Category Archives: pre schoolers

My Top 3 Picture Book New Releases

From my most recent Picture Book new release previews ,the titles below are my favourites.

  1. For under 5’s and early readers

I Am BatI Am Bat by Morag Hood

My rating: 4 of 5 stars

I love the simplicity of I Am Bat. I can easily hear it being read in my own child’s voice and see her acting out and reciting the text as she does with Elephant and Piggie books. Bat is over dramatic in a similar way to Elephant and this really appealed to my kids.  The illustrations evoke the bat’s emotions perfectly. A wonderful book for younger readers.

2. For parents and middle children

Middle Bear

Middle Bear by Susanna Isern

My rating: 4 of 5 stars

As a parent of 3 children, I love Middle Bear. It is heartwarming and uplifting without being overly sentimental and conveys perfectly the mediocrity of being a middle child. I love the shell-shocked/glazed expression of the bear and the use of child like illustrations, as they convey perfectly his perception of himself as unremarkable. As the story unfolds, middle bear find out that there are some things he is just perfect for. I loved the way this unfolded and it made me smile.  A perfect book for middle children everywhere.

3. For Teachers

Chocolate CakeChocolate Cake by Michael Rosen

My rating: 4 of 5 stars

A book by Michael Rosen about stealing chocolate cake. What isn’t there to like? The sumptuous use of onomatopoeia and descriptive language makes it a perfect book to use in the classroom. Chocolate Cake would provide lots of inspiration for children developing their descriptive writing and would be a great opening to language and vocabulary lessons. I love the way the typeface changes to enhance the descriptive words as they work seamlessly with the pictures. The illustrations are atmospheric and  the boy’s expressive eyes are skillfully drawn to show every emotion throughout the book. (currently only available in the UK).

 

 

Disclaimer – Amazon links are affiliate links, meaning I receive a small commission if you order via these links.

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20 Outdoor Things to Do Before You are 5

 

outdooe pin.pngThese Ideas were originally written for Parentmap in 2013

When my eldest daughter was working through the National Trust’s list of ’50 things to do before you are 11 3/4′.  I was inspired to create a companion list for my younger children.  Some of the challenges on the National Trust list, like picking wild blackberries were easily completed by young children but I felt a list of basic foundational outdoor experiences for babies, toddlers and preschoolers could work alongside it.

I realise that we are fortunate to live in a house with a garden and nature all around us but I tried hard to make the experiences accessible to all, in all weather and without an outdoor space at home. There are many amazing things that young children can experience outdoors, these are the ones I believe are essential .

20 things to do before you are 5.   

  1. Splash in a puddle:  Put on your rain boots and/or waterproof trousers and splash in puddles large, small and muddy.puddles
  2. Blow a dandelion clock : counting out the hours of the day as you blow

    blowing a dendelion clock
    child blowing a dandelion clock
  3. Play in sand: In a sand box, at the park or at the beach. Playing with sand needn’t be limited to building sandcastles. Explore wet and dry sand, fill containers, hide things in the sand, draw in it with a stick or make a dinosaur swamp.

    sand play
    Sand play
  4. Walk through crunchy autumn leaves: You could also catch some from the trees as they fall, take them home and print with them or make a crunchy collage.autumn leaves
  5. Catch blossom from a tree.blossom
  6. Play in the snow:  If snow is thin on the ground head out to a snow park or if you live in a country where you don’t have snow, set up some icy play in the sunshine.

    lying in the snow
    I just want to lie in it
  7. Grow a flower from a bulb or a seed: Guess the colour of the flower that will grow or grow a tall sunflower and measure it as it grows.WP_20130718_004 (2)
  8. Ride a tricycle, bicycle or scooter.IMG_0513
  9. Make a mud pie: You could even build a mud kitchen using old pans and kitchen utensils.mud kitchens
  10. Walk barefoot on grass, mud or sand: Walking barefoot helps children to balance and strengthens muscles in the foot. It is also a great way to stimulate the senses and talk about different textures.IMG_0615
  11. Collect natural materials from the woods, beach or park: Collect shells, leaves, pinecones or seeds. Put double sided tape on a pair of boots or a hat and help the children collect items to stick on. Use them to make pictures, sculptures or for small world play.skeleton leaf
  12. Go on a bug hunt: Dig for worms, look in dark places or watch spider webs wet with dew.

    bug hunting
    I found a beetle.
  13. Play with a stick: Sticks can be swords, fairy wands or pencils. We have a huge collection outside our front door as our only rule is ‘No sticks in the house’.

