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Title: Ten Thankful Turkeys | Author: Angela Muse | Illustrator: Ewa Podleś | Publication Date: October 4, 2014 | Publisher: 4EYESBOOKS | Pages: 32 | Recommended Ages: 2 to 8 Summary: This colorful autumn tale follows ten turkeys as they get ready for an important celebration. This story teaches about gratitude. There are also fun turkey facts in the back of the book.
Angela Muse was born in California to a military family. This meant that she got used to being the “new kid” in school every couple of years. It was hard trying to make new friends, but Angela discovered she had a knack for writing. In high school Angela began writing poetry and song lyrics. Expressing herself through writing seemed very natural. After becoming a Mom in 2003, Angela continued her storytelling to her own children. In 2009 she wrote and published her first rhyming children’s book aimed at toddlers. Since then she has released several more children’s picture books and released books in her first young adult romance series, The Alpha Girls, in 2013/2014. Her husband, Ben Muse writes suspense/thriller books that can also be found on Amazon.
Prize: One winner will receive a $50 Amazon gift card or PayPal cash (winner’s choice) Contest closes: November 23, 11:59 pm, 2014 Open to: Internationally How to enter: Please enter using the Rafflecopter widget below. Terms and Conditions: NO PURCHASE NECESSARY TO ENTER OR WIN. VOID WHERE PROHIBITED BY LAW. A winner will be randomly drawn through the Rafflecopter widget and will be contacted by email within 48 hours after the giveaway ends. The winner will then have 72 hours to respond. If the winner does not respond within 72 hours, a new draw will take place for a new winner. Odds of winning will vary depending on the number of eligible entries received. This contest is in no way sponsored, endorsed or administered by, or associated with Facebook. This giveaway is sponsored by the Angela Muse and is hosted and managed by Renee from Mother Daughter Book Reviews. If you have any additional questions – feel free to send and email to Renee(at)MotherDaughterBookReviews(dot)com. a Rafflecopter giveaway
Copyright © 2014 Mother Daughter Book Reviews, All rights reserved.
I continue to be in awe of you parents out there who manage to carve out time for your writing in the midst of taking care of children, household chores and (in some cases) a day job as well.
At a recent conference, several working parents told me how they were still struggling to find the time to write and illustrate.
Having no children myself, I can't offer practical advice, but here are some online resources which might help. If you can offer tips from your own experience or know of other other helpful resources, please do post them in the comments below. Thanks!
Finding Time To Write - Parents' Version - by Julie Duffy on StoryADay.org. Main tips: coordinate your work sessions with your kids' energy levels, work to an outline, stretch sessions when you can, sit where you can hear your kids, be willing to stop after 2-3 sessions.
Finding Time To Draw - On Step, Skip, Pause. Main tips: Work in the early morning before everyone else is up. Sketch while watching tv, while waiting, on the public transport, at friends' houses, in short snatched moments, at concerts and plays.
Writing and mother: how I (sort of) do both - Shannon Hale explains how she does it. Main tips: Enlist help, constantly reevaluate your balance, set priorities, take a day of rest, commit fully, separate writing from publishing.
Busy Moms Write - A blog by Marcia Fowler, who is a mom of two boys, a freelance writer, and a certified elementary school teacher and reading specialist. "Busy Moms Write is a blog to inspire other moms to finally sit down and write, even if it’s only for five minutes a day."
11 Ways Stay-At-Home Moms (and Other Busy Folks) Can Find Time To Write - by K.M. Weiland. Be stubborn and endure, find your focus, connect with family every day, remember there are others in your boat, take your work seriously, it's never too late to start, be realistic in your goals, give up on the idea of trying to please everyone, enjoy your blossing career guilt-free, being a mom and writer are not mutually exclusive.
How Busy Writers Can Stay Productive & Keep Their Sanity - by Jeff Goins. Give up the ideal workspace, don't sacrifice your family, use the "write, edit, write" method (longer pieces) and self-edit method (shorter pieces), know your limits, stay positive and grateful.
A Parent's Time To Write - by Liz Boltz Ranfeld
How To Find Time When You're A Busy Mom - on WikiHowAdd a Comment
Lydia sat with her two children in the waiting room. Her eldest read aloud from his new book, pausing every now and again to teach his mother and younger sister how to say the words in English. His little sister beamed with pride when he let her turn the page.
Andrea Gatewood of the Nassau County (NY) Department of Health knows that providing new books to families like Lydia’s leads to priceless interactions. For the past ten years, she and her colleagues at the Nassau County Women, Infants and Children (WIC) Program have been giving books from First Book to the local low-income women and children they serve.
Traditionally, WIC programs supply women who are pregnant or recently gave birth and children up to age five found to be at nutritional risk with supplemental foods, health care referrals and nutrition education. But at five WIC sites in Nassau County, families also receive colorful new books.
“The books from First Book teach children how to count, the alphabet, the importance of family, other languages, colors, different foods and incentives to promote physical activity,” said Andrea. “They strengthen family bonds, promote diversity and improve literacy.”
Andrea takes great care in selecting books that are both engaging and culturally relevant as nearly 100 percent of the children she serves come from minority households.
“We have distributed books at Christmas, Halloween and to kick off the school year. Our goal is to reach as many children as possible,” Andrea shared. “The partnership between First Book and WIC has allowed thousands of children to receive brand new books and will have a lasting impact on an individual and community level.”
Over the past ten years, the Nassau WIC Program has received approximately 20,000 books from First Book, thanks to grant funding made possible by members of the First Book – Long Island volunteer chapter and the Guru Krupa Foundation. The Foundation, based in Jericho, New York, funds initiatives related to education, health and basic sustenance of underprivileged children in India and the United States, and has helped First Book provide more than 51,000 books to children in need in the greater New York and Los Angeles areas in the past two years.
“We at Guru Krupa Foundation believe that education is a cornerstone for future success in life,” said Mukund Padmanabhan, president of the Guru Krupa Foundation. “Supporting initiatives that bring the benefits of education to underprivileged children can lead to enormous future dividends, not only for the children but to society.”
Join the Guru Krupa Foundation in supporting program leaders like Andrea by making a gift to First Book. Just $2.50 provides a brand-new book to a child in need.Add a Comment
Today we are featuring one of First Book’s celebrity blog series. Each month First Book connects with influential voices who share a belief in the power of literacy, and who have worked with First Book to curate a unique collection that inspires a love of reading and learning. All recommended books are available at deeply discounted prices on the First Book Marketplace to educators and programs serving children in need. Peggy McLeod, Ed. D. the Deputy Vice President of Education and Workforce Development at the National Council of La Raza (NCLR), writes on engaging Latino families and children in reading and learning.
Any student who has parents that understand the journey from preschool to college is better equipped to navigate the road to long-term student success. While parent engagement is critical to increasing educational attainment for all children, engaging Latino parents in their children’s schooling has typically been challenging – often for linguistic and cultural reasons.
