Tuesday, October 29, 2024

Formation in Education Involves an Education of the Heart - Part 2

Introduction


This post is based on my Day 2 Keynote address to the 'Australian National Leaders' Summit Christian Schools Conference' (19-22 Aug 2024). In this talk I shifted focus and considered how we develop and sustain a pedagogy that transforms classroom life. Just how do we create environments that foster the formation of our students? Such formation is not just intellectual and physical, but also spiritual, it is very much “the life of the playground, as well as the classroom that influences formation”. And of course, the life of our students outside our schools is also very significant. While we have opportunities within the school and classroom to shape and influence our students, there is less opportunity outside the classroom; except perhaps in extra curricula activities like sport, dramatic productions and so on.

I address this critical topic more fully in Chapter 6 of “Pedagogy and Education for Life”, where I zoom in on the life of our classrooms and the wider school. The wisdom of Alasdair MacIntyre, reminds us that “EVERY activity, every inquiry, every practice aims at some good”. This might NOT be THE GOOD but something we PERCEIVE to be good. Our lives, point us in directions, that can shape us. Our formation is the outcome of the “practice of many practices”.

The second half of my book is very much the ‘how to’ part. Here I remind us, while we teach, we are also ‘guides’ for our students, in a world with many voices and stories. These pull us in different directions as perceptions of what is ‘good’ will frequently clash with what parents and teachers see as ‘good’. And of course their directions chosen, may conflict with THE ultimate ‘Good’ that God offers them. The Christian school has as a significant role in this formation.

For, “Education is the whole of life as a community and the experience of its members learning to live this life from a specific standpoint or end goal.” (“Hear my Son”, Daniel J. Estes).[1]

I want to draw indirectly on my framework for Christian pedagogy (Ch 9) to discuss how this Christ-centred pedagogy contributes to the transformation of our students; in mind, body, and soul.

As I shared in my last post, Taylor’s concept of the “social imaginary” is very helpful. Like us, the life of students is influenced by “the ways we are able to think or imagine the world (or society)”.[2] This is shaped as we absorb the stories of life, and engage in rituals and cultural practices that shape desires, and develop visions of the good life. Students arrive at school already with an inner sense of what they want life to be like, and perhaps well-formed hopes and desires. We “imagine the world” as we hope it will be.

We’d hope the life of the classroom and the school, will help them to understand the greatest ‘good’, is to be found in and though Christ. Teachers and staff have an incredible opportunity to witness to their faith as they teach and nurture the students God gives them.

My Early Life

I had no such opportunity as a child to hear anything about Jesus in my home, for I grew up with parents who were both alcoholics from the time I was 7 or 8 years old. The photo below of me as a baby with my parents shows my Mum and Dad in happier times. Sadly these didn't last long. My Dad followed his father's example and was an Atheist and Communist.

My Mother had grown up in a Christian home, but sadly rejected her faith when she met my father. As I visited friends’ homes and saw the closeness of their families, I would covet what they had. But I could only imagine what this would be like. Perhaps this was when God placed the first seeds of a future hope in my mind. Decades later I was to accept Christ. My older sister was a great support to me, but I coveted a family just like some of my friends had. Understanding and perhaps influencing such inner hopes and desires in our students is relevant to our task as leaders and teachers.

The things our students hope for are also influenced by the stories we share with one another. “Story” influences how we imagine our futures, how we hear the hopes of others, and also how we share our own. We are in actions and practices very much storytellers.



But what are the stories that capture student imaginations? Many are from outside the classroom, as they observe others, watch television, listen to their favourite music, read things that open their eyes to other worlds. As teachers, we should share some of our stories, as we strive to see hearts captured for the Good. This is where teachers have a key role.

The Teacher as Guide

Daniel Estes in his book “Hear My Son” (p.237-285) reminds us of the great responsibility all teachers have as “expert(s) WITH authority”, and as “facilitators” in the classroom. He also points us to our role to “guide” our students. Proverbs 22:6 echoes this:

“Start children off on the way they should go, and even when they are old they will not turn from it.”

Of course, this proverb was directed at parents, but teachers can also play a part in such shaping. The greatest spiritual influence on our students’ should be parents, youth leaders, School Chaplains and so on. But teachers also have students for a large part of their lives, which is an incredible privilege and opportunity.

