Mommy in My Pocket by Carol Hunt Senderak

Illustrated by Hiroe Nakata.32 p., Hyperion, 2006. When children go to school, they might miss their parents. In this sweet story, a little bunny imagines that she'll miss her Mommy when school starts. Although she could bring Mommy's picture with her, what she really wishes for - and the story elaborates on - is that Mommy would be tiny enough to fit in her pocket, so she could keep her there all day at school, next to her heart. She imagines the whole day like this. But she knows that even though that won't happen, she'll be all right at school, "because the love in Mommy's hug and kiss ... will stay with me all day!" This rhyming story is illustrated with tenderly colored, yet energetic watercolors. It offers empathy with children's wishes, along with reassurance that they can tolerate ordinary separations from parents. Ages 2-6

Kindergarten Rocks! by Katie Davis

32 p., Harcourt, 2005.

Starting kindergarten can be scary, even if you know all about it because your older sister was once in kindergarten. Such is the case for Dex, who verbalizes that kindergarten is going to be "a piece of cake," but his facial expressions tell us otherwise. And also, his toy dog, Rufus, is just a little scared. Dex's sister, Jes, gives him lots of reassurance, but he still has lots of worries, and she has to drag him to his classroom. There, he acknowledges that there are "some kind of good surprises abotu kindergarten" - for example, his friend from preschool is in his class. The children hear stories, make art, cook, write, look at books, build with blocks, play dress-up, go to the library, and eat lunch at the cafeteria. Dex learns that there are custodians to help you when you accidentally spill your milk. But at the end of the day, Dex can't find Rufus. He's panicked. His teacher enlists Jes to help him look, and they retrace his steps, but they can't find him. Finally, Dex finds Rufus in the classroom. With happy relief, he decides not to bring Rufus to school any more. As the story ends, Dex looks forward to learning in kindergarten - he's already learned that "kindergarten rocks!" The colorful, almost childlike illustrations clearly express Dex's emotions. Children will learn that kindergarten rocks - and that even though you might lose your equanimity when you face a big change like starting kindergarten, you'll find it quickly.

Ages 4-8

What Did You Do Today? The First Day of School by Toby Forward

Illustrated by Carol Thompson.32 p., Clarion, 2004.

Even when children and parents are apart during the day, they're connected not only by thinking about each other, but by the similar elements in their days. In this story, it's a little boy's first day of preschool. The day starts with packing lunches - one for him, one for his mother. At school, the little boy hugs his mother and watches her as she disappears, and soon he's so busy that he forgets about missing her. On facing pages, we see the child's and the mother's similar experiences: greeting classmates (or colleagues), eating snacks and lunch, writing, even feeling sleepy. We see the mother thinking about the little boy on most of the pages, and the little boy thinking about his mother at lunchtime and when it's time to get ready to go home. They reunite joyfully, ready to hear about each other's day. With its warm, happy watercolor illustrations, this story offers reassurance and connection.

Ages 2-5

Moony Luna/Luna, Lunita Lunera by Jorge Argueta

Illustrated by Elizabeth Gómez. 32 p., Children's, 2005.

Kids' feelings about starting school can fluctuate between excitement and fear. In this bilingual book, Luna is excited to start school for the first time. But on the first day, she wakes up frightened - what if there are monsters at school? She's reassured by her mommy's hugs and kisses and her own knowledge that she's "five years old and as big as the full moon," although her fears come back several times as she gets ready for school. When her mommy drops her off, she's frightened, and hides under a table. But her classmates encourage her to come out and play, and she begins to make friends. She draws, plays, and hears a story. When her parents pick her up, she tells them that there are no monsters at school after all. The colorful acrylic illustrations include crayon renderings of the monsters that Luna imagines. With Luna, children will find empathy for their shifting feelings and reassurance that they will be happy at school.

Ages 4-6
Main character's cultural background: Latina
Cultural context: Latino

When You Go to Kindergarten by James Howe

Illustrated by Betsy Imershein. 48 p., Morrow, 1994.