    Y sticks
    Let’s see how many ‘Y’ sticks we can find.
  14. Go for a walk in the woods.
  15. Paddle barefooted in the ocean, lake or stream: If your budget or location doesn’t allow you to get to the seaside, lake or stream, paddle barefooted in a puddle.paddling
  16. Play Pooh sticks.pooh sticks
  17. Throw and kick a ball: Start with large balls and as children get older experiment with different shapes and sizes.

    fairground games
    Throw the ball at the trampoline and see if you can bounce it into the tub.
  18. Go fruit picking: At a farm or pick wild berries in the woods or park.strawberry picking
  19. Run in an open space.kite(1)
  20. Chase and blow bubbles.
    dr mazes farm
    small bubbles

    My little ones are over 5 now but still their favourite thing to do is climb the tree in our front garden,  make a mud pie or potion (my 8-year-old carried a pot of gooey mud home from school yesterday) or collect and create with sticks, petals and stones.

What would be on your list?

 

Scrap Workshop:What do children learn from playing with boxes and scrap materials?

Scrap Workshop cover

One of my favourite workshops to lead at a local play centre was scrap workshop.

I liked it because it was suitable for all ages, it was a natural extension to my heuristic play workshops with toddlers and it gave children the freedom to develop both creativity and skills.

We collected all kinds of scrap materials, large and small and displayed them in separate containers.

Examples of materials

  • boxes
  • tubes
  • plastic containers
  • fabric
  • pipe cleaners
  • beads
  • shells
  • pinecones
  • bottle tops
  • straws
  • netting

Sometimes we would give the children a project

  • make something that moves
  • make something that makes a sound
  • build a replica of the Mayflower

junk boat

or a problem arising from a project or book

  • invent something to help Rapunzel get out of her tower
  • Can you build a house that can’t be blown down
  • How could you be rescued from a desert island?

but best of all we would make sure there was plenty of tape, string, scissors and markers and let them create and explore.

Sometimes they worked on small projects

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a boat with an anchor

or larger group constructions

building a boat

they practised threading

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and joining

scrap workshop

made things for dramatic play

wings

and problem solved

‘ When children engage with people, objects, ideas or events they test things out and solve problems.  They need adults to challenge and extend their thinking. (EYFS 2008 – Active Learning).

 

scrap workshop
How can you balance 3 boxes without them breaking?
They made choices

Provide flexible resources that can be used in many different ways to facilitate children’s play and exploration’  (EYFS 2008 – Supporting every child).

 

joining parts of the boat

and tested strategies

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they discovered how two different materials could work together

‘ Every child’s learning journey takes a personal path based on their own individual interests, experiences and the curriculum on offer.’ (EYFS 2008 – Supporting every child.)

 

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and nobody asked them “What is it?”

Active learners need to have some independence and control over their learning to keep their interest and to develop creativity.’ (EYFS 2008 – Active Learning).

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They worked at a table

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or on the floor

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and made discoveries using all of their senses.

 

An open-ended project like this gives plenty of opportunities to observe and work alongside children, guiding them towards their next steps and sharing ideas together.

’ When children have opportunities to play with ideas in different situations and with a variety of resources, they discover connections and come to new and better understandings and ways of doing things.  Adult support in this process enhances their ability to think critically and ask questions’  (EYFS 2008 – Creativity and critical thinking)

 

filling and emptying

This child wasn’t interested in joining pieces or making anything. They explored filling and emptying.

scrap workshop

This child wrapped and wrapped their construction with tape.  They went on to wrap their hands with string. We provided them with materials they could explore wrapping in more depth – paper sheets, tape, string, ribbons , blankets, paper strips with tubes, poles, boxes, and table legs wrapped in string.

‘ Children need and will respond positively to challenges if they have a good relationship with the practitioner and feel confident to try things out.’ ( EYFS 2008 – Supporting learning).

The children were able to work in mixed ages. The youngest children were 2 and the oldest 10. All the children enjoyed the workshops and learned from and supported one another.

‘ In their play children learn at their highest level’  (EYFS 2008 – Play and Exploration).