Even in public schools at a time I was not even a Christian, I had to deal with student imaginations being captured through the stories and practices of life. In the classroom, playground, and related activities, student are being shaped in behaviour, but also in the desire to belong to groups of people with whom they share many practices, dispositions, hopes and preferences. James Smith suggests such groups introduce us to what he calls “secular liturgies” (Smith, “Erotic Comprehension”, pp 5-6).

Students like us are “immersed within an intertextual cacophony of stories that shape and influence the things we desire” (Cairney). Aristotle argued that the motivation for this is our desire for “human flourishing.” We’re taught and even lured, by visions of the ‘good life’. When I was a teenager, like all boys I wanted to be fit, with a taught body (I failed on all counts). But today, our desires have gone to another level. Young men (and women) can end up worshiping their bodies. To be like someone else can so easily become their greatest desire.

 

The challenge for all Christian students and teachers, is to push back upon unrealistic and unhealthy views of the world. Our students are taught, perhaps even lured, by many pictures, or alternative visions of the ‘good life’ and their hoped for futures.

Daniel J. Estes [3] helps us to see how to apply Vygotsky’s work. He suggests that:

The metaphor of the teacher as guide includes both direction by the teacher and active involvement of the student in the learning process”.

How this is achieved will depend on the age of your students as well as the role of chaplains, and the structures you have in place for Christian Growth. Chaplains might take the lead in such things, but always in partnership with teachers. The Christian activities we plan in our schools, hopefully create a number of contact points for such discussions. But there are many more (lost) opportunities in the ‘cracks’ of school life.

Let me share briefly a vignette from my book. Jackie is a year 11 girl aged 16. She’s from an average lower-middle-class family with a mortgage on a comfortable home, and two cars in the garage. Her mother is university trained and a teacher, while her Dad has an administrative role in a government department. Jackie has a good group of mainly non-Christian friends and is well-liked. Not surprisingly, she is a member of a number of groups, or ‘communities’, in fact eight:

  • Close school friends
  • Students in her art class
  • Her extended family
  • A dance group she has been in for 8 years
  • Pizza restaurant staff where she works part-time
  • Members of her netball team
  • Fellow students at technical college where she does a food-service course part-time
  • Her 2500 Facebook friends, as well as content and contacts on Tik Tok, Snapchat and Instagram.

As James Smith suggests, any group has its own ‘secular liturgies’ that impact on lives. Such ‘liturgies’ that occur in groups begin to shape and teach us to be a certain ‘kind of person’.

Even if Jackie doesn’t accept all the values and views of the groups she frequents, they all require some ‘quiet acceptance of, and compliance with these practices if she wishes to be part of group life. As Jackie moves in and out of these diverse groups her desires are being shaped, and her priorities of life formed. A vision of her future is developing.

Any impact on Jackie’s formation, occurs against a backdrop of many competing stories, desires, and views of the good life. 

Now for any teacher reading this post, who has already crossed arms and is thinking, “that’s why my role is just to teach and lead, to do more seems impossible”. But read on! Because, as James Smith reminds us that:

“Christian formation and discipleship are 'educational' projects in the most holistic sense.” 

And as teachers we are included. For while we cannot disciple all our students, we can have an impact in significant ways for some, and for many small but significant ways.

At this stage you might be silently saying “whatever”! How can I as a teacher have much influence on my students? My response is, “That all depends on the relationship you have with your students, and the breadth of their relationships with Christian students and teachers, sporting coaches etc in and outside their school.”

Addressing the Invisible Things of Life

As teachers, we soon learn that much of what our students and children learn is through “things which are invisible”. Pierre Bourdieu’s idea of “habitus” and Charles Taylor’s concept of the “social imaginary” help us as we grapple with this issue [p.99 ‘Pedagogy and Education for Life’ p.99].

For “… beneath the surface of any discussion, argument or opinion expressed by a group or institution, sits the human imagination at work, helping us engage and take notice of stories, myths, new concepts, hopes and dreams. And in doing so our inner desires are shaped”.

Russian psychologist Lev Vygotsky used the term Obuchenie (ar-bu-cheene), to explain the relationship between school teaching and learning as something “intertwined”. For as students listen to their teachers, they also listen to other sources of ‘authority’ on many things. This includes fellow students! Vygotsky’s term tries to capture the actions and intentions of both teacher and learner. Once again, these voices also work on and in them.

