21 Great Picture Books With Environmental Themes

There are many ways that authors have explored environmental issues. In some books it is central to the book, while in others, it is secondary to the narrative and other themes. Here are just some of the ways children's books explore environmental issues:

• The relationship of people to the environment
• The negative impact of humanity on the environment
• A celebration of the environment, its beauty and wonder
• Environment as creation and the metaphysical experience of our world

1. The relationship of people to the environment

This first category includes books that tell of the fine balance between humanity and the environment and the disastrous consequences when we get this balance wrong. In these varied picture books it is not a matter of deliberate action, but rather ignorance and failure to plan effectively, which leads to the destruction of environments whose beauty was once a lure to people.

'All the World' by Liz Garton Scanlon & illustrated by Marla Frazee (Beach Lane Books)

This wonderfully simple picture books for readers aged 3-7 years was a Caldecott Honour book in 2010. Using delightfully simple everyday images of a family interacting with their world and precision language, Scanlon tells a powerful story of how we 'softly' interact with and mark our world. It is a simple, yet profound book. The author sets out to affirm "the importance of all things great and small, from the tiniest shell on the beach, to warm family connections, to the widest sunset sky". She succeeds with the brilliant illustrator Marla Frazee to do just this.


'Can We Save the Tiger?' by Martin Jenkins & illustrated by Vicky White (Walker Books, 2011) 

This is a stunning book which was nominated for the Kate Greenaway Medal in 2012. Conservationist Martin Jenkins and Vicky White celebrate some of the world's most endangered species in this book and show us why we must try to save them. Martin is a conservation biologist and consultant for the UN conservation organisation WCMC. Vicky White had experience as a zookeeper at the Cheshire Zoo caring for great apes. This is Vicky's second book; her first was 'Ape'.

The book has stunning images and a punchy text that confronts the reader. It begins with the matter of fact reminder that some of the animals and plants we have shared the planet with "...have coped with the changes very well. But some haven't. In fact, some have coped so badly that they're not here any more. They're extinct". Jenkins then introduces us to five species that are extinct, the Dodo, Steller's Sea Cow, the Tasmanian Tiger (Marsupial Wolf), Great Auk and Broad-faced Potoroo, before another challenge, "and then there are all those species that are still around, but only just." Like the tiger!

This is without a doubt one of the best conservation picture books that I've seen. White's illustrations are fine-grained pencil sketches, some in colour and some simply black and white, and are wonderful. They invite you to gaze and browse for the pictures alone. Children aged 5 to 12 will love the book. 

'Window', by Jeannie Baker

Jeannie Baker is a wonderful artist who is a master of collage who tells her stories with wonderful illustrations and a minimum of words. This book is in fact wordless that tells the story of a changing place when viewed from a boy's window. He grows from a baby to a man with the view changing from dense bush and diverse wildlife to suburbia, before he moves on to a new place on the urban fringe where no doubt the process begins afresh.


'Flute’s Journey: The Life of a Wood Thrush', by Lynne Cherry
Flute is a wood thrush who migrates from North America to Costa Rica. The story traces the hatching and travels of Flute and in the process introduces the reader to issues of endangered species, environmental hazards, toxic waste, loss of habitats and co on.


'The World that Jack Built', by Ruth Brown

This is an interesting picture book that plays on the idea of the well-known rhyme 'This is the house that Jack built'; but with a twist. The narrative follows the main character who is a black cat chasing a butterfly. The cat's trail moves from Jack's house in the idyllic English countryside, to the trees that gave the raw materials, the stream that flowed nearby, the woods etc. The cat eventually finds its way to a much different stream that flows by the factory that guess who built?


'Kenju's Forest', by Junko Morimoto

This book is the opposite message of 'Window', and tells how a boy with a vision to plant some trees in a rural farming environment sees his dream become a reality over his lifetime. And as it does, the forest becomes the playground for the town that eventually was to grow near his forest. It tells a more positive story about how humanity can improve the environment rather than just degrading it.


'The Earth and I'  by Frank Asch

This is an ideal book for young preschool readers. It tells the story of the friendship between a child and the earth. They play together, listen to each other, and nourish each other. When the earth is sad, the child is sad. The child sets out to find a way to make his 'friend' happy. This is a beautifully illustrated book which shows in word and image a tender and special relationship between a child and their world. 