 

 

 

 

 

 

 

 

 

 

Picture Books: Future Releases to Look Out for in 2017

A Pattern for Pepper by Julie Kaulis

 Click on image for link for US readers.
 Click on image for link for UK readers

I absolutely love this one. Pepper visits a dress-maker who is making her a dress for a special occasion.  Pepper can’t decide which pattern she should choose for the fabric, so the dressmaker shows her different patterns, explaining their origins and meanings.  Julie Kraulis’ illustrations are adorable; delicately drawn with a simple colour pallet of blue, white and red. The patterns form the background to the illustrations as they are explained in the text, merging text and illustration beautifully. This would make a wonderful read-aloud story to introduce pattern to young children.  I learned a lot!  Available for pre-order, release date 1st August 2017.

Further Activities

1. Bring in different fabrics – can the children identify any of the patterns in the story?  Are there any other patterns? Do all patterns have names?  Make a matching or sorting game.

2. Ask the children to create their own pattern (limit the colours so they focus on the pattern element).  What do you call your pattern and why?

3. Creative writing : what is the story behind your pattern – this could be done orally for pre-writers.

4. Discover fashion designers, look at sketches and photographs of fashion shows. Create designs from pieces of material and scrap materials and role-play a fashion show.

5. Investigate how textiles are made both in modern times and in the past – visit a mill or find a visitor who can spin wool.

6. Practice cutting out pieces for a pattern, laying them on fabric and drawing and cutting around them.  Perhaps try sewing the pieces together with small groups of children or cut them in paper and see if the children can piece them together with tape to make a garment.

Different? Same! by Heather Tekavec illustrated by Pippa Curnick

 Click on image for link for US readers

Link for UK Readers

This non-fiction title, highlights  differences between animals and then asks the reader to stop and think about how they might be the same.  The simple repetitive pattern of the text encourages children to look closely at the animals and predict their  similarities, before it is announced in the text.  This makes it a lovely interactive  book to share with young children.  The illustrations are bright and bold.  At the end of the book, you will find additional activities and further descriptions of the animals featured in the book.

Available for Pre-order: Publication date 2nd May 2017.

Further Activities

  1. Sort other things into same and different groups e.g. fruit and vegetables, transport, natural materials, household objects.
  2. How are you the same as other children in your class/family? How are you different?
  3. Play a guessing game – show four objects and work out how they relate to one another.
  4. Explore animal skins, shells and /or feathers or choose two objects of the same category and describe them orally for young children and in writing for older children.

Where Will I Live by Rosemary McCarney

Click on image for link for US readers

Click on image for link for UK readers
This powerful photo-based picture book for young readers, written by Rosemary McCarney, Canada’s Ambassador to the United Nations, tells the story of the hundreds of thousands of children around the world who have been forced to flee their homes due to war and terror.  The photographs are stunning, and depict the hardships these children face and their resilience without being disturbing to young children.  The text and photographs work together to explain the plight of refuges to young children in a completely age appropriate manner.  A perfect book for introducing a difficult topic to young children.

Available for pre-order: publication date 4th April 2017.

Future activities for this one will undoubtedly arise from the children’s questions.

Disclaimer: This post contains affiliate links

How to Stop Using Pre-planned Topics and Plan from Children’s Interests.

Many teachers (myself included in the past) base their planning on weekly, monthly or termly topics.  Using topics helps us to come up with ideas, focus the children’s learning, ensure we cover all areas of development and makes planning easier because we can re-use plans from previous years.  All of this sounds attractive but there are downsides too.

  • Topics can lead to a narrow focus of learning that isn’t necessarily relevant to the children.
  • Topics may have to be changed before the children have explored all the concepts adequately.
  • Topics are sometimes repeated in the same way, year after year without any consideration for the different dynamics or interests of the group.
  • Pre-planned topics come from the teachers ideas and don’t  take the children’s’ thoughts views and questions into account.
  • If we follow a topic, we may miss a rich learning opportunity  because it doesn’t fit in with our theme or topic.

There are ways we can improve this while still maintaining topics and themes.

  • Don’t plan topics too far ahead. Rather than having firm topics set for the year, review them on a monthly or weekly basis and adjust them in line with the children’s interests.
  • Choose topics that are very open-ended and can encompass many aspects of learning for example, water, questions, stories or movement. The book  First Hand Experiences: What Matters to Children has some great suggestions for selecting topics from the real world.

Some settings decide to follow a child centred or emergent curriculum where children are co-constructors in the learning process. Projects are not pre-determined by the teacher but instead they are chosen based on the children’s interests.