The National Council of La Raza’s (NCLR) parent engagement program is designed to eliminate these challenges and create strong connections between schools, parents, and their children. A bilingual curriculum designed to be administered by school staff, the Padres Comprometidos program empowers Latino parents who haven’t typically been connected to their children’s school. Many of the parents the program reaches are low-income, Spanish-speaking, first and second generation immigrants. Through Padres Comprometidos, these parents gain a deeper understanding of what the journey to academic success will be like, and how they can play a role in preparing their children for higher education. Prior to participating in the program, not all parents expected their children to attend college. After the program, 100% of parents indicated that they expected their children to attend college.
Much of Padres Comprometidos success rests on the program’s ability to address language and culture as assets, rather than as obstacles to be overcome. This asset building strategy extends to NCLR’s partnership with First Book. Together, we’re working to ensure Latino children of all ages have access to books that are culturally and linguistically relevant, books they need to become enthusiastic readers inside and outside of the classroom. Click here to access the three parent engagement curricula developed by NCLR—tailored to parents of preschool, elementary and secondary school students.
Below you will find a few tips and titles that can help you engage families and get children – and their parents and caregivers – reading and learning.
1. Find ways to connect stories that parents know about to help them engage in reading and conversation with their children. This Mexican folktale can open that door: La Llorona .
2. Keep an English/Spanish dictionary handy to use when you have a parent visiting or to give away to a parent or caregiver who needs it. It will show them that you’re making an effort to engage in their language of comfort, such as Webster’s Everyday Spanish-English Dictionary.
3. Learn about the children you serve and their heritage, and identify books that will affirm them. This Pura Belpré award winner is actually about Pura Belpré, the first Latina (Puerto Rican) to head a public library system: The Storyteller’s Candle.
4. Share books that include some of the everyday experiences of the children and neighborhoods you serve, like this story highlighting the value of community and family: Grandma and Me at the Flea.
5. Bilingual books provide family members and caregivers the opportunity to read the same books their children are reading, but in their language of comfort. Families will love reading about all the colors of the rainbow in English and Spanish: My Colors My World.
Sign up with First Book to access these and other great titles on the First Book Marketplace.
The 7th Edition of Jim Trelease's The Read-Aloud Handbook was published in June. I pre-ordered my copy, and it arrived that day, but various things kept me from reading it until this week. I reviewed the previous edition of The Read-Aloud Handbook in 2010, having also read an earlier version before starting my blog. I was fortunate enough to hear Jim speak to parents at the Santa Clara City Library in January of 2007. My notes from that session are here. I have referenced Jim's work on encouraging reading aloud to children many times over the course of my blogging. So you may consider this more a recommendation and discussion than a formal review.
Let me first state for the record that I believe that all parents of young children should read The Read-Aloud Handbook, as should all elementary and middle school teachers. The Read-Aloud Handbook started out as a little booklet that the author self-published in 1979 to encourage other parents to read aloud, and talk about books, with their kids. It became a phenomenon, was picked up by Penguin, and was named by Penguin in 2010 as one of the seventy-five most important books published in the company's 75 year history. It certainly had an impact on me, though I first read it long before I had a child of my own.
The Read-Aloud Handbook posits that instead of focusing on test-prep, flashcards, and the like, what parents and schools need to do to improve life-long levels of literacy and critical thinking, is simply read aloud to kids. I obviously agree (and posted the Read-Aloud Mantra to the left several weeks ago on my blog).
More than 30 years after initial publication, The 7th Edition of The Read-Aloud Handbook retains Trelease's passion for reading to kids, but has a lot more references and research. The 7th Edition is about 40% changed from the 6th Edition, with new research findings, book recommendations, and discussions of the impact of eBooks and tablets. Even as someone who had read earlier editions (and follows published research studied pretty closely), once I started reading this book, I couldn't put it down. I finished it in about a day (it helps that nearly half of the book consists of a treasury of recommended read-aloud titles, which I only skimmed).
My reading of this edition was certainly colored by the fact that I have a three-year-old daughter who I very much hope grows up to be an avid reader. I flagged a mix of items throughout the book - interesting things that I might want to share on the blog, as well as action items for myself (like getting around to putting a basket of picture books in the bathroom). I'll share some of the former here, and put the latter into a separate post.
Here are some of the many quotes that I flagged:
"Why are students failing and dropping out of school? Because they cannot read well enough to do the assigned work--which affects the entire report card. Change the reading scores and you change the graduation rate and then the prison population--which changes the social climate of America." (Page xxvi, Introduction)
"If we're waiting for government to save our reading souls, we've got a long wait. Ultimately it will come down to the individual student, parent, teacher, and librarian." (Page xxix, Introduction)
"One factor hidden in the decline of students' recreational reading (as they get older) is that it coincides with a decline in the amount of time adults read to them. By middle school, almost no one is reading aloud to students. If each read-aloud is a commercial for the pleasures of reading, then a decline in advertising would naturally be reflected in a decline in students' recreational reading." (Page 6, Chapter 1)
"Students who read the most also read the best, achieve the most, and stay in school the longest. Conversely, those who don't read much cannot get better at it." (Page 7)
"What motivates children and adults to read more is that (1) they like the experience, (2) they like the subject matter, and (3) they like and follow the lead of people who read a lot." (Page 10)
"The message in this kind of research (especially the Hart and Risley study on Meaningful Differences in the Everyday Experience of Young American Children) is unambiguous: It's not the toys in the home that make the difference in children's lives; it's the words in their heads. The least expensive thing we can give a child outside of a hug turns out to be the most valuable: words. You don't need a job, a checking account, or even a high school diploma to talk with a child." (Page 16)
"Here is a crucial fact to consider in the reading and writing connection. Visual receptors in the brain outnumber auditory receptors 30:1. In other words, the chances of a word (or sentence) being retained in our memory bank are thirty times greater if we see it instead of just hear it." (Page 43, Chapter Two).
"So how do we educate the heart? There are really only two ways: life experience and stories about life experience, which is called literature. Great preachers and teachers--Aesop, Socrates, Confucius, Moses, and Jesus--have traditionally used stories to get their lesson plans across, educating both the mind and the heart." (Page 45)
"(Expectation of Reward / Effort Required) = Frequency of Activity... When you maintain strong reward factors and lower the number of difficulties, you will see a higher frequency of reading... If you really want to get more reading done, then take control of the distractions: needless trips to the mall, phone calls, multiple televisions, DVD players, e-mails, computer games--each calling for immediate attention or multi-tasking." (Page 84-86, Chapter 5)
"Make sure you, the adult role model, are seen reading daily. It works even better if you read at the same time as the child." (Page 92, Chapter 5)
(On applying Oprah's example of generating enthusiasm for books) "What can we apply from this to our work with children? Well, let's eliminate not all but much of the writing they're required to do whenever they read. ("The more we read, the more we gotta write, so let's read less and we can work less.") We adults don't labor when we read, so why are we forcing children to? It hasn't created a nation of writers or readers." (Page 103, Chapter 5)
"It's difficult to get good at reading if you're short of print. Government programs like No Child Left Behind and Race to the Top ensure that children who are behind in reading are entitled to after-school tutoring and extra help with phonics. Nice. But giving phonics lessons to kids who don't have any print in their lives is like giving oars to people who don't have a boat -- you don't get very far." (Page 107, Chapter 6)
"By the reckoning of its own Department of Education, California's ratio of school librarian to student ranks fifty-first in the nation, with 1 librarian for every 5,124 students, more than five times the national average of 1 to 916. Even the state's adult prison system does better, with 1 librarian to 4,283 inmates." (Page 109). Sigh!