2. The negative impact of humanity on the environment

Stories in this category reflect man's careless destruction of the environment motivated by greed and ignorance. These are stories that tell of humanity's failure to see environmental damage and act to prevent it. They also tend to have a much stronger ideological message.

'One Plastic Bag: Isatou Ceesay and the Recycling Women of the Gambia', by Miranda Paul & illustrated by Elizabeth Zunon (Milbrook Press)

Plastic bags are cheap and an easy way to package and carry things. But when they are discarded they quickly multiply in any environment. They pile high, become mixed in garbage of all kinds, become breeding grounds for mosquitoes and other insects and vermin. Soon we have an environmental disaster. This beautifully illustrated book tells the story of how one woman Isatou Ceesay began to recycle the bags in Gambia and in the process encouraged others to join her. The outcome is an environmental success worth sharing. A wonderful environmental picture book for children aged 5-9 years.

'Where the Forest Meets the Sea', by Jeannie Baker

This is another wonderful book by Jeannie Baker (perhaps her best). It tells the story of a boy and his Dad who go regularly to a wonderful beach in northern Queensland at a place where the ocean meets the edge of the Daintree Rainforest. This threatened landscape has been shrinking for decades. As the boy explores the rainforest he imagines what it might have been like 100 million years before when dinosaurs roamed. He finishes the day cooking fish on the beach and contemplates coming again someday. But in the background we see a landscape overlain by ghostly images of what it might be like when he comes back again, should development do in this place what it has done in many other parts of the Daintree.

'The Sign of the Seahorse: A tale of Greed and High Adventure', by Graeme Base

This wonderful ballad tells of the exploitation of an underwater world by a corrupt and evil Groper, his side kick Swordfish and a band of 'henchfish', who pollute a reef to drive out its inhabitants, secure their 'land' at rock bottom prices, and then sell them new homes on another reef. A tale of greed, corruption, and environmental exploitation, where good eventually wins out.

'The Lorax', by Dr Seuss

Many of the books of Dr Seuss offer a social commentary (see my post on Seuss here). In this story a small boy notices at the end of a desolate street on the edge of town, a ramshackle house with a memorial to the 'Lorax'. What was it he wonders as he gazes at the home of the Once-ler? The Once-ler drops his Whisper-ma-Phone and for a small fee tells the boy the story of the Lorax and the once beautiful Truffula trees that covered the landscape, and the creatures that enjoyed the environment they helped to sustain. The story of greed, excess, and environmental destruction ends with the Once-ler giving the boy the last seed of a Truffula tree. Perhaps, just perhaps, in his young hands there may be hope for this place once more.

'Lester and Clyde', James H. Reece

This is the story of two frogs one a young and mischievous youngster (Lester) and the other an older stayed frog named Clyde. Lester plays just one too many tricks and is kicked out of their beautiful wetland and heads off to find his own way in the world. He is shocked to find that not all ponds are like his, and in fact some have been destroyed and made unsuitable for frogs. He returns repentant and is embraced by Clyde and the story ends happily with the words of Clyde: "try not to worry, although it's so wrong, at least we're safe here...until Man comes along!"

3. A celebration of the environment, its beauty and wonder

Books in this category celebrate the world's biodiversity and beauty without pointing to problems or making strong comments about human action. These are books where often the environment is secondary to the story, but where everything about the book reinforces the value, beauty and wonder of our world.

'The Elephant Scientist' by Caitlin O'Connell & Donna M. Jackson (Houghton Mifflin)

This multi award winning book tells how the author became interested in science and set her on a quest to protect threatened species. Years later camouflaged and peering through binoculars, Caitlin O'Connell an American scientist traveled to Namibia to study African elephants in their natural habitat. She couldn't believe what she was seeing.

As the mighty matriarch scanned the horizon, the other elephants followed suit, stopping midstride and standing as still as statues. The observation would be one of many to guide O'Connell to a groundbreaking discovery!

"Children will be interested in O'Connell's growing interest in science, how family and teachers encouraged her, and her efforts to protect these threatened animals. This amazing presentation is a must-have for all collections." -- School Library Journal

'Aranea: A Story About a Spider', by Jenny Wagner & Ron Brooks (Illustrator)

This (as the name suggests) is the story of a back yard spider who weaves its wonderful web each night using its skill and the elements to survive. Its encounter's with man is just one of life's challenges, just as dangerous is nature's elements of storm, wind and rain.