Planning from the children’s interests can be difficult to begin with if you are used to following a topic based approach.  Below are some common questions and misconceptions.

  • My children don’t know what they want  to do next when I ask them? How do I plan for them?

A common misunderstanding is that teachers should ask children what they want to. It is more important to think about what might be driving the children’s learning and using those insights to inform our planning.  By all means engage the children in conversations about their interests but asking them directly may not yield useful answers. Rather than asking children what they would like to do, set up open-ended activities and observe children in their play.  Watch for patterns or common recurring themes, watch for resources they return to time and again. When interacting with children offer suggestions that might extend their play e.g. I have something that might work really well for that or I wonder what would happen if we tried this?

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  • If I plan at the end of one week to start something new next week how will I have time to get the resources ready?

The planning should be a natural progression of what was already occurring, rather than a completely new experience.  If the children were enjoying mixing paint colours, give them a new media to explore like a different type of paint, pastels or dough. Provide the children with a challenge e.g how many shades of green can you make or can you match up these shades?  Add one small item to their play or ask a different question .  There may be times when a completely new interest emerges. Involve the children in the planning process – what do we have that you could use for that? How could we find out more about that?

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  • How on earth can I record my planning to show Ofsted / Head teacher or an inspecting body?

This is probably the most common question.  When you are required to record planning how can you make in the moment planning visible?

  1. Have a clear long-term plan. This would outline all of the things that you intend to achieve in your setting and your core philosophy.  Also include how you will organise your environment and the strategies you will use to support learning.  This will be a core document and can be referred to if you are asked how you fulfill particular criteria.  Collate the things that happen everyday like snack times, transitions, group reflections  and explain how each of these items map to the standards you are following. 

This example was mapped to the 2008 EYFS.

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2. Medium term planning will use observations to create an overview plan of opportunities for exploring projects and interconnecting themes, based upon the children’s’ genuine interests or explorations.  A medium plan might include a list of resources to be collected or a description of some of the key materials within different areas.  You may also want to highlight key skills to be developed, for example to use a variety of ways to represent pattern or to co-operate and listen to others ( these will likely come from your observations).  These might fit with a project you are following.  Daily/weekly schedules could also form a part of your medium term plans and stories or songs you plan to share.

3. Short term planning This is a joint record of what you observe the children doing, their fascinations, questions they are  asking, clear patterns of play , an analysis of this data (what learning is taking place? can you identify schemas?) and then using this analysis to determine what will happen next.  Often the term next steps will be used.  I prefer to break this down into more useful questions –

  • How might you encourage those interests further?  
  • How could you encourage their interest to be more complex? 
  • How could you bring that interest into other areas of learning/activities?

These plans could be daily or weekly records of what you will provide in the environment and the adults role within it. Keep them simple and flexible so they can be changed and adapted easily.

Think about what you are recording – only record information that is useful for future planning – don’t record for the sake of it.

Examples

Planning for children's interests

planning for children's interests

Use any format that works for you.

  • All my children have different interests, how do I plan for all of them?

Sometimes there will be clear group interests but often, children will show an interest in different things.  For individuals, watch for patterns in play –

  • are children following a particular schema?
  • how do they play,?
  • what questions are they asking and can these be incorporated into the future planning for the whole group?

  Some weeks you may be planning for a particular group of children or developmental milestones for a few individual children.  Some children will not display a clear fascination every week. Talking as a team and documenting learning will help you to reflect on learning and decide on next steps.  Don’t overcomplicate things.  If there isn’t a clear interest put out exciting materials, follow something seasonal, share an interesting book, observe children in free play or talk to parents to develop ideas.

  • My children love Pirates/Fairies/Star Wars what ideas do you have to support those themes?

Don’t assume that the idea the children appear to be interested in is necessarily their fascination.  Think deeper – what aspect of cars do the children love, is it the motion, is it speed, is it building roads and tracks or do they like them to be transported from one place or another?  Watch and listen over a period of time before organising complex and sometimes expensive resources to support a theme.

  • If I always plan from interests how can I make sure that children are challenged to try new things and cover all areas of the curriculum?

Use the children’s interests to channel them into other activities by linking resources, moving them into different areas or using slowly adding new elements to their existing play. Use small group times to focus on specific skills that children may not choose to demonstrate at other times.

What about small group time?

For small group time the teacher may decide on an area of focus e.g number, rhyme or cutting with scissors. Through recording the children’s progress the next session can be planned according to the children’s skills, needs, questions or next stage of development.  This probably won’t be the same for every child. 