(On reading blogs, tablets, social networks instead of books) "Reading, when it's done today, doesn't go very deep, and it's so private it's invisible. The trouble is, how do you pass invisible torches? How do you pose as an invisible role model?"
"...the e-book is here to stay, for very legitimate reasons. It's a win-win situation: a moneymaker for the publisher and a money saver for the buyer. It also saves time, space, student spines, and trees, to say nothing of what it does for the visually impaired." (Page 131, Chapter 7)
"The research clearly shows that we read more slowly (6 to 11 percent) from a screen than from paper. As with automobile driving, humans may get better and faster at e-reading over the years--but that could take generations." (Page 133) I did not know this, and found it fascinating.
"So what happens to the creative process when there is no disconnect time, when we and our children are constantly downloading, uploading, texting, YouTubing, Googling, or tweeting our 742 "friends"? Less "deep thinking" takes place, less creativity." (Page 139)
"It is not so much what children are doing while they watch multiple hours of TV; it is the experiences they are not having that make the viewing so dangerous." (Page 142, Chapter 8)
"A California professor, Jo Stanchfield, once told me that girls tend to be extrinsically motivated in their reading (favoring the choices of their peers, mom, and teacher), while boys are intrinsically motivated (favoring what they themselves are interested in). I agree. Call it selfish or pragmatic, but guys are drawn more to what interests them, not what interests the crowd." (Page 169, Chapter 10)
There's lots more to the book, obviously, but those quotes should be more than sufficient to give you a feel, and hopefully inspire you to want to read the rest. I feel that if you have kids, or you work with kids, you should read The Read-Aloud Handbook. If you feel like you don't have time, at least read the introduction, which sums up many of the findings discussed throughout the book. The Kindle edition of The Read-Aloud Handbook is $7.99, and you can read it on your phone. (I prefer the print edition for things like this, that I'm going to refer back to, but if cost or time is an object, e-books have advantages.)
I'm pulling out a few other ideas from this edition of The Read-Aloud Handbook, and will be sharing them as separate posts in the coming days. I welcome your feedback.
Publisher: Penguin Books
Publication Date: June 25, 2013
Source of Book: Purchased
FTC Required Disclosure:
This site is an Amazon affiliate, and purchases made through Amazon links (including linked book covers) may result in my receiving a small commission (at no additional cost to you).
I've included some general responses to my recent reading of the 7th edition of Jim Trelease's The Read-Aloud Handbook in a separate post. Here, I'm sharing the bits that motivated me to want to take a specific action, and/or change something that I'm doing, in terms of my daughter's reading experience.
Mind you, I'm already reading to my daughter (now 3 1/2) regularly. She visits the library, and chooses her own books. We have books in the car, and we take books with us when we go on trips. We read mostly picture books, but are dabbling in early readers, and even dipping our toes into chapter books. I've read at least two earlier editions of The Read-Aloud Handbook, as well as various other titles on this subject, and I'm confident that we're doing a reasonable job already.
Still, I found some useful take home messages, places where I think we can do a little bit better. Like these:
Perform Repeat Reads of the Same Book
"Research shows that even when children reach primary grades, repeated picture book reading of the same book (at least three times) increases vocabulary acquisition by 15 to 40 percent, and the learning is relatively permanent." (Page 10, Chapter 1)
The immediate take-home message for me on this is to make sure that we do read new picture books at least three times (unless we dislike them, of course). This isn't much of a problem with books that we own, but sometimes the big stack of library books goes back with books that were only read once or twice. I guess mostly this is a reminder of being patient about re-reads.
Fill More Book Baskets
Another thing that Trelease advocates is the placement of book baskets in strategic locations throughout the house. I did this when my daughter was younger, but I haven't updated the baskets and locations recently. I need to stock a basket for the bathroom, and figure out a way to keep books closer to the kitchen table. This is going to tie in with another project that we're just starting - putting aside some of the board books (sob!), which currently fill the baskets.
Get A Bedside Lamp
A related idea, Trelease also suggests buying your child a bed lamp, and letting them stay up 15 minutes later if they are reading in bed. We're not quite ready for this idea in my house yet (we tend to read to her until she falls asleep), but a bed lamp is clearly something that we're going to need soon.
Read More Poetry
Trelease also talks about the need to read aloud stories that rhyme (Chapter Two). I haven't been as good about reading my daughter poetry as I would like. She's now starting to play with rhyming herself (and has just discovered tongue-twisters), and I think it's time for us to add more poetry to our repertoire.
Always Say the Title and Name of the Author
In Chapter 4: The Dos and Don'ts of Read-Aloud, Trelease says:
"Before you begin to read, always say the name of the book, the author, and the illustrator--no matter how many times you have read the book." (Page 74)
I used to be very good about this, and had been letting it go a bit lately. This reminder has already gotten me back on track with attribution. I also like to say where the book came from, if it was a gift.
Read More Slowly
Another reminder from Chapter 4, always good to hear again:
"The most common mistake in reading aloud--whether the reader is a seven-year-old or a forty-year-old--is reading too fast. Read slowly enough for the child to build mental pictures of what he just heard you read. Slow down enough for the children to see the pictures in the book without feeling hurried. Reading quickly allows no time for the reader to use vocal expression." (Page 75)
I think it's always tempting for adults to read quickly, and get through more books. There's a feeling of accomplishment if we read five books tonight before bed. But reading them better, more slowly, with more expression and discussion, is clearly better in the long run. I'm going to work on this.
Chart Reading Progress
My daughter loves to look at her growth chart, and see how much she's grown. Trelease advocates creating a home or school wall chart so that kids can see how much they've read. He says that:
"images of caterpillars, snakes, worms, and trains work well for this purpose, with each section representing a book. Similarly, post a world or U.S. wall map, on which small stickers can be attached to locations where your books have been set." (Page 76)
Initiate Home Drop Everything and Read (D.E.A.R.) Time
Trelease suggests setting aside time each day for the child to read by herself (even if she is just flipping through books that she can't yet read). He adds: "All your read-aloud motivation goes for naught if time is not available to put that motivation into practice." (Page 77)
We've done this informally, especially in the car. But I like the idea of having a designated quiet self-reading time. I'm happy to also use the time to model reading, by reading my own book. I'll have to think about how this could be integrated into our schedule.