'Wind in the Willows', Kenneth Grahame

The Wind in the Willows is one of my favourite books (see my previous post on it here). Kenneth Grahame manages to tell a wonderful tale of animals of the English wood and riverbank. It opens in spring, and the weather is fine and animals are stirring from their winter slumber. We first meet the good-natured and uncomplicated Mole discards his spring cleaning and leaves his underground home. He reaches the river, a thing he had never seen before and meets the wise and worldly Ratty (in reality it was a ‘water vole’), who sees life as something that must be lived along the river. A parade of rich characters is introduced against a backdrop of the wonderful physical world. Otter and Badger, Toad, Stoats and Weasels are introduced as he weaves his wonderful tale of friendship, devotion and the challenges and 'human' frailties of life. There are many wonderful versions including the more recent illustrated version with Robert Ingpen's wonderful art (here).

'The Little Island', Golden McDonald and Leonard Weisgard


This classic picture book was the winner of the Caldecott Medal in 1947. It is a fine example of a book that had its genesis in a place that formed part of the author’s life. Weisgard loved this island where he explored its waters. His wonderful illustrations capture the beauty and rich biodiversity of this place.

 


'S is for Save the Planet: A How to be Green Alphabet', by Brad Herzog and Linda Holt Ayriss (Illustrator)

This is a book for the very young. It is an alphabet book that focuses on environmental issues. The illustrations support the clever use of simple text to raise environmental issues and suggest ways to save the planet from environmental disaster. Suitable for children aged 3-6 years.

4. Environment as creation and the metaphysical experience of our world

There are a number of children's books that simply celebrate the world as creation. Some of these books simply focus on the beauty of nature, while others offer creation accounts, myths and metaphysical explanations of the world and humanity's connection to it.

'The Waterhole' by Graeme Base

This beautifully illustrated book is centred on a waterhole that is progressively drying up. While the book is a counting book for young children, the constant focus on the waterhole and its diminishing size as the water is used by an international collection of animals, is used by Base to show how water is essential to life. Without it the land withers and dies and life is lost, but as the first drops of replenishing rains return life begins to emerge again.


'Enora and the Black Crane', Arone Raymond Meeks

The Aboriginal artist who wrote and illustrated this book tells the story of a young man who lived in a rainforest at peace and in harmony with the physical world. That is, until one day after encountering a flock of amazing birds he accidentally kills a crane with dramatic consequences. Enora and his world lose their innocence.

'The Rainbow Serpent', by Dick Roughsey

This is another Australian Aboriginal legend that tells the Dreamtime story of a time when there were only people and how Goorialla, the great Rainbow Serpent travels across the country with a dramatic transformation of the land and the resulting creation of animal life.

'The Fisherman and the Theefyspray', Paul Jennings & Jane Tanner (Illustrator)

This story tells of the encounter of a fisherman with a strange fish and its mother. He catches young fish from deep within the sea, just after its mother has given birth to this, the last young, of its species. The old man looks at the beautiful creature as its colour and beauty begin to fade away in the bottom of his boat and he returns it to the sea. It survives and he is changed by the encounter.


The Whales' Song, Dyan Sheldon (Author) & Gary Blythe (Illustrator)

This is the story of Lilly and how she is captured by the story of the Whales' song that is told to her by her grandmother. A species once so plentiful that her grandmother would hear them sing at night, but now they are just a memory of an era of whaling that has gone. Lilly's mystical connection with the whales is the focus of the story.

Brain Research Shows Reading Literature Matters! Some Practical Implications

I've written before about the amazing capabilities of the brain, in particular, the capacity that the brain of the young child has to learn and change rapidly in the first years of life (here). A number of research projects have shown that babies and the very young can know, observe, imagine, explore and learn more than we previously thought possible. In a second post (here) I explored the place of 'deep practice' in learning and the increased plasticity that we now know the brain possesses. In this post I want to comment on a third area of inquiry that has demonstrated some amazing new connections between 'real life' experiences and those encountered via the experiences of human intellectual activities like reading.




