. Books can also encourage children to think of ways to enrich the lives of those around them, thereby enriching their own.
Of course, it’s not enough to simply own many books; it’s the frequency of shared storybook reading with the quality of time that matters. But whether books are borrowed from the local library, or part of your own collection, having access to them in your home is a good place to start.
Here are some of our favourites.
Books that explore themes of love and community: Porcupine’s Bad Day by Emilie Corbiere is an English- and Ojibway-langugage account of how porcupine’s friends help him move beyond his grumpy mood as he tries to sleep in the daytime — and to understand they all share the forest. Nancy Tillman’s I’d Know You Anywhere, My Love explores how intimacy and love are tied to recognition and acceptance, told through the delight of animal disguises and a woman narrator. Max and the Tag-Along Moon by Floyd Cooper narrates the love of a boy and his grandpa against the backdrop of the moon’s ever-present mystery.
Books that celebrate the occasional misstep in creativity: The Book of Mistakes by Corinna Luyken, The Most Magnificent Thing by Ashley Spires, and Ish or The Dot, by Peter Reynolds. The Dot is about a schoolgirl, Vashti, who goes from believing she can’t draw to a celebration of self-expression and creativity — beginning with a dot. These books would make wonderful gifts for the creative but cautious children in your lives.
Books for young budding professionals: Andrea Beaty’s books, including Ada Twist, Scientist and Iggy Peck, Architect would make wonderful presents that showcase new worlds opening up through science and design, and that show children the road to success is often littered with road blocks that can be overcome.
Books that embrace challenge: What Do You Do With An Idea by Kobi Yamada is an encouraging book suitable for all ages. After the Fall (How Humpty Dumpty Got Back Up Again) by Dan Santat contains themes of perseverance and overcoming fears.
Books that celebrate themselves: The Good Little Book by Kyo MacLear, and It’s a Book by Lane Smith are stories about the love for reading, and the value of a good book. These support the message that reading is a beautiful thing. A Child of Books by Oliver Jeffers and Sam Winston is a lyrical celebration of a childhood filled with books.
Books that don’t take themselves too seriously: Chester by Mélanie Watt,
The Book With No Pictures by B.J. Novak, Oddsockosaurus by Zanib Mian and I Want My Hat Back by Jon Klassen all provide a shared giggle between adult and child. Books like these reinforce the value that reading is a fun and intrinsically enjoyable activity.
Above we’ve included some of our favorite titles, but there is no one perfect book. We encourage you to spend some time talking to your local bookshop staff or librarians to find titles that will resonate in your family.
The psychosocial and educational benefits from shared storybook reading do not depend on whether the books are bought or borrowed or whether they’re new or used. All you need are books with convincing characters, good conversations and a place to snuggle up and read.
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Christmas is just around the corner. If you’re wondering what to get your child, your friends’ children, your nieces, nephews or basically any very young person in your life – I highly recommend picture books.
Many people can remember a favourite book when they were a kid. Some of my favourites were the Berenstain Bears with Papa Bear trying, unsuccessfully, to teach his children how to ride a bike or gather honey.
Sadly, a 2011 report from the UK showed the number of young people who say they own a book is decreasing. The report also showed a clear relationship between receiving books as presents and reading ability.
Children who said they had never been given a book as a present were more likely to be reading below the expected level for their age.
There are lots of benefits of reading aloud to young children, including developing children’s language and print awareness. These include knowing that the squiggles on the page represent words, and that the words tell a story.
Such knowledge gives children a head start when they go on to reading at school.
Adults should discuss ideas in books with children, as they occur, as opposed to just reading a book from start to finish. Talking about the pictures, or what has happened, can lead to rich conversations and enhance language development.
The more words you know, the simpler it is to recognise them and comprehend the meaning of the text. Children who read more become better readers and more successful students.
Some books (like How Many Legs and How Big is a Million) explicitly explore concepts such as numbers. Other stories, like the Three Little Pigs, have concepts embedded in them. Children can learn about the properties of materials when adults talk about the strength of hay, sticks and bricks.
A study in the Netherlands found kindergarten children who were read picture books, and were engaged in discussions of the maths concepts in the books, increased their maths performance, compared to a control group of children who weren’t read these books.
Early Learning STEM Australia has created a booklist which gives parents and teachers ideas for books that contain STEM (science, technology, engineering and maths) ideas. These include:
They All Saw a Cat, which shows the perspectives of different animals
Lucy in the City, where a cat loses her way home and an owl helps her
Dreaming Up, which contrasts children’s constructions with notable works of architecture.
Nearly 30 years ago, children’s literature professor, Rudine Sims Bishop, wrote how books can be windows, through which we see other worlds. These windows can become sliding doors when we use our imaginations and become part of them.
Books can also be mirrors, when we see our own lives and experiences in them. In this way, they reaffirm our place in the world.
Children need both types of books to understand people come from different cultures and have different ways of thinking and doing things. Books can show that children of all cultures are valued in society.
Children who never see themselves represented in books may feel marginalised. Unfortunately, the majority of books feature white children or animals, so many children only experience books as windows.
Children learn gender stereotypes from a very young age. Research shows by the age of six, girls are already less likely than boys to think girls are “really, really smart” and they begin to avoid activities thought to be for “really, really smart” children.
Picture books can challenge these and other stereotypes. Reading books that portray atypical behaviours such as girls playing with trucks or with girls in traditional male roles such as being doctors, scientists or engineers, can change children’s beliefs and activities.
The City of Monash in Melbourne has created a list of children’s picture books that promote gender equality and challenge gender stereotypes. This includes one of my favourite books, The Paperbag Princess, who saves herself from a dragon and decides not to marry the prince after he complains she is a mess.
A study that looked at data from 27 countries, including Australia, found children growing up in homes with many books got three years more education than children from bookless homes. This was independent of their parents’ education, occupation and class.
Adults need to model good reading habits and their enjoyment of reading. Giving children a love of reading can be the best present we ever give.