Spend Less Time Pecking Away on My Phone
I don't have one quote for this, but a number of references in The Read-Aloud Handbook have affirmed something that I've been concerned about for a while. I spend too much time looking at things on my phone, in my daughter's presence. I'd rather either be present with her, or have her see me reading books (or newspapers or magazines). If I am going to read electronically, I prefer to do it on the Kindle Paperwhite, which is only for reading books. I always call this my "Kindle Book", to reinforce the idea that when she sees me with it, I am reading.
Continue Limiting TV Time, and Turn On the Closed Captioning
Trelease has a whole chapter on the impact of television and audio on kids and reading. I've been determined since before she was born that my daughter will not have a television set in her bedroom (and I won't have one in mine, either). We currently only allow her to watch television on weekends (though she does sneak in a bit of extra time on the iPad during the week sometimes). But she's like an addict, constantly asking if it's the weekend, and then binging on movies when it is.
I'm particularly struck by the results of a study that found looked at children's schooling level by age twenty-six vs. the amount of television watched in childhood. "Children who viewed less than one hour a day were the most likely to achieve a college degree." (Page 147) Another study suggested "no detrimental effects on learning (and some positive effects) from TV viewing up to ten hours per week; however, after that, the scores begin to decline. The average student today watches three times the recommended dosage." (Page 148)
I'm not going to make any changes right now, besides turning on the closed captioning (something that Trelease has recommended for years, so that kids SEE the words). But I'm going to keep an eye on how many hours of TV watching creep in over the weekends. Just as soon as the baseball playoffs are over, anyway.
Limit iPad Time When Traveling
We don't have a portable DVD player, or a DVD player in the car, and I don't see much need for one. But we have downloaded a few select movies onto the iPad. We've found this useful for long car trips, or other times when we need a break. (Most recently, when we brought our daughter along on a wine tasting trip to Napa.) I'm not prepared to give this up - it's been awfully handy on long flights. But I do take this point by Trelease into account:
"The recent addition of the DVD player to family transportation does nothing but deprive the child of yet another classroom: conversation with parents or the shared intellectual experience of listening to an audiobook communally." (Page 154)
I don't think that my daughter is quite ready to follow along with an audiobook, but I do plan to use them for car trips when I think that she's ready. In the meantime, I'm going to work on talking more, and resorting to the iPad less, especially in the car (though I won't give it up entirely).
A pretty fine list of actions to take, considering that this is at least the third edition I've read of The Read-Aloud Handbook (out of 7 published editions). Trelease has said that this will be the last edition that he writes, which makes me sad. But I'm very happy to have this one.
How about you all? Have you read The Read-Aloud Handbook? Has it affected your efforts to grow bookworms in your own household? I'd love it if you would share.
I'm sharing some ideas that I picked up from a recent read of the 7th edition of Jim Trelease's The Read-Aloud Handbook (more details here). In Chapter One, Trelease proposes "one inexpensive, commonsense move that parents could make that would impact their children's language skills". The simple idea is to purchase a rear-facing stroller. Turns out that:
"Researchers (of parents using rear-facing strollers) found it makes a huge difference in how much conversation takes place between parent and child--twice as much when the child faces the parent." (Page 17)
The larger idea is that talking with your child is one of the ways that you help to build your child's vocabulary (on which much of the success of their future education rests). So, if you are regularly taking your infant out for walks in a stroller, using a rear-facing stroller increases your opportunity to engage with the child. Such a simple idea, but one that could make a big difference. (Obviously, this is less practical with a curious 2 year old who wants to see the world, even if you could find a rear-facing stroller).
We actually did have a rear-facing stroller when my daughter was an infant (it was like the one shown above, where the car seat snaps into a base). But I must admit that was luck (and generous friends). Have any of you deliberately tried using a rear-facing stroller, so that you'll talk more with your baby?
"Background knowledge is one reason children who read the most bring the largest amount of information to the learning table and thus understand more of what the teacher of the textbook is teaching... For the impoverished child lacking the travel portfolio of affluence, the best way to accumulate background knowledge is by either reading or being read to." (Page 13-14)
There is no question that my daughter has acquired background knowledge from books. Recently we were in the parking lot at the grocery store, and a taxi cab passed by. My daughter said: "Look! A taxi cab! I've never seen one in real life before." (Forgetting various airport trips, I guess.) She had, however, seen a taxi cab in Night Light by Nicholas Blechman. And despite the one in the book having been somewhat stylized, the rendition was accurate enough for my Baby Bookworm to know one when she saw it.
Do you have examples of ways that your child has used books to build background knowledge? Or is this so pervasive that you don't even notice?
See also my related post about making connections between books and day-to-day life, from this year's Share a Story - Shape a Future literacy blog tour.
I must confess that when I first received Back to Bed, Ed! by Sebastien Braun, I didn't fully appreciate it (and didn't review it). This was back in early 2010, when I was pregnant with my daughter (my first and only child). A picture book about a boy (well, a mouse) who keeps getting into his parents' bed, and the solution that his family finds for the problem, well, it seemed a bit ... slight to that pre-parent me. But NOW, 3 1/2 years later, I have come to consider Back to Bed, Ed! necessary and relevant. Now that I have a child who climbs into my bed multiple times a night, I can appreciate how spot-on Braun's work is. (Or at least I would be able to appreciate it if I wasn't so tired all the time.)
In fact, my plan for tonight is to copy Ed's parents' solution. Since this is a picture book, I'm not going to worry too much about spoilers, so I'll tell you. After many nights of being woken up (and kept awake) by Ed, his parents hang a "Closed" sign on the door. When he gets out of bed, he is stopped by the sign from entering their room. His dad walks him back to his room, where he gathers up all his stuffed animals into his bed and tells them "There's no need to be scared. I'm here now." (Image created by me, though similar to the one in the book.)
My daughter loves Back to Bed, Ed!, and she was actually the one to suggest the "Closed" sign (she's much braver by daylight than she is at night). We're going to bring all of her stuffed animals up from the playroom, and put them nearby, so that she can gather them into her bed, just like Ed does. I can only hope that life will imitate art.
For those of you facing a similar problem (or anticipating the possibility of facing a similar problem), Back to Bed, Ed! is an essential book for any preschooler's home library. The reactions of Ed's (tired) parents are spot-on. Braun's illustrations are a mix of realistic (groggy parents spilling cereal on the table) and fanciful (the monsters that Ed imagines following him into the bedroom).
Nothing in Back to Bed, Ed! is actually scary. The monsters look like friendly dinosaurs, and the night-time background colors are blues and purples, rather than the inky blacks of Lemony Snicket & Jon Klassen's The Dark. Jammie-clad Ed, clutching his stuffed bunny, is determined, then sad, and then, ultimately, pleased with himself.