The key for us as teachers is to understand this “intertwining” as inevitable. While we know our students listen to many sources and authorities on life, as teachers, we should also share our thoughts. Our role is not indoctrination, but creating environments where there is openness and dialogue possible to see things from different perspectives. While our key role as teachers with expertise and knowledge of what students need to learn is to teach, as Christian teachers and leaders we also need to share life wisdom in the cracks of classroom life. Our voices need to be one more amongst the many voices they will hear in and outside the school. This is a significant duty and responsibility we all assume. Might God empower us as we seek to do so.


 

 

 

Monday, October 21, 2024

Five New Books for Readers Aged 4-12 years

In this post I review five wonderful books. Four are from well-known publishers, and another is in a special category of its own. All can be used as read aloud books, or some as personal reading for children aged 6-8.

The reviews include two Graphic Novels (or are they comic books), and a wonderful illustrated history of the world filled with hilarious (and funny) facts. 



I also want to introduce my followers to the work of Nigel Osgood. Nigel is self publishing his books, but I'm keen for my readers (and perhaps some publishers) to know about this very talented British author/illustrator who SHOULD have a publisher to get his work to a wider audience. This is the first book in a series he has planned. Perhaps one of my friends in publishing, might just take a look at the work of this talented author. Let me know if you'd like to know more. Here's an example of his wonderful work.

1. 'Bedtime for Ella: A Giggly Furbottom Adventure'  

Author Nigel Osgood. Nigel uses the pseudonym of 'Goose in Gold' on his publications (Illustrations by Kriss Lillyman).

'Bedtime for Ella' is the story of 6-year-old who is not your average child! "For 6-year-old Ella, night-time was not for sleep, but to explore a kingdom where monsters creep."

"For in this world of wonder, Ella felt free. To dance and dream, wild and full of glee."

And "Suddenly, poof! A fuzzy surprise... A monster appeared with angry red eyes! The Monster bellowed, such a spooky noise. Ella yelled back, "No silly monster steals my toys!"

 

The wonderful illustrations of Kris Lillyman support so beautifully the engaging text. Nigel has another 5 books set to be released on Amazon as self-published works. I hope a one of the many publishers that follow my blog will make contact with Nigel and see if he's prepared to seek a wider audience in collaboration with a publisher.

2. 'Friendly Bee and Friends' by Sean E Avery

Sean E Avery is a teacher, writer-illustrator, sculptor and designer born in South Africa; living in Perth, Western Australia. He’s known as the writer-illustrator of well-loved children’s picture books, All Monkeys Love Bananas and Harold and Grace published by Freemantle Press.

He’s also known as a sculptor who uses CDs and DVDs to create breathtaking works of art that reside in galleries and private collections all around the world. But, he's creating wonderful children's books!

This is a funny graphic novel about friendship, helping others, accepting our differences and tolerance, and with facts supplied by Clever Cricket, it is sure to be enjoyed by all students in junior to middle primary.

A wasp and a bee are friends?! Or are they just acquaintances? Bee is always friendly and trying to help, but this isn't always reciprocated as things always seem to go wrong for wasp. Bee is dressed for a party, but Wasp doesn't see that as necessary. Bee makes one for him, but when he tries it on (under sufferance) things go very wrong. This is a quirky book that young readers will find intriguing and engaging. The illustrations alone will keep them returning to the book time and again.  

3. 'Friendly Bee and Friends: Woe is for Worm' by Sean & Avery

In this crazy second adventure of a Bee and his friend who is a Wasp things go a little wrong when they are invited to a party by a Worm. Bee decides it would be fun for Wasp to wear a dress like she did to the last party. Wasp doesn't think this is a good idea. No! But Bee launches a sneaky attack from behind to get it on him. Alas! Wasp's wings get stuck and he makes an ungainly crash landing. Ouch!

They meet a distraught worm nearby who is complaining because he can't feel his legs. Ever helpful Bee suggests they must help him. Bee tries some of his jokes. Mmm, these don't seem to work. What next? 

A hairy Spider with far too many legs, and finally a whole swarm of Bees. This funny little book will keep children fascinated. Some might even make up their own version of the story as they flip the pages. Another wonderful book for children aged 4-6.

