Many young children, including babies and toddlers, have a strong interest in books. Early childhood educators can support this interest through regular storytimes and other storytelling experiences.
Toddlers and preschool children can learn about authors, the purpose of books, and how books are made. They can explore the many kinds of books available in society - not just picture books. Children can even construct their own books.
EYLF learning outcomes
The Early Years Learning Framework clearly links with this topic, but books are not just tools for language and literacy. They are also relationship and knowledge builders. Children adore sharing stories with friends and loved ones (3.1) and find answers to their questions in books (4.2).
Books help children:
- interact verbally and non-verbally (5.1)
- engage with text (5.2)
- express ideas and make meaning using media (5.3)
- understand how symbols and pattern systems work (5.4).
Learning experiences
Make your own books
Children can become incredibly excited when they first realise they can make their own books. All they need is a few sheets of paper and an adult to staple them together.
Babies can scribble, paint or even paste collage pieces into their books. Some toddlers and preschoolers may experiment with handwriting or ask an adult to write down their stories.
Try these book-making ideas:
- Make books individually, in small groups, or even as a whole class.
- Assist children in documenting their own learning. Make books about their projects or special events.
- Create "I like" books for each child. Each page has a picture of something the child likes (e.g. ice cream, puppies or my mum).
- Add children's handmade books to the reading area.
- Provide tactile paper, cardboard and fabric so children can make their own touch and feel books.
- Teach children to make "what's under the flap?" books by sticky-taping paper flaps to the pages. Children can draw surprise pictures under each flap.
- Incorporate technology and STEM learning by taking photos instead of drawing. Instead of paper books, make ebooks using a word processing program.
Reenact books
Provide props that relate to the story in a popular book. Children who love a particular story can reenact it using:
- puppets
- felt boards
- dress ups
- dramatic play
- soft toys
- small world play.
Listen to audio books
Many popular children's books are available as audio books. Educators can play the audio while holding the book and turning the pages at the right time. Children can also lie down and listen to audio stories with their eyes closed, for rest and relaxation.
Read multilingual books
Many childcare services in Australia have children who speak languages other than English. An interest in books is an excellent opportunity to support multilingualism by introducing books written in children’s home languages.
Start a project
Use books as a starting point for project work. As an example, if children in your room love The Very Hungry Caterpillar, start a project about caterpillars. Ask children what they know already about caterpillars and what they would like to know more about.
Learning environments
Promote inclusion
Use the books at your service to promote inclusion and respect for diversity:
- Is society accurately reflected in your collection of picture books?
- Is the skin colour of all the main characters the same?
- Are diverse family structures represented?
- Do your books reinforce stereotypes?
- Can children identify with the stories and the main characters?
Read books outdoors
Many early childhood settings keep their books indoors. However, reading outdoors in the fresh air is an enriching experience. Books offer respite from physical play.
Childcare services that do have books outside may only offer torn and poor-quality books in case they get damaged, but these don't inspire children to read. Instead, provide good books in a safe, supervised space. Place books in a basket on a picnic rug under a tree. Designate an educator to stay in this area and read with the children.
Place books everywhere
Books don't need to stay in the book corner. Integrate texts into other play areas:
- Cooking books in the home corner.
- Picture books in the construction area.
- Books with amazing illustrations in the art area.
- Touch and feel books in cubby houses or play tents.
Expand your collection
Provide children with different kinds of books, not just picture books:
Big books, biographies, brochures, catalogues, craft books, encyclopedias, fairy tales and nursery rhymes, instruction manuals, magazines, multilingual books, newspapers, non-fiction, novels, poetry collections, recipe books, short stories, street directories, telephone books, textless books.
Providing children with a wide range of books can help them investigate their own questions. Educators can say, "that's a great question, let's find the answer in a book".
Design places for reading
Support children to read by providing comfortable and interesting spaces. Consider what children need to enjoy books in different ways:
- Small spaces to hide for solitary reading.
- Seating for small groups of children and an educator.
- Open spaces for lying with big books on the floor.
- Open spaces for acting out stories using props.
- A table to read and draw at the same time.
- A couch in the foyer for reading with family members.
Family and community connections
- Invite primary school children to visit your service and read books to your children as they wake up from their naps.
- Find someone to read a story other than an educator. Ask a cook, admin person or gardener.
- Match books to children's interests and cultures at home.
- Ask children to bring in their favourite books from home. Start a book library so families can borrow books to read at home.
- Visit your local library. Read about forming a partnership with your local library on NAEYC.
- Invite a local children's author to visit your centre and read their book. Alternatively, arrange book reading via video.
Interactions
Ask questions
When reading books, educators can ask questions that:
- test memory
- test comprehension
- provoke complex thoughts
- encourage predictions about the storyline
- encourage creative thinking.
Identify parts of books
When reading books to children, talk about parts of the book other than the story. Explain what an author is and how to find their name. Where is the spine? What are page numbers for? When was this book written?
Help children care for books
Show children how to care for books by turning pages gently and not throwing or standing on them. Show children how to position books upright on shelves with the front covers or spines facing out. This helps other children find the book they want to read.
Routines
Read to children individually
Some early childhood services incorporate one-on-one reading every day with every child. This supports relationship building, conversation, cognitive development and language development. Change your routines and staffing to support this practice or utilise volunteers.
Learn more about this technique which is used in the Abecedarian Approach.
Events
- 23rd April is World Book Day
- In Australia, Book Week is held in August.
Resources
Picture books
A Child of Books by Oliver Jeffers and Sam Winston