I kept Back to Bed, Ed! around, even when I didn't really anticipate needing it, because I found Ed a likeable character. Now, he's practically a member of my family, and I highly recommend this book for anyone struggling to keep a preschooler in bed. It is still in print, with a paperback coming out in February, which suggests that I am not alone in my assessment.
Wish me luck!
Publisher: Peachtree Publishers (@PeachtreePub)
Publication Date: February 1, 2010
Source of Book: Review copy from the publisher
FTC Required Disclosure:
This site is an Amazon affiliate, and purchases made through Amazon links (including linked book covers) may result in my receiving a small commission (at no additional cost to you).
Welcome to our holiday hop!
We are so excited about our latest book, The Christmas Owl, that we are giving away two prizes to one lucky winner. Our prize is a 5-inch stuffed owl and a signed hardcover version of The Christmas Owl. This story follows a Barred owl becomes injured and must ask others for help. He promises to give back to those who have a generous heart and he is true to his word. This colorful holiday tale is perfect for children aged eight and under.
This giveaway ends on December 13th at midnight so ENTER today.
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A post at the Nerdy Book Club this week really made me think. Priscilla Thomas, an 11th grade teacher, wrote about the repercussions of what she called "bookshaming". Thomas says:
"To be clear, opinion and disagreement are important elements of literary discourse. Bookshaming, however, is the dismissive response to another’s opinion. Although it is sometimes justified as expressing an opinion that differs from the norm, or challenging a popular interpretation, bookshaming occurs when “opinions” take the form of demeaning comments meant to shut down discourse and declare opposing viewpoints invalid."
She goes on to enumerate five ways that bookshaming (particularly by teachers) can thwart the process of nurturing "lifelong readers." I wish that all teachers could read this post.
But of course I personally read this as a parent. Thomas forced me to consider an incident that had taken place in my household a couple of weeks ago. We were rushing around to get out of the house to go somewhere, but my daughter asked me to read her a book first. The book she wanted was Barbie: My Fabulous Friends! (which she had picked out from the Scholastic Book Fair last fall).
I did read this book about Barbie and her beautiful, multicultural friends. But at the end I made some remark about it being a terrible book. And even as I said it, I KNEW that it was the wrong thing to say. Certainly, it is not to my taste. It's just little profiles of Barbie's friends - no story to speak of. But my daughter had picked out this book from the Book Fair, and she had liked it enough to ask me to read it to her. She seemed to be enjoying it. And I squashed all of that by criticizing her taste.
Two weeks later, I am still annoyed with myself. Priscilla Thomas' article helped me to better understand why. She said: "When we make reading about satisfying others instead of our own enjoyment and education, we replace the joy of reading with anxiety." What I WANT is for my daughter to love books. And if I have to grit my teeth occasionally over a book that irritates me, so what?
Rather than continue to beat myself up over this, I have resolved to be better. The other night I read without a murmur The Berenstain Bears Come Clean for School by Jan and Mike Berenstain, which is basically a lesson on how and why to avoid spreading germs at school. As I discussed here, that same book has helped my daughter to hone her skills in recommending books. It is not a book I would have ever selected on my own. But I'm going to hold on to the image of my daughter flipping to the last page of the book, face shining, to tell me how funny the ending was.
Growing bookworms is about teaching our children to love reading (see a nice post by Carrie Gelson about this at Kirby Larson's blog). They're not going to love reading if we criticize their tastes, and make them feel anxious or defensive. I'm sorry that I did that to my daughter over the Barbie book, and I intend to do my best not to do that again. If this means reading 100 more Barbie books over the next couple of years, so be it. Of course I can and will introduce her to other authors that are more to my own taste, to see which ones she likes. But I will respect her taste, too.
Today I had the privilege of being a reader at a local elementary school. I got to read one of my favorite books, The Bee Bully, and talk to the kids about being an author. The energetic kindergartners made me feel very welcome and I really enjoyed spending some time with them. We talked a little bit about what it means to be a bully and how important reading is.
Three reasons why reading is important to young children:
1). Reading exercises our brains. That’s right, our brains need a workout too. Reading strengthens brain connections and can even create new ones so pick up a book and help your brain exercise.
2). Reading improves concentration. Kids have to focus when they read which can sometimes be a difficult task. The more you read the longer you can extend that concentration time which will continue to improve.
3). Reading helps develop imagination. When you read your brain translates what is read to pictures. Did you know you can create a movie in your head while you read? We become engrossed in the story and we can connect with the characters. We can sympathize with how a character feels and reflect on how we would feel in that same situation.
Now go grab a book and BEE A READER!
Jennifer Brunk has been teaching Spanish and English learners from preschool to university level for over 20 years. She resides in Wisconsin where she raised her three children speaking Spanish and English. Jennifer blogs about resources for teaching Spanish to children on Spanish Playground. The following post is reprinted with permission from her original post at Spanish Playground.
Research has shown that reading to children helps them learn vocabulary and improves listening comprehension skills. As a parent or teacher, you are probably convinced of the value of reading to your child in Spanish, but how should you do it to promote language development?
First, it is important to keep in mind that above all reading should be enjoyable. We want to create positive associations with reading in any language. So, use these strategies and add plenty of silliness, snuggling, or whatever makes your child smile.
1. Identify core vocabulary in the story. If there are words that are central to the story that your child does not know, teach them first or make them clear as you read by pointing to the illustrations or using objects.
2. Use illustrations, objects, gestures and facial expressions to help kids understand new words. Choose stories with a limited number of new vocabulary words and a close text-to-picture correspondence.
3. Simplify the story if necessary. It is fine to reword or skip words or sentences. As your child becomes familiar with the story and acquires more vocabulary, you can include new language.
4. Read slowly. Children need time to process the sounds, connect them with the illustrations and form their own mental images.
5. Pronounce words as correctly as possible. To develop listening comprehension skills and learn new vocabulary, children need to hear correct pronunciation and natural rhythm. If your Spanish pronunciation is a work in progress, take advantage of technology. Look for books with audio CDs and ask a native speaker to record stories. At first, listen to the story with your child and take over reading when you are confident of the pronunciation.
6. Engage your child with the story by providing different ways for her to participate.Ask questions that can be answered by pointing or say a repeated phrase together. You can also give your child a toy or object that she can hold up each time she hears a key word.
7. Read the same story over and over. Repetition is essential to language learning.
8. Relate the story to your child’s life by drawing parallels as you read: Tiene un perro. Nosotros también tenemos un perro. As you go about your daily routines, refer to stories you have read.
9. Use puppets or figures to act out stories when you are playing with your child. Dramatizing the story adds movement to enhance learning and provides essential repetition of the language in context.
10. Do activities that expand on the language in the book. Look for songs, crafts or games with related vocabulary and structures.