 

4. 'Be the Bus: The Lost & Found Wisdom of the Pigeon' Mo Willems 

 

The great Mo Willems has another book out that will captivate children aged 4-8 years. Willems is a legendary author/illustrator. He is a number one New York Times bestselling author and illustrator and has been awarded three Caldecott Medals for his picture books. As well, two Theodor Seuss Geisel Medals and five Honours for his 'Elphie & Piggie' books for early readers. 

In this funny book The Pigeon decides to share wisdom. Wisdom once lost, but now found by Mo Willems. We must be grateful for this amazing gift to humanity. The Pigeon humbly suggests that all great things have already been said. For example:

"Never trust a quotation" Plato

"I am not susceptible to flattery" (Unless it's about me)

"Genius is seldom recognised" (That is why I wear a name tag)

"Drive like no one is watching." (HONK like no one is listening! Dream like no one is thwarting)

"Dropped food is gravity's way of sharing"

"Aren't complainers the WORST?"

5. 'History FACTopia! Follow Ye Olde Trail of 400 Facts' Written by Paige Towler & illustrated by Any Smith

As a young boy in my Primary School years, if I'd had this book it would have been my favourite. It would have been revisited every time I went to the library. What a wonderful way to present history to 8-12 years old.

What's even more wonderful is that the facts are funny and yet they will expand worlds and minds. As well, every fact is connected in some way. You can wind your way from facts about sport to horses, armour, pyramids or from underground to discoveries, tombs and burials, curses, decorative arts, the Incas and so much more. What child wouldn't want to know that Australia's world-renowned Opera House had its sail-like shape inspired by the Architect peeling an orange!




Monday, October 7, 2024

Five Quirky New Picture Books that Will Make Everyone Laugh

Christmas is closer than we think so what better time to get some special Christmas books for children aged 1-10. Five new books from Walker Books. I know it seems early, but sometimes delivery times at Christmas can be very slow.

1. 'Don't Let the Pigeon Drive the Sleigh!' Written & illustrated by Mo Willems

Now here's a title to get your interest! You'd expect something a 'little' different from Mo Willems, but a pigeon who wants to drive Santa's sleigh?! What could go wrong? And why can't he sneak a drive while Santa's not looking? But, what's wrong with this sleigh? 

But there aren't any gears, or a steering wheel, or even a horn!?

And how does he get it to move? I'll leave you to guess, but better still, just get the book and find out.

2. 'Merry Christmas, Little Wombat' written & illustrated by Charles Fuge 

Now this is an Aussie Christmas story! With a Wombat, Echidna, Kangaroo, Platypus, Rainbow Lorikeet how will this work out? This might be an Aussie take on Christmas, but as the northern hemisphere is often buried in snow, how do they celebrate 'down under'?

But hang on, what might the Christmas tree be like? There are no pines or spruce trees in a southern summer. We need a tree! Help someone!

3. 'Socks' written by JD McPherson and illustrated by Anika Orrock

I love this book! What child doesn't drop hints for the special gifts they'd like at Christmas time? Then again, not all parents are wealthy and can afford many gifts at Christmas. But, while this is very much a wealthy class view of Christmas expectations and gifts it is very funny, it does end with the our cranky kid reflecting on how "love and cheer" don't come in a box. 

Wonderful illustrations from Anika Orrock, and a funny little story from JD McPherson.

4. 'Mr Santa' Written and illustrated by Jarvis

Jarvis (yes that is the full author name) offers a different take on Christmas in this beautifully illustrated and written picture book. What child hasn't wanted to catch Santa at work late at night when they should be sleeping soundly? Or, at least dream about it. This little girl (or perhaps boy) has quite the adventure.

With a stirring in their moonlit room, there's movement at the foot of the bed. Santa is caught 'red' handed! Had he wiped his feet? Well, Santa decides he might just as well sit down for a chat, a nice hot cup or tea or coffee with this little nosy one before heading off.

So Santa, "like to see my fish"? Have some ginger bread. "Do you prefer dogs or cats"? "Can a reindeer talk"? "Can I ride your sleigh"? Wow! Where are we now"? All those penguins, "Are we lost"? "Do you stop at traffic lights"? "Can we visit your house?" "Just one more question" he mumbles as he wakes. "Was it really real?"