Turning Planning on its Head

When I was a student teacher we were taught to plan by asking the following questions:-

  • What will I teach?
  • Why will I teach it?
  • How will I teach it?
  • What resources will I need?
  • What will I do next?

For child led, in the moment planning, turn these questions on their head.

ALWAYS START WITH THE CHILD

  • What are the children learning and what do they  already know?
  • Why are the children learning? (interests and fascinations)
  • How are the children learning?
  • Which resources/materials do they find  motivating?
  • What is my role as a teacher in extending this learning? What resources can I provide? How should I present them? How could I present this learning in a different context? What questions could I develop further?

Perhaps the most important thing to remember when planning in this way is that the teachers role is not to let children do as they wish.  The teachers role is to reflect on how the children learn, to interact with the children and to work as part of a team that shares ideas for the benefit of the children.

I like the analogy of throwing a ball used by Filippini in The Hundred Languages of Children,

We must be able to catch the ball that the children throw us, and toss it back to them in a way that makes the children want to continue the game with us, developing perhaps other games as we go along.

As I see it, the children throw us an idea, we think about it and toss it back to them from a new angle or in a more exciting way and this back and forth continues as we learn and develop together.

What is my Responsibility as an Early Educator in the Wake of the US Election?

Yesterday, in the wake of the US election, I was filled with  questions.  These were not questions about my role as a parent or about my future as a resident of the US but about my role and responsibility as an educator.

My core educational philosophy is to encourage children’s critical thinking and creative expression. Children should be valued for who they are and children, teachers and parents should work collaboratively, in an environment of respect and dialogue.  I draw inspiration in my thinking from Loris Malaguzzi, the founder of the preschools of Reggio Emilia.  He worked with the community, to create  new schools in the aftermath of World War II that would bring hope for a new generation. He created an environment that encouraged critical thinking and creative expression, and a culture of working together with respect for one another.  Malaguzzi achieved his goal with a community of like-minded individuals.

Yesterday, a key question for me was; if I only work with liberally minded families is there really anything to change and  am I really making a difference? If I want to encourage a different way of thinking, shouldn’t I be helping children who have not been encouraged to think in this way?

I struggled with the juxtaposition between encouraging critical thinking and respecting family beliefs and cultures. I believe that it is our duty to create an environment of tolerance and open-mindedness, and to promote a culture of children who think for themselves and whose opinions and emotions are valued. However, I also believe that we should work alongside families, respect their beliefs and work together for the good of the child.

More questions arose.

Can you do both and is it even possible to foster a new way of thinking if there are opposing values at home?

If a family believes something is a fundamental truth should I give the child the tools to question their world or would this be disrespectful to the families beliefs?

Perhaps it is my own issue and not theirs and I should instead seek to understand them better and why they uphold those beliefs?

Yesterday, that is where I left it, but today things are clearer, particularly in regard to the final question.

When there is hatred, unease and unrest in the world it is because of misunderstanding, ignorance and lack of knowledge. I can criticise people if they believe in things that I find fundamentally wrong, but should not condemn them until I have listened to their story, understood why they feel that way and looked into the contexts of their beliefs.  America is divided; there is a clear feeling of them and us, but who is looking to understand why the other side holds their beliefs and the reality of their lives?

I grew up in Wales. In Wales we dislike the English because we are fed a history of English wealthy landowners who treated the working classes badly and took away our language.  We see the English as arrogant toffs who think they are above us.  Of course this is ludicrous and there is as much diversity in England as there is in Wales,but if you rarely cross the border, ignorance prevails. The same is true here. Liberals see Trump supporters as racist, bigoted individuals and people outside of the cities, see city people who are ignorant to their way of life and take away their values and livelihoods.

I think I now know my role. All children should have their minds opened.  This isn’t only about questioning and critical thinking, it is also our duty as educators, to partner with other educators from other parts of the country and the world, to help them understand what the world is like for others. Show children the diversity of the world, teach them to ask questions of one another. Do they have the same questions? Do they think the same things as me? How are they different and how are we the same?  We have a new opportunity in the world of the internet and social media to open children’s eyes so that they will not grow up in ignorance and fear.

We are all different but in many ways we are also all the same – let’s celebrate that for a while instead of trying to outdo one another all the time.

 

 

 

Picture Books for Children Who are Afraid of the Dark.