Visit Spanish Playground for more great resources for teaching Spanish to children, and don’t forget that Dia de los niños/ Día de los libros is in just a few weeks! What are you doing to celebrate? What are your favorite books in Spanish to read aloud?
by Diane Adams & Paige Keiser, illustrator
Chronicle Books 2014
Age 4 to 8 36 pages
“With two loving hands, an adoring mother cradles her baby after bath time and a devoted father introduces his toddler to the wonders of he world. Sister, brother, grandma, and grandpa all can’t wait to share what they love best about the world with their newest family member. And when it is time to step ot into the world, this caring family is right there alongside. In simple, heartfelt language, this soothing picture book for the very young will tug at the heartstrings and remind us all of the caring hands that helped us along our way.”
“When the world is a strange place, unfamiliar and new,
my two hands will hold you, will carry you through.”
In a nutshell, the story is about a couple who begin a family and the paths they take with their children as they grow and become a family of five—plus two involved grandparents. The first baby is gently cared for, everything new for everyone, not just the baby. As he grows, mom plays outside with her toddler, pulling him in a wagon after an afternoon bath in the sun.
Dad takes over, playing airplane with his son, then cradles the new baby and pledges his love. The first-born cares for the second-born, a girl as curious as her brother. Then the third arrives and the three kids guide and love each other.
Grandparents read to their grandson and blow bubbles for this newest child. The joys of childhood and a mother who races to her crying child. This all is part of this family of five, who love each other.
My loyal readers know what I will write in this space and it will not be that I hated this book. The story is composed of fragments of time, caught like photographs. A mother holds her first-born close, never wanting to let go, but she does. With dad, the toddler continues to grow and this happy family of three thrives. Then enters child number two, a girl. It is daddy’s turn to hold the baby close, his little girl. The images that accompany each frame of time softly plays the scene out for us.
Using watercolors and ink, the artist catches these tender moments, making them precious and tenderer, if that is even possible. Her images could tell this story without the text, which is what a good illustrated picture book should do—words for adults and kids, images for little ones, not yet a reader. I tended to pick up this book and turn its pages carefully, feeling the fragility of family, and the joys of one so close.
Children have real childhoods, playing with each other, guiding each other. Along the way, various hands help the children to grow: mom, dad, grandma and grandpa, and many more not shown.The sweetness is palatable. Two Hands to Love You may well have you thinking about your own little ones, whether they are still little or grown and on their own, maybe starting families. Alternatively, of your own childhood and what that meant to you.
I love the rhyming text. The words fit together perfectly, meaning I did not immediately recognize the rhyme, just the smooth flow of words that belonged together in that precise order. I think this story can help others remember what a family needs to be—a shelter in the storm and a place to learn and grow without ridicule and maybe a little rhyme.
I love the inherent gentleness the illustrations give us. I love the extended family all involved in raising a child. I guess I simply love Two Hands to Love You, which is an ideal baby shower gift. This is also an, “Oh, my, gosh, you’re pregnant” gift. New parents will cherish Two Hands to Love You. It would be the couple’s first, How to Raise Baby book.
For children Two Hands to Love You reinforces that parents will always be there for them, no matter the distance. That home is a shelter from the storm. A place to recharge before heading back into the world. Children want to know their parents will also be there for them. That message rings loudly through the tender pages of Two Hands to Love You.
TWO HANDS TO LOVE YOU. Text copyright © 2014 by Diane Adams. Illustrations copyright © 2014 by Paige Keiser. Reproduce by permission of the publisher, Chronicle Books, San Francisco, CA.
To learn more about Two Hands to Love You, click HERE.
Also by Paige Keiser
. I Love My Hat (October 2014)
NEW from Chronicle Books
Today is National Library Workers Day
Be extras nice to those who staff your library!
Shannon gets teary-eyed when they read it together. Someday Alex will grow up, go to college and live out his dreams. Alex gets teary-eyed when Shannon reads too many of the pages. He’s five now. That’s his job.
Recently, Alex and his classmates, students from diverse ethnic and socioeconomic backgrounds, all picked out brand-new books from First Book to take home. They chose stories about history, princesses and sharks. Their excitement was overflowing; many of them had no books at home.
Books have always been an important part of Shannon’s life. Her parents read to her as a child, and she and her husband Paul entered parenthood sharing the belief that education creates opportunities. They have always made an effort to fill their home with books.
Since Alex was born, Shannon and Paul have made reading as a family part of their nightly routine. Alex picks out a book; they all pile into his bed and share the story together. These days, Alex really likes to read to one-year-old Michael. He gets frustrated if mom or dad interrupts.
Shannon hopes reading will help take Alex and Michael all the places they want to go – in their imaginations and in life. She hopes financial issues won’t stand in their way. She hopes the same can be true for all kids.
“Our kids, they’re five years old,” she said. “None of them are thinking about [the future] right now. But we are. We think about that kind of thing… I want all of these kids to know if they make good enough grades, and they do what they need to do, then it’s there. They can do whatever they want.”
Together we can prepare kids for brighter future. Please consider making a gift to First Book today.Add a Comment
Kids, families, schools, and communities pledge to spend 7 days unplugged.
BOSTON -- April 28 -- Children are spending way too much time with screens -- and it’s not good for them.
For these reasons and more, so many leading health, education, and childcare organizations actively support this year’s Screen-Free Week (May 5 – 11, 2014), the annual celebration where children, families, schools, and communities turn on life by turning off screens for entertainment. Endorsers include the National Head Start Association, the National WIC Association, KaBOOM!, the US Play Coalition, the Association of Children’s Museums, the National Black Child Development Institute, and the American Public Health Association.
“Such wide-ranging support for Screen-Free Week reflects the growing national consensus that kids spend too much time with television, video games, apps, and computers,” said Dr. Susan Linn, director of Campaign for a Commercial-Free Childhood, the official home of Screen-Free Week. “More screen time means less time for hands-on play, reading, exploring nature, and dreaming -- activities crucial to a healthy, happy childhood."
Since 1996, millions of children and their families have participated in Screen-Free Week (formerly TV Turnoff). Each year, thousands of parents, teachers, PTA members, librarians, scoutmasters, and clergy organize Screen-Free Weeks in their communities. Here are just a few of the upcoming festivities:
Campaign for a Commercial-Free Childhood (www.commercialfreechildhood.org) is a national coalition that counters the harmful effects of marketing to children. CCFC is a project of Third Sector New England (www.tsne.org).
See also my post about my family's experience with Screen Free Week last year. I'm going to try for "Less Screen Week" this year (see a post by Marge Loch-Wouters on this topic), but I think that's all I'll be able to manage right now.
Often, when I mention that I have five children, people ask, “How do you do it all?” I sometimes quote a response I’ve heard from Donna Jo Napoli, fellow writer, professor, and mother of five:
“How do I do it all? Badly. You could eat off my kitchen floor…for weeks.”
How I do it all is that I don’t do it all at once. As I sit down to write, my kitchen is a mess, and my kids are at their other house with their other mom (my ex-wife). I miss my children, but I’m also grateful to be able to work like hell on the days they’re gone and really focus on them when they’re here. Or at least that’s what I try to do.
