Leveraging the power of books for young readers

Reading books to children helps to enhance their literacy and language skills. But there is also opportunity to leverage the real power of books - to enhance reader's social and emotional growth.

Reading aloud to children stimulates their imagination and expands their understanding of the world. Children's books help them develop language and listening skills and prepares them to understand the written word. However, books also stimulate conversation, social intelligence, and exploration of their emotional world in a magical and unique way.

After writing my first children's book as a total novice to the publishing game, a new friend suggested I create some Teacher's Notes to accompany the book. It was then I discovered how powerful even a simple picture book can be to open children's hearts and minds, especially when guided by a parent or teacher who explores all the rich nuances with them.

I'll use my book, Biggles Goes to Work, as an example of the sorts of discussions that can spark the imagination, emotion and learning of young readers. Note that this process works well with all children's books, particularly those with a positive message.

Pre-reading discussions:

Before reading the book ask the child, "What do you think this book is about?" This leads into discussions about dogs: "who has dog at home?", "what do you love about your dog"; about farms: "what happens on a farm?", "what sort of animals might you see at a farm?", "what else might they grow at a farm (fruits, vegetables, etc)"; and emotions "how do you think Biggles is feeling?", "how do you know he is happy?", "why do you think he might be happy?", "what makes you happy?".

Post-reading discussions:

After reading the book, use discussions and activities to leverage the theme of the book and encourage positive behaviours at home or in the classroom. Ask questions to develop emotional literacy: "What kind of feelings did you have reading this book? Happy, sad?", "What words (adjectives) would you use to describe Biggles?", "why do you think Cat was grumpy?", "what do you do when you are grumpy?"; and to explore the relationship between what we do and how we feel: "Why do you think Biggles felt good at the end of the story?", "What sort of things do you help with at home?", "How do you feel when your friends or your family help you with things?".

The theme of work ethic and contribution can be reinforced through activities that give children responsibilities and then recognising positive effort when it is displayed. This might be as simple as giving praise for setting the table for dinner, or as complex as organising a classroom project that requires every child to have a role and then talking about how the success of the project was achieved by everyone helping and doing their bit.

Using affirmations to embed positive beliefs about the self into the children can also increase the likelihood of future positive behaviour. I found a significant difference in my eldest child, who is five, when I stopped saying things like "why don't you ever help set the table?" and started looking for opportunities to give praise for good effort instead - "wow, you put all the toys away in the toybox! The house looks amazing now! You are such a great helper".

After using this approach, he has started doing little things like setting the table or watering the garden even without being prompted. He knows his effort is recognised and valued, and he now associates helping with feeling good. Which, to me, feels like a minor parenting miracle!

There are so many fabulous books available nowadays, and by investing a little extra time to discuss the themes with children, we have an opportunity to reap a great return. Teachers have long had this wisdom, and it's definitely something I'll be doing with my kiddies from now on.

To order a copy of Biggles Goes to Work, follow the link here. All copies will come with the Teacher/Parent Notes and literacy activities.