5. 'One Wise Sheep' by written & illustrated by Ulrich Hub and illustrated by Jorg Muhle 

Now last, but not least, a short novel for older readers 8-10. Ulrich Hub has written a delightful story with an interesting traditional take on a special time in 4 BC. The sheep are all awake in the dark of night as a new star is in the sky shining as brightly. They're concerned as all the shepherds have gone! Shouldn't "shepherds abide in the fields; they have to stay with their sheep at night". They've even left their back packs behind. Here's an opportunity, there is food in their backpacks!

Then a sheep with a "bobble hat" (beanie) and cries "Fear not: for, behold I bring you good tidings!" The sheep shares how in the middle of the night "... suddenly a host of Angels appeared in our fields singing praises. I think I even heard trumpets-" "And the good tidings?" the other sheep asked? "What were they? "Oh, I've forgotten he replied."

But while this absent-minded sheep takes some prompting, he manages to remember and share the true meaning of the Christmas. He declares, "A baby was born unto us tonight.. he is wrapped in swaddling clothes, lying in a manger...". Not all the sheep were persuaded by the tidings. So they follow the star in the night sky for they hear that this baby was sent to save the world! It seems the mother and father and child had to come because the Romans had declared a census must occur. Sadly, the sheep arrive too late to see the baby in the manger but find out there is a happy ending, this is just the beginning of the story this little one had ushered in, for He would change the world.



 

 





Monday, September 30, 2024

Is Christian pedagogy any different to sound secular pedagogy? Part 1

This was the question that shaped one of two plenary addresses I presented to the 300 delegates of the "Australian National Leaders' Summit Christian Schools Conference" (Brisbane 19-22 Aug 2024).

The brief was to unpack the ideas in my book 'Pedagogy and Education for Life'. It was a challenging task to synthesize all aspects of my work in two 45 minute addresses. But, it's even more difficult to do so in two posts. But here goes!

1. What do we mean by Christian Pedagogy?" 

The word 'Pedagogy' is derived from the Greek word “Paidagogeo” which is a compound of “paidos” (child) and “agogos” (one who leads or guides) (Cairney, 2018, p.32). Some quick questions in response. Is this how we see the role of the teacher in Christian schools? I believe it should be. If so, how do we lead or guide our students? Does it look any different to secular schools?

 


The Apostle Paul used the word “Paidagogeo” in Ephesians 6:4 in relation to “discipline" which is how it is often translated. But Paul and others were using it in the sense of “bringing [them] up in the discipline and instruction of the Lord.” But what does he mean by this? Let me work through some key points.

 

2. Is there such a thing as 'Christian Pedagogy'?

I think most Christian Christian leaders would agree that teaching is different in Christian schools. But as I have visited Christian schools, and talked with teachers and administrators, much of what they mean when using the term “Christian teaching”, or in some cases “Teaching Christianly”, was that staff and teachers saw their own personal faith somehow shaping their work in the classroom. That's one of the reasons, I use the term Christian pedagogy NOT Christian teaching.

In a school with all (or mostly) Christian teachers, what's different about their practices? Is the relationship between teacher and students different? At a broader level, what do the principal, school board and parent body, see as the fundamental things that make their school a Christian school? 

How recognisable would this be to others? Would they be recognisable to parents, students, other non-Christian schools and so on? Or, are our schools (and parents) just as distracted by academic success, and simply relegate matters of faith to the background?

I believe we need to devote more time in Christian schools to considering what faith-based pedagogy looks like in all classrooms. In fact, we need to develop a 'whole of life perspective as well as a community perspective in our schools. Why? Because our schools should be places where faith is evident in varied ways, and where it is discussed and seen as a priority with teachers, students and parents.

3. But What Does it Mean to Teach in a Christian way?

One of the key assumptions and priorities in the type of pedagogy I'm suggesting is that we create classroom and school environments where:

"Education is seen as the whole of life of a community, and the experience of its members learning to live this life, from the standpoint of a specific end goal" (Cairney, 'Pedagogy and Education for Life'). And of course, I'm suggesting that the "whole of life" of the school is more than studying subjects and succeeding academically, in order leading to gain good results and employment. 