Shared reading enables us to slow down and enjoy one another’s company in the midst of our busy, transition-laden routines. I’m currently reading Kate DiCamillo’s 2014 Newbery Medal winner Flora & Ulysses: The Illuminated Adventures with my four youngest children. I read the ARC by myself and knew my kids would be pulled in by the exact elements that made me initially skeptical. A superhero squirrel? Quasi-comic-book art? Not my cup of tea. But I also felt myself yearning to deliver the message of unconditional love that’s at the heart of the book: “Nothing / would be / easier without / you.”
Sometimes I worry my kids might think I feel differently. There are days when I am snappish or grouchy or just plain overwhelmed by balancing work and motherhood. DiCamillo’s novel has me thinking about depictions in children’s literature of less-than-ideal parents and what they communicate about family life to child and adult readers alike. I don’t mean Roald Dahl-ian parents like poor Matilda Wormwood’s dreadful mother and father, but more like Flora’s divorced parents or her friend William Spiver’s mother and “her new husband.” These secondary, or even offstage, adult characters are believable in all their flawed humanity. Their failings help define Flora’s story as she grapples with the shortcomings of the adults in her life, but DiCamillo paints her characters with such subtlety that the lesson doesn’t overwhelm the text.
On the flip side, many books have the mommy or daddy endlessly reassuring their little Stinky Faces and Nutbrown Hares about their love-you-forever love. Such constructions of adulthood don’t reflect the times we parents fail, as Flora’s mother does. They instead present us with visions of what we might be on our best days.
It’s the rare person who rises to the level of idealized parenting achieved, for example, by the father in Mo Willems’s picture book Knuffle Bunny Too. When daughter Trixie realizes, in the middle of the night, that she mistakenly took home the wrong Knuffle, Daddy agrees to an on-the-spot stuffed-bunny exchange. Would I do such a thing? Not a chance. Faced with such a scenario, I’d tell my kid that we’d sort things out in the morning. If I were feeling very generous, I’d tuck her back in with another stuffed animal. And I wouldn’t go back and forth in some reverie about “and if the moon could talk” or whatever. Good. Night.
And yet, even if I can’t pretend to aspire to Trixie’s daddy’s selflessness, I absolutely see a reflection of myself in how plain exhausted he looks when Trixie rouses him from a deep sleep. Indeed, some of the most rounded portraits of parents in picture books come in stories about them trying to get their little ones to “go the f*ck to sleep.” Amy Schwartz’s Some Babies, David Ezra Stein’s Interrupting Chicken, and Janet S. Wong’s Grump (illustrated by John Wallace) are just a few that conclude with beleaguered, fatigued parents nodding off while trying (and failing) to put their little ones to bed.
And why are they so tired? Well, because the days leading up to those fraught bedtimes can be…long. I have a soft spot in my heart for Marla Frazee’s not-so-flattering but oh-so-familiar depictions of parents at the mercy of their Boss Baby; a mother driven nuts by her little girl (Harriet, You’ll Drive Me Wild! by Mem Fox); and an exasperated Mrs. Peters who can’t satisfy everyone’s tastes (The Seven Silly Eaters by Mary Ann Hoberman). And high on my list of picture book illustrations that capture not the drama of difficult moments but the tedium of daily routines is a vignette from Amy Schwartz’s slice-of-life picture book A Glorious Day. The droll text reads: “At home Henry and his mother play trains. Henry is the big train and his mother is the small train. All morning long.” I can practically hear Henry’s mother meditating on a refrain from another train book — “I think I can, I think I can” — as she puts in quality floor time with her kid.
And yet, she’s hanging in there. The same cannot be said of Flora’s mother. Until book’s end, she’s so wrapped up in herself and her career as a romance novelist that she is blind to her daughter’s needs. She might find kinship with the mother of another Flora, the star of Jeanne Birdsall and Matt Phelan’s picture book Flora’s Very Windy Day. I’ve read it with my children and have recognized myself in its depiction of a mother driven not wild but to weary despair as, instead of helping her quarreling kids solve their dispute, she shoos them outside while trying to get some work done. Is she writing a romance novel on that laptop? I don’t know. But I do know that she, like the other Flora’s mother, and like me sometimes, is not having a terribly glorious day of attentive mothering.
Phelan’s art deftly and powerfully conveys the emotions underlying the conflict. In the first double-page spread Flora, on the verso, is Eloise-like in her rage, with red emanata surrounding her. Little brother Crispin sits, posture alert, at a safe distance by a messy art table (as we saw on the dedication page, he spilled his sister’s paints — again!), his sidelong gaze directed at Flora. He’s clearly seen her blow her top before. Their mother is far to the right of the composition, turning away from her computer screen with a wan, defeated expression. While Flora is unquestionably the focus—the other characters’ eyes are on her, and her erect, outraged depiction demands attention—I can’t help but home in on this mother. I know her. I’ve been her. I want to give her a hug.
Do my children notice this mom? Not really. And who can blame them? Flora is a force to be reckoned with, and my kids are much more interested in the sibling conflict. When they once did shift their attention to the mother, it was to remark, “It’s not fair!” when she insists Flora take Crispin outside with her. “Give her a break!” I said in a mothers-of-the-world-unite sort of way.
The wind carries Crispin away, and Flora resolves to retrieve him: “My mother wouldn’t like it if I lost him.” My then-nine-year-old daughter Emilia empathetically piped up, “And Flora would miss him, too, even if he spills her paints.” On the penultimate spread, Flora and Crispin return home, and their mother, channeling Max’s mom and his “still hot” dinner, has chocolate chip cookies waiting. The story could end there — the text does — but Phelan delivers a heartwarming visual coda on the final page-turn that shifts attention away from the mother’s act of apology and back, where it belongs, to the sibling dynamic. The couplet of pictures first shows Flora and Crispin sitting apart and eating their cookies, then leaning into each other, not making eye contact or smiling, but with the closeness between their little bodies communicating forgiveness. The scene is familiar to me as both an older sister and as a mother of children who bicker and make up, who love one another through and despite times when they fail or hurt or disappoint one another. “Nothing would be easier without you” these pictures seem to say. “Even if you spill my paints.”
I appreciate how this wordless closing eschews a mama’s mea culpa as resolution to the story. After all, children’s book readers aren’t terribly interested in a mother’s emotional story arc. I recall with chagrin one time when I was sick with the flu — and also sick and tired of kids bickering before bedtime — that instead of letting my children choose our shared reading material, I dramatically pulled William Steig’s Brave Irene off the shelf, self-indulgently recalling how its intrepid child protagonist lavishes her ill mother with affection and support. “Oh Mom-Mom,” Emilia said, after I’d read a few pages. “We have not been so nice as Irene.”
And did that make me feel any better? Of course not. I felt like a jerk. Guilt-tripping one’s children into compliance or sympathy through passive-aggressive bedtime reading selections isn’t a terrific parenting strategy. I can report, however, that my other kids weren’t so moved. “You’re not really that sick,” Stevie said. “Can I choose the next book?” Caroline asked. And on we went.