Fear of the dark is fairly common amongst young children. It often arises around the age of two or three when their imaginations develop and they begin pretend play.  Often, children become fearful about what might be lurking in the darkness but sometimes it is also tied up with other anxieties.

Sharing a book is the perfect way to invite a child to talk about their fears. Children’s fears are real so it helps to listen to them and work out strategies for alleviating fears together .  When my daughter was young, she developed an extreme fear of darkness, so bad that she would cower and cry if I left the curtains open as it was getting dark. It turned out that she had very poor eyesight but was too young to articulate it.  When it was dark, she could barely see anything at all.  Once her eyes were tested and she wore glasses, her fear was more manageable.  She still gets scared sometimes when she gets up in the night, but having a night-light by her bed (preferably one she can carry) helps a lot. When her fear was at its height, sharing stories helped a lot. I even wrote a book just for her, about a magic elf that she could call upon whenever she was scared.

Fears are helped when children can talk to you about them and what better way to start a conversation than reading a good book together. Below are some of my favourites; let me know in the comments if you have any other suggestions.

  1. The Moon Inside by Sandra V. Feder, illustrated by Aimee Sicuro

This new title, is the story of Ella who grows more comfortable with darkness as her mother gently encourages her to appreciate  nature’s night-time wonders. Ella’s favourite colour is yellow and she feels sad as the yellow disappears at dusk.  The illustrations move from an indoor world of yellow, black and white to an outdoor twilight of green, red, blue and oranges.  Ella looks and listens as she explores with her mother and finds many beautiful things. She finally decides that if she leaves fewer lights on inside, then she can experience the glow of the moon from her bedroom.

Talking points for children

  • What can you see at night?
  • What can you hear at night?
  • Does it feel darker inside or outside?
  • How does it feel to look out of your window at night?
  • What would happen if we didn’t have night? What would you miss?

2. The Dark by Lemony Snicket, illustrated by Jon Klassen

Lazlo is afraid of the dark but the dark usually lives in the basement. That is until one night when the dark, in its personified form, enters Lazlo’s bedroom and takes him on a journey through the house to the basement. Once there, the dark shows him  a drawer where he finds night-light bulbs and Lazlo and the dark live in harmony ever after.  This book combines sumptuous, descriptive text with pictures that show the stark contrast between the shiny blackness and the light of the flashlight.

Talking points for children

  • What does dark look like?
  • What does dark feel like?
  • What can we do to make the dark feel different?

3. Can’t you Sleep Little Bear by Martin Waddell, illustrated by Barbara Firth

This timeless classic tells the story of Big Bear and Little Bear. Little Bear can’t go to sleep because he is afraid of the darkness all around. Big Bear brings lamps of different sizes to help Little Bear, but he is still afraid.  When Little Bear still can’t sleep, Big Bear takes him outside to see the light of the moon and stars. Finally convinced that he is safe, he falls asleep in Big Bear’s arms, in front of a warm fire.  If comfort food came in book form, this would be it.

Talking points for children

  • What helps you when you can’t sleep?
  •  Why aren’t grown-ups afraid of the dark?
  • How do you feel when you look up to the sky when it is dark?

4. The Owl who was Afraid of the Dark by Jill Tomlinson, illustrated by Paul Howard

Another timeless classic, this time in early chapter book format.  Plop is a barn owl, but unlike all of his friends, Plop thinks the dark is scary.  Each chapter deals with a different aspect of darkness as Plop learns  through his many adventures, that dark is exciting, kind, fun, necessary, fascinating, wonderful and beautiful. This is a perfect read-aloud book for young children.

Talking points for children.

  • Why do you think dark is fun, fascinating, beautiful etc.?
  • Can you think of other adjectives to describe the dark?
  • Have you ever been convinced by someone else that something you thought was scary wasn’t actually that frightening at all?

5. I’m Coming to Get You by Tony Ross

I first came across this picture book as part of a children’s literature module back in my student days and it is a personal favourite. Though not strictly about a fear of the dark, it is a book about putting fears into perspective.  As a creature from outer space hurtled towards Earth, it warns Tommy , “I’m coming to get you”.  Tommy  searches for it as he goes off to bed but can’t find it. In the morning, the monster gets ready to pounce, only to find that he is smaller than a matchstick in the human world.

Talking points for children

  • If you could squish one fear with your shoe, what would it be?
  • What things are you scared of that might in reality be more frightened by you?

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