This non-fiction book, which is illustrated with photographs, describes kindergarten activities, and anticipates questions that many children may have about kindergarten (for example, What if I get lost? Where is the bathroom?). The emphasis is on day-to-day activities, such as listening to stories and painting, but there are also reassuring statements about children's feelings; for example, that it may be hard when you don't know anyone, but soon you'll make friends. The distinction between kindergarten and preschool or day care is made explicitly. This book is fairly regionally specific: photographs are of schools in the New York City area, the term "nursery school" is used exclusively (rather than preschool), and the author tells children that they will probably take a school bus, or maybe have someone walk them to school (although in other places children are often driven to school in cars). An introduction for parents is included. This book gives children lots of information about what happens in kindergarten in a matter-of-fact, positive way.

Ages 4-6
Main character's cultural background: none
Cultural context: multicultural

I Don't Want To! by Sally Grindley

Illustrated by Carol Thompson. 26 p., Little, Brown, 1990.

Jim doesn't want to get up, put on his new clothes, eat breakfast, or, especially, go to school. His parents tell him that he'll like school, but, looking teary, he disagrees. He wants to go home all the way to school. When he gets to school, he doesn't want to paint, but it looks like fun, in spite of his attempts to ignore it. He decides to join in, and finds that he can't help enjoying painting and the other fun things that kids do there. When it's time to go home, his familiar refrain resumes -- he doesn't want to. But he's able to allow himself to want to go back to school the next day. This story might be a particularly good choice for a child who's in phase of saying No to everything and has expressed a wish to avoid school (without any particular concerns about separation), since it shows a transformation from this negativism to enjoyment of school.

Ages 2-5
Main character's cultural background: European American
Cultural context: multicultural

My School/Mi Escuela by Ginger Foglesong Guy

Illustrated by Viví Escrivá. 18 p., Rayo, 2006.

When children start school, they need to know what they'll find there. This bilingual (English/Spanish) book uses single words to answer children's questions - "children," "classroom," "teacher," indoor and outdoor equipment and materials, an owie on the playground, and finally, "friends" at "my school." Illustrated with delightful, friendly watercolors, this book can help even the youngest children learn about school, as well as learning some very useful everyday words in another language.

Ages: 1-5
Cultural Context: multicultural

The Apple Doll by Elisa Kleven

32 p., Farrar Straus Giroux, 2007.

Starting school for the first time can bring concerns about being away from home and about making new friends. In this story, Lizzy is worried about both. She finds a great way to bring the security of home with her: her favorite thing at home is the apple tree in her yard, and she brings one of its apples, which comforts her when she misses home. But it isn't just an apple. Lizzy gives the apple a face and a stick body, and names her Susanna, and in Lizzy's imagination, Susanna promises to be her friend in this scary new place. When children tease Susanna, Lizzy tells her she doesn't have to go to school any more, but then Lizzy is lonely at school. Meanwhile, at home, her family is preserving apples for the winter, and they get the idea to preserve Susanna by drying her. She becomes a grandma doll that exudes strength, happiness, and wisdom. Lizzy's classmates are so impressed that her teacher invites her to show the class how to make apple people. After this, Lizzy and Susanna have lots of new friends. Instructions for making an apple doll are included. With colorful illustrations that are full of detail and energy, this story offers hope for bringing your own strength to a new and daunting experience.

Ages: 4-8
Cultural Context: multicultural

Bernard Goes To School by Joan Elizabeth Goodman

Illustrated by Dominic Catalano. 32 pages. Boyds Mills Press, 2001.

As soon as Bernard (a little elephant) arrives for his first day of preschool with his Papa, Mama, and Grandma, he announces that it's time to leave. He is very unresponsive to suggestions to play with various toys and other children, but finally, reluctantly agrees to help his teacher feed the fish. The teacher is able to engage him with another elephant-child around this activity. After this, when Bernard says it's time to leave, he means that it's time for Papa, Mama, and Grandma to go home. Papa and Mama assure him that they will always come back, and he assures them that he'll be right there. This story will help children who hesitate to go to school see that even others who feel the same way can become comfortable there.

Ages: 2-6
Cultural Context: non-human

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