I know my kids won’t recall their childhoods — even filled as they are with books, and play, and each other, and parents in two houses who adore them — as devoid of parenting failures, lacking in conflict or hurt, and overflowing only with wonder and whimsy. And I know that my own faults contribute to some of the less-than-ideal moments they’ll recall. That’s a hard pill to swallow, and as I (re)read DiCamillo’s book and anticipate Flora’s reconciliation with her mother, I’ve come to think that although this resolution may be a comfort to child readers who see the child protagonist’s wish fulfilled in confirming her mother’s love, it also gently guides them toward acceptance of flawed adults. Forgive us, children, books with such parents say; we know precisely what we do, and we feel like crap about it. DiCamillo’s novel avoids having the final words be delivered in a parental voice begging filial pardon. Instead, the closing poem is a superhero squirrel’s affirmation of his devotion to the girl who saved him.
Adoptive parents like me frequently encounter well-intentioned but misguided comments implying that we saved our kids. “They’re so lucky to have you” is the refrain. The truism that their other mom and I often resort to is that we are the lucky ones. To stretch and invert Ulysses’s line to Flora, nothing would be harder to imagine than life without them. Paraphrasing DiCamillo: “It’s a miracle. Or something.”
And if I lose sight of the miracle of this modern family of mine, there’s nothing like settling in with a book to redirect our attention away from the tumult of our own foibles and failings toward the common ground of others’ stories. Book bonding, you might call it. We put aside quarrels over who had more time on the Xbox, why it’s so hard to just bring the freaking laundry downstairs, and whatever is “not fair!” at any given moment, to read about everything from very windy days, to bunny-exchanging daddies, to mothers driven wild, to superhero squirrels. And, holy bagumba, as Flora might say, I’ll love those times forever — to the moon and back! The kitchen floor can wait.
From the May/June 2014 issue of The Horn Book Magazine.
The post Words for Flora’s Mother (and Other Imperfect Parents) appeared first on The Horn Book.Add a Comment
…and the great Mo Willems, on Fathers’ Day, for creating dad characters who take care of their kids in a non-bumbling, matter-of-fact (if realistically exhausted and strung-out) sort of way.
But, hey, also? As Megan Dowd Lambert points out: Cut it out with the nighttime bunny exchanges. You’re making the rest of us look bad.
Here are some more recommended father-son books from The Horn Book staff.Add a Comment
As I mentioned a couple of weeks ago, Screen Free Week is being observed this week, April 29th - May 5th. Random House has been urging families to Unplug and Read. As you might infer by the fact that I'm blogging right now, I'm not going screen free myself. However, I am attempting to keep my 3 year old daughter, Baby Bookworm, free of screens. Because she never uses screens during the day anyway, this mainly consists of three things:
So how are we doing on these three things?
We're only a couple of days in, but already, I'm noticing a few things.
There's no question that this is a sacrifice in terms of my time. I feel like I'm starting off every day behind, because I get so little time to myself in the mornings. I'm not sure whether I'll be able to continue after this week is over. But there's also no question in my mind that this Screen Free Week is having good outcomes for my daughter.
It's not too late to jump in to Screen Free Week, if any of this sounds interesting to you. My personal view is that it's a good excuse to look at how much time your kids are spending on screens, and see what happens if you scale that back a little bit. I'll report back again after the end of the week.Add a Comment
This book will appeal to readers in 5th through 7th grades who like a good mystery, poetry, and stories about hardship and changes in fortune.Add a Comment
The Guardian recently reported, in an article by Liz Bury, on a study that found that "only 13% of parents read to their kids at night every day of the week." The title of the article is:
"Children's bedtime stories on the wane, according to survey"
It's a brief article, but says:
"A poll of 2,000 mothers with children aged 0-7 years, carried out by the clothing and homeware retailer Littlewoods, highlighted the extent of the change. Only 64% of respondents said they read their children bedtime stories, even though 91% were themselves read bedtime stories when young."
Participants said things like that they were too stressed, or didn't have time to read to their kids before bed, even though they think it's important. This part is sad: "Only 13% of respondents read a story to their children every night, but 75% recall being read to every night when they were kids."
I shared this link on my Facebook page with a sigh, and my friend Jennifer remarked that she would have to answer no to the question, because she tends to read to her kids at other times, rather than at bedtime. Which got me thinking that perhaps this survey wasn't really asking the right question. (To be fair, the survey was focused on whether bedtime reading was on the decline, more so than bigger picture questions. So it was the right question for them, but not for me.)
I've been helping the organization Read Aloud to spread their message, which is: Read Aloud for 15 Minutes. Every Child. Every Parent. Every Day. This is delightfully concrete, and I've been happy to share it. But I still see people saying: "But I want to read for more than 15 minutes." Or, "I can't read every day."
Read aloud to your child whenever you can, as often as you can, for as long as you can.
For many families, bedtime is the easiest time for reading aloud, because you have a routine in place, and it's relatively straightforward to make reading aloud part of that. This is great when it works. But if you can’t read at night without falling asleep after 5 minutes, or you have different kids of different ages, and you're working on the older kids' homework, and you just can’t fit the reading in then, ok. Find another time.
It doesn’t matter if you read in the morning before breakfast, or after lunch during quiet time, or before bed. It matters that you:
These are the important things. These are things that you can do as a parent that will make a difference in your child’s happiness now, and future success later.
In my house, I tend to let read aloud time be dictated by what my daughter requests. Sometimes she wants to read a couple of books before even heading down for breakfast. Often she asks her babysitter to read to her after lunch, in the time period that she used to nap. If a new picture book arrives in the mail, she’ll usually want to read it right then. Same for times when she arrives home from the library with new books. I can't always say yes to reading at any particular minute, but I try to say yes as frequently as possible.
We do usually read to her at bedtime. Mostly my husband does the nighttime reading these days, because my daughter in a major “daddy phase.” I’ll often sit nearby and read my own books, so we’re still together. But sometimes she falls asleep on her own before we get to the bedtime reading, and, well, there isn’t any. Especially if we’re out somewhere, and she falls asleep on the way home (sound familiar, anyone?). But most of the time, she’s been read to at some other point during the day. Some days she’s probably been read to at 5 or 6 points during the day. So I figure that what we’re doing is working for us, and I don’t get too hung up about the occasional missed night.
I know that I'm lucky because I work from home, and can sneak in extra reading time during the day. I'm lucky because I have other people who read to my daughter, too, and because I only have to worry about one child's schedule. I realize that it's going to get harder as my daughter gets older, and has homework and activities. But I'm going to try to keep this mantra in my head:
Read aloud to your child whenever you can, as often as you can, for as long as you can.
I'm going to try to seize, and appreciate, those moments, regardless of what time of day they occur.
How about you? Does your family read before bed, or at other times, or both?