Rather, the whole of life of the school should be just as much about shaping students to grow in faith, with an understanding that God created them to do more than simply being successful in life. Our God wants our students to know Him, seek to honour Him, and lead lives that bring glory to Him.

  • If so, what does such community ‘life’ look like?
  • How do we live from the standpoint of a specific goal? 
  • What might the goals of the school and the teacher look like?
  • What is our role in helping to achieve such communities? 

I will look more closely at some of these questions in my next post. I quote John Hull in the introduction to me book, who helpfully notes:

"What normally passes for Christian Education can more accurately be named 'Christians educating'." Ouch!

Trevor Hart identifies rightly in the foreword to my book that I have sought to describe a “teleology” (i.e. a reason or explanation for the function or purpose of something) or an “eschatology” (i.e. seeing our students in the light of a bigger and more ultimate vision). We do not simply seek educational and intellectual accomplishments, or future wealth.

Hart also suggests, as I do, that what makes “Christian Education” distinctive, is not the curriculum, specific pedagogical methods and so on, but an “eschatology” that views our hopes for our students, in light of a much bigger vision than academic success, future employment and ongoing self-advancement.


4. Summing Up

 

I hope our schools, teachers and leaders, articulate and offer clear reasons for the faith that drives their every action? I implore all of us to assess whether our pedagogy and priorities demonstrate a much bigger vision for our students’ future (and their parents), than just top marks and rankings, careers and success. Of course, this might be different from what some parents (and even staff) perceive as the ‘good life’. But there is no reason to see these things are incompatible. We need to keep asking, what does “success” look like for students and us as teachers? Finally, if teachers, parents and students have different views, how do we reconcile them?

 

Christian schools should seek to create rich school environments, that point students towards faith in our Lord and Saviour, not just ‘success’ in life?

 

In my next post, I will look more closely at how Christian Pedagogy has a key role in shaping our students in the faith which at times might be invisible. While we can easily see and assess student growth in knowledge, skills, and commitment to learning, how do we assess growth in the inner life of our students?




John Hull, “Aiming for Christian Education, Settling for Christians Educating”, Christian Scholar Review 32 (2009) 203-23.

 

 


 







 

 

Friday, September 6, 2024

'Seven Great New Books for readers aged 6-12 Years'

 


1.'The Mosaic' by Deborah Kelly & illustrated by Nicky Johnson

Have you ever been responsible for breaking something special? Was it yours' or someone else's? Yikes!

 

Frankie's intentions were good, she took the special vase to collect flower's for Nan. But... it was broken into many pieces. Nan takes her on a special drive to an art gallery that seemed to change everything...

I just love this special book.

2. 'Too Many Acorns' by written and illustrated by Susannah Crispe.

At one level this is a wonderful and warm story about a Dad his Son and a fascination with acorns that gets out of hand. But beneath the surface there is another untold story of heartbreak and personal loss, as a Dad and his Son try to cope with the loss of someone they loved.

Can you have too many acorns? Maybe not if you're a squirrel, but if you are a young collector of acorns, you never know. This delightful book from Susannah Crispe is a simple tale that draws you in as a reader as the keenness of a young boy to collect a few acorns, gets out of hand.

Beautifully illustrated with the vibrant colours you'd expect from a talented author illustrator like Susannah Crispe. Originally from New Zealand, she now lives in Canberra and we've claimed her as an Aussie!  Her other works include 'Where the Heart Is', 'Cookie', 'Under the Moonlight', 'Swoop', 'Cloudspotting' and 'The Real Cowgirl'.

3. 'The Welcome Cookies' by Kaye Baillie & illustrated by Kirrili Lonergan

I'm sure readers will relate to this lovely story about a girl and her Mum who visit their favourite cafe every Friday; the 'Sugar Plum Cafe'. And like all of us, if we have a special cafe and suddenly it is sold! Well, devastation. But Mabel is to find that even though Miss Plum has left, something new might just fill the gap left when Miss Plum retired.

"Will Mabel be able to give to give the new-look cafe a chance or has she lost her happy place forever?"

Beautifully illustrated Kirrili Lonergan. Her pencil sketches and water colour images are delightful and bring the key characters to life. Children will want to hear this time and time again, and also enjoy reading it themselves.  

