Choosing appropriate books for young readers

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Choosing appropriate books for different developmental stages is an important role for parents; especially with so many books of varying qualities available in bookstores, libraries and supermarkets. Its vital that books not only appeal to the children’s passions, but suits their developmental stage so that it both challenges and supports their growth.  By sharing different kinds of books with children, they can enjoy different kinds of reading experiences and be better prepared for learning within their classroom.

Some considerations when choosing appropriate books and stories for young children might include:

• Checking out the images and illustrations,. In addition to vocabulary, illustrations are very important. Images and pictures in books expand ideas within the story and promote understanding. Parents are able to support children focus on the story by asking questions about the images such as , “what do you see?”, “what are they doing” “what do you think might happen next?”
• Considering the vocabulary utilised within the text.  Images are important, but its equally important to look at the language used in the book. Children crave learning and understanding new words and ideas. By exposing children to new words, they are assisted in  expanding their vocabulary and keeping them interested in reading.
• What lessons might be learned within the book? Books which compare ideas are often interesting to young children and teach important lessons and to provide an easy segway into related topics and themes. Look for books that introduce simple concepts such as how plants or animals grow. This can be then used to compare and contrast ideas like big-little or brave-scared. Books which describe and compare ideas offer opportunities for children to discover new information to children which makes these styles of books very popular among young, curious thinkers.
• Is the topic interesting or appropriate to the age group you are presenting it to? Look at the content and see if it matches your child’s interests and developmental stage. Look to see if it is able to be expanded as discussion points or supports specific target areas of development.

Big picture books with few words are suitable for children under 2. Pictures need to have clear lines or be photographs of real life objects and people. Choose books that are sturdy as children of this age like to explore other uses for books rather than looking at the pictures ( chewing them, pushing them along the ground) “Reading” to children of this age  would entail simply describing the pictures in a book without following the written words.  Consistently ask the children, “What’s this?” and encourage naming and pointing to familiar objects in the book.

Children 2 to 3 years old enjoy books with children in them as well as real life situations and an introduction to more fantasy life styles ( princesses and super heros are being initially explored here.) With their larger vocabulary, children are able to answer in small sentences or give more thoughtful answers and observations in response to literature. Tactilely interesting books or those with flaps so there are surprises on every page are particularly enjoyed by children of this age group.

Children 4 – 5 years old begin to look at the world around them and their place within family structures and their culture or society.  Its important when choosing appropriate books for them that there is depth and opportunities within the story to discover and discuss broader themes or ideas and be able to link it back to the child and their specific interests or experiences.  Children are interested in the jobs and roles grown ups have – which can lent itself to linked and themes work within the classroom. Show and tell activities help children gain skill in communicating, listening, and group problem solving and is a good tool to gage childrens understanding of things, stories and events.

Children will continue to build their vocabulary as they grow, so parents can introduce a new words and offer its definition, or use it in a context so that is easily understood whilst they are reading or sharing a story. Eg ( often a humorous or over exaggerated manner helps with this delivery). “I think I will drive the vehicle to the store. I am too tired to walk.”

Children should be encouraged to choose from a wide variety of age-appropriate books from an area which is physically and tactilely inviting. They learn best when they have real materials they can manipulate and this flows onto the types of books made available for them. The use of sturdy vinyl, cloth, or hard page books make books easier for children to explore independently as their skills in holding books and turning pages refine.  Learning and development are most likely to occur when new experiences build on what a child already knows and is able to do. This is further extended when those learning experiences also entail the child stretching a reasonable amount in acquiring new skills, abilities, or knowledge. However the key point with supporting childrens reading journey is for parents to share it in a partnership. Children continue an interest in reading, when parents model their excitement and interest in reading as well.

Annie is a freelance writer and describes herself as a Thaumaturg  (what mother isn’t?). She is also a teacher and lover of words. View her growing amount websites and blogs here.

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