24 pages. Greenwillow, 1990.
All you need is a rug to create an imaginary world. In one preschool- or early school-age girl's house, the floor covering in each room inspires a different game or make-believe play. The girl goes canoeing on the river of a blue front hall rug, picnics under a cherry tree on a green dining room rug, rules a kingdom on the multicolored kitchen tile floor, explores a frozen land on the back of a polar bear (otherwise known as a shaggy, white living room rug), steps only on certain dots on the spotted rug in her parents' room, and winds her way through the maze on the rug in her room. (The rug maze is especially useful for confusing any monsters who might come in at night). The girl expresses openness to including another in her imaginary world. This story shows kids how to use imagination to transform ordinary objects.
Ages: 2-5
Cultural Context: European American
Sunday, January 27, 2008
Sunday, January 20, 2008
A Friend Is Someone Who Likes You by Joan Walsh Anglund
32 p., Harcourt Brace Jovanovich, 1958.
In this classic book, a friend can be a person, an animal, or even a tree, a brook, or the wind. According to the author, everyone has a friend, although it isn't always obvious. Unlike stories that focus on the quality of relationships between friends, this book is more focused on the ways in which people can feel liked, even when they don't have a human friend.
Ages: 4-7
Cultural Context: European American
In this classic book, a friend can be a person, an animal, or even a tree, a brook, or the wind. According to the author, everyone has a friend, although it isn't always obvious. Unlike stories that focus on the quality of relationships between friends, this book is more focused on the ways in which people can feel liked, even when they don't have a human friend.
Ages: 4-7
Cultural Context: European American
Sunday, January 13, 2008
Welcome to Kindergarten by Anne Rockwell
32 pages. Walker, 2001.
Tim visits his kindergarten before starting school. He visits all the different parts of the classroom: the science center, the art center, and so on. He anticipates learning about how plants and animals grow, making art, learning to count, read, write, tell time, and cook. He meets a new classmate. At first Tim experiences the school and his classroom as big, but once he's gotten to know the classroom, it feels just right. This story offers kids an opportunity to join Tim in anticipating the fun of kindergarten. Children who feel a bit overwhelmed by the prospect of going to the "big school" will be reassured that if it can stop seeming so big to Tim, it can for them too.
Ages: 3-6
Cultural Context: multicultural
Tim visits his kindergarten before starting school. He visits all the different parts of the classroom: the science center, the art center, and so on. He anticipates learning about how plants and animals grow, making art, learning to count, read, write, tell time, and cook. He meets a new classmate. At first Tim experiences the school and his classroom as big, but once he's gotten to know the classroom, it feels just right. This story offers kids an opportunity to join Tim in anticipating the fun of kindergarten. Children who feel a bit overwhelmed by the prospect of going to the "big school" will be reassured that if it can stop seeming so big to Tim, it can for them too.
Ages: 3-6
Cultural Context: multicultural
Sunday, January 6, 2008
Mine! by Mathilde Stein
Illustrated by Mies van Hout. 24 pages. Lemniscaat, 2006.
Children who struggle to share may benefit from getting to know a more relaxed side of themselves – a part of themselves who resembles Charlotte in this story. Charlotte finds a little ghost in her room, and all the ghost will say is "Mine!" Charlotte always responds reasonably, showing the ghost ways that they can share (he can stay in her bed for a sleepover, but has to move over to make room for her and her bear) or showing him the disadvantages to him of not sharing (if he eats all the bread and jam, he won't have room for pie). When Charlotte refuses to play with the ghost because he doesn't know how to play cooperatively, he feels sad. He really does want to play with her. Charlotte teaches him games. The ghost tries to share, and isn't perfect at first. By the end of the day, they're working together toward a common goal - a meal of pancakes. But at dinnertime, a man from a nearby castle comes looking for a runaway ghost, and the next morning, the ghost is gone. Charlotte misses him, but feels better when he sends her a picture he's drawn of the two of them having fun together. Reading this story can help children who worry about sharing to understand that it's possible with practice, that it's fun, and that it can allow them to have real friendships.
Ages: 2-6
Cultural Context: European
Children who struggle to share may benefit from getting to know a more relaxed side of themselves – a part of themselves who resembles Charlotte in this story. Charlotte finds a little ghost in her room, and all the ghost will say is "Mine!" Charlotte always responds reasonably, showing the ghost ways that they can share (he can stay in her bed for a sleepover, but has to move over to make room for her and her bear) or showing him the disadvantages to him of not sharing (if he eats all the bread and jam, he won't have room for pie). When Charlotte refuses to play with the ghost because he doesn't know how to play cooperatively, he feels sad. He really does want to play with her. Charlotte teaches him games. The ghost tries to share, and isn't perfect at first. By the end of the day, they're working together toward a common goal - a meal of pancakes. But at dinnertime, a man from a nearby castle comes looking for a runaway ghost, and the next morning, the ghost is gone. Charlotte misses him, but feels better when he sends her a picture he's drawn of the two of them having fun together. Reading this story can help children who worry about sharing to understand that it's possible with practice, that it's fun, and that it can allow them to have real friendships.
Ages: 2-6
Cultural Context: European