A wonderful collaboration between author & illustrator.

4. 'Dragon Guest Handbook' by Jeanette Stamphone & illustrated by Novia Heroanto.

Wow! This little gem of a book is wonderful. And practical too, because we all need to know, just what to do if a dragon arrives unannounced. Thanks to the experience of one boy, we are given the 'good oil' on the requirements, and what NOT to do. Like any tourist who drops in, a Dragon might well have a few quirky ways.

First greet it well and be careful how you introduce the dragon to your parents when he sits down for breakfast. Perhaps get him to put on a disguise before venturing out. And of course take Dragon exploring in the disguise. But be careful, especially if you visit a museum and be doubly if you visit the skeletons.

Dragon will most likely love surfing, Hot Air Ballooning (watch where he points its flaming breath) and dining out! But make sure Dragon doesn't breath any fire while there. 

A quirky and fun book that readers 2-6 will enjoy.

5. 'When Santa Got Stuck in a Gum Tree' by Jackie Hosking & illustrated by Nathaniel Eckstrom

It's Christmas in Australia and unlike the Northern Hemisphere it's hot and dry. This alone makes Christmas different. And things are different for Santa too! 

It's very hot for him and the hazards down under are different than in the northern winter. He won't get stuck in the snow, or the chimney but...could he end up in a tree?! Unfortunately, yes he just might.


The creators of this wonderful little book are also different. Jackie Hosking is a Nigerian born Australian who moved to Australia when she was 10. She began writing for children after completing a creative writing course at her local community house in a seaside town just off the Great Ocean Road in Victoria. She was awarded the 'May Gibbs Creative Time Fellowship'. She is also the author of 'The Croc and the Platypus' (2014).

Nathaniel Eckstrom is an illustrator based Sydney. He has worked on a number of children's books including 'Stubborn Stanley', 'The Hole Idea', 'Roadtrip' and 'Ten Little Figs'.

6. Two wonderful short novels for readers aged 8-12

There are three books in this series, one of which I have reviewed previously ('The Fingerprint Code'). But here are two I haven't shared.

a) 'The Counterfeit Bust' by R.A. Stephens & illustrated by Em Hammond

Riz is a kid who often notices things that others miss. With a name like Riz this kid was always going to be a little different. She seems to have uncanny ability to see things that others miss. As usual Rizz is thinking and wondering. But when she goes to hand a 10 dollar note to the check out person she exclaims "can notes be faulty"? Mum says, just hand it to her. But no! Riz hands it to the checkout person and says something is wrong with this. A security guard is called and Mum and Rizz end up heading to the police station to have things checked.

Like all of the Riz Chester books, you can't easily put it down. You'll have to buy the book to find out how this all ends!

b) 'The Evidence Track' by R.A. Stephens and illustrated by Em Hammond

Riz and her friends successfully led the Counterfeit Bust. Now Riz has discovered a passion for forensic science.She loves mysteries, and with her new interest in forensics she is looking for crimes to solve. But what?! Nothing has happened for months. 

So what do you do? Riz organises the perfect ‘match-the-tracks’ party for her friends. Moulds are prepared and muddy prints are evidence to help solve crimes. But given Riz's past, could such a innocent party get them into trouble?


 

Monday, August 26, 2024

Children's Book of the Year Awards 2024

The Winners & Honour Books Younger Readers (Ages 0-6 Years)

Voting has been completed and winners in all categories announced for younger readers.  As always there were SO many great books. Glad I'm not a judge this year! I should point out that this year we have the appointed judges of the awards, and for some reason there a group of 'Appointed Judges' also suggest winners. 

In this post I will review nominations and the winners in the 'Early Childhood' & 'Picture Book of the Year' Awards.

 

1. Early Childhood (0-6)

And the winner is....

'

And what a worthy winner! 

Quick! Come and see! Something fabulous, it’s . . . me!

Gymnastica Fantastica! is a joyful and exuberant picture book about a child discovering and attempting new physical skills and putting on wonderfully imperfect shows for whoever will watch them.

Gymnastica is a small person with big energy, as they bend and balance, bounce and roll, attempt a cartwheel and a spectacular trapeze flip-out finale. Written in playful rhyming text and with brightly energetic and appealing illustrations, this is a book that kids and parents alike will find irresistible to read aloud and delight in its energy and humour.

The CBCA judges commented…

This book conveys so much energy and life which children will connect with immediately. The young child’s voice permeates the tight, joyful rhyming text which includes a rich assortment of verbs, nouns and adjectives. Pencil, ink, crayon, gouache, and digital illustrations are filled with zoom in action and movement matching the equally energetic text.

And the 'Shadow Judging' winner is...


Bob Graham is one of our finest writers and illustrators. Once again he doesn't disappoint! The judges said of this book:

"An exuberant group of children spill out from the confines of a grey apartment block, finding joy in a simple box of chalk. The power of creativity and strength in community shine...  The language is simple and succinct... and rich in imagery."

 As always, his illustrations have the usual use of watercolour, pastel colours, gentleness and warmth. The illustrations are so sensitively created in watercolour, pencil and pastel colours. And as always Graham leaves the reader with a view of how the world should be.

Honour Books

Now here is an unlikely pairing! And an even more unlikely dance pairing.

Bear and Duck are best friends, but they are very different. Duck likes to try new things, and Bear ... well, Bear likes not to.

When Duck needs a friend for her dance class, Bear reluctantly agrees. Bear’s big size causes problems at first, but he soon discovers that he might just be a very good dancer.

 'Grace and Milligan' Caz Goodwin & Illustrated by Pip Kruger

Grace lives next door to old Mr Milligan and his goat Charlie. They are the best of friends. But when Mr Milligan’s beloved goat dies, everything changes. Will Grace be able to help her friend overcome his sadness?

Grace and Mr Milligan is a heart-warming story of grief, love and the healing power of friendship.

2. Book of the Year Picture Books (Ages 0-18 Years)

Entries in this category should be outstanding books of the Picture Book genre, in which the author and illustrator achieve artistic and literary unity or, in wordless picture books, where the story, theme or concept is unified through illustrations. Ages 0-18 years.

Note: Some of the books in this category may be for more mature readers

Winner Picture Book

'Timeless' by Kelly Canby


Emit (whose parents turned back time to name him) is surrounded by busyness. Dad's too busy to read stories, Mum is too busy to play games and Emit’s brother and sister are simply too busy doing nothing, to do anything at all. Emit tries everything he can think of to get more time... but it’s not until Emit tries to 'buy' some time, that he learns the secret which is, if you want time, you have to make it.

Note: This award is for picture books that are relevant and of interest for readers 0-20 years of age.

BUT: Amazon lists it as suitable for children 0-8. Parent discretion should be exercised.

And the Shadow Judging Winner is...

A little lone werewolf prowls the nights on his own until he finds friendship in the most unexpected of places. This is a  whimsical and tender picture book in the spirit of Julie Fogliano’s 'My Best Friend'.

Every night at midnight, Felix turns into a wolf. His hands and feet turn into velvety paws, his senses become sharper, and he grows a long, furry tail. Felix loves exploring on four legs, and he has the nighttime world to himself. There’s no one else like him.

During the day, Felix is human, but it still feels like there’s no one like him. The other kids used to invite him to play, but now they keep their distance. That’s fine, though, Felix doesn’t need anyone else. But after a chance encounter, Felix the little lone wolf starts to wonder whether he might find his pack after all.

 There were other awards as usual in additional categories:

3. Book of the Year: Eve Pownall Award

This award is for factual books.

Entries in this category should be books which have the prime intention of documenting factual material with consideration given to imaginative presentation, interpretation and variation of style. Ages 0-18 years.

Winner: 'Country Town'

 'Timeless' by Kelly Canbee


Happy times, sad times, boom times and gloom times!
From the First Peoples camp at the river crossing in the 1820s through to Carols by Candlelight at the showground in
today’s world, this is a decade by decade wonderfully illustrated story of a small country community.

AUTHORS

Isolde Martyn and Robyn Ridgeway co-authored Country Town, each providing a unique perspective of Australian
history.

Isolde Martyn’s earlier career was in academia and publishing. She is the author of nine historical novels and her debut novel won a top award in the USA and Australia.

Country Town has been a long-term project and she hopes it encourages young readers and their families to enjoy
history in a really fun way.

Summing Up

I hope you will agree that there are some wonderful books recognized this year on the long list. as well as the winning and commended books.