Have you ever heard people say things like:

"I was lost in the book"
"I was so moved by that book I couldn't talk about it"
"After finishing the book I simply sat gripping it lost in a moment of devastating pain"
"Books are my escape into a world that is less painful than my everyday life"
"I hated that character"
"The book changed my life"

For many of us, the experience of literature can have quite profound impacts on us. Recent neuroscience research is beginning to give us some sense of why this might be so. This research has used MRI brain scans to help us understand the way the brain reacts when the subjects read certain things. Of particular interest has been what happens to brain activity when we read about experiences, compared to how it reacts when we have firsthand experiences. In short, the weight of various projects suggests that the brain doesn't behave that differently whether we read about experiences, or actually have real life experience. Whether read, or experienced, the same regions of the brain appear to be stimulated. Annie Paul wrote an excellent excellent overview and introduction to this area a couple of years ago (HERE).

In varied research projects brain scans are revealing much about brain activity as we read texts with detailed description, evocative metaphor and event emotional exchanges between characters. Just as readers have experienced while reading, science is showing how stories stimulate the brain and can even change how we act in life.

It isn't a new concept that the language regions of the brain like Broca’s and Wernicke’s are involved in the way the brain interprets written words. Research now shows that narrative activates many other parts of our brains as well. The experience of reading can feel as if it is real life. For example, experiments have shown that words like “lavender,” “cinnamon” and “soap” don't just elicit responses from the language-processing areas of our brains, they also elicit those dealing with smell.

Other research has shown that reading tastes and topics impact on how readers self-identify. For example people who read the Harry Potter self-identify with wizards, while those who read Stephanie Meyers 'Twilight' vampire themed fantasy romance novels self-identify as vampires.

Studies on the psychology of fiction increasingly provide the evidence for why we often experience deeply emotional experiences with books. Books influence our emotions and ideas and in fact can change us! It's worth thinking about what we read, as well as what our children read (and as an aside, what they watch).

Novelist and professor of cognitive psychology at the University of Toronto Keith Oatley, suggests that reading can produce vivid simulations of reality. Rich descriptions, emotionally gripping texts and vivid human encounters offer a type of passage into the real world. Fiction he suggests offers a rich replica of life! You can read some of his work HERE.

Applying this research

Most teachers of literature and avid readers will tell you that this all makes sense to them and matches their experiences. But it does underline a few basic things that teachers and parents should note:

1. Reading fiction matters and it must NOT be neglected
2. Variety in fiction is important for children as they learn about their world and themselves
3. Teachers and parents should give attention to trying to connect children to varied and good literature.
4. Persist in trying to connect our children with special books

Some Practical applications

1. Work hard to connect children with varied books that they will enjoy  2. Help children to manage their time so that they have time to read - this might require us to restrict screen time for activities those activities that offer only limited reading opportunities.
3. Provide opportunities for children to experience all forms of literature (novels, plays, poetry as well as film)
4. Show interest in the things children read - talk to them about their reading, ask them to share what they are reading and why, engage with them concerning the content of their reading and their interests.
5. Encourage opportunities for children to share their reading interests - try discussion groups, one-on-one reading conferences, 'dining room table' discussions with small groups of students (as developed by Nancie Atwell).
6. Help children to become writers as well - reading feeds writing and writing feeds reading. Get children excited about both by allowing them to take greater control and by supporting them at every step. Encourage them to write for real readers and try to establish ways for others to read their writing as well.

Ideas & Resources for Readers' Theatre

What is Readers' Theatre? 

Do you want to use oral reading without it becoming boring? Try Readers' Theatre! This is a simple method that presents literature in a dramatic form.  It involves oral dramatic reading in groups of one kind or another. You need nothing more than some scripts and a few basic hints about the implementation of the strategy. You can adapt the scripts from stories, obtain many scripts in book form, or download hundreds that are free online (more on this below).

Readers' Theatre allows repeated reading without monotony and boredom. We have known for some time that repeated reading improves fluency and comprehension. The work of LaBerge & Samuels (1974) on automaticity in reading was one of the earliest studies to present evidence for its effectiveness, but in recent times Young & Rasinski, (2009) and Vasinda & McLeod (2011) have reminded us of the benefits in helpful papers. Many teachers have had great results with this simple method in their classrooms. It can be used regularly on a weekly basis (e.g. one day per week) or it can be used intensively for a block of 8-10 weeks. Research suggests that just 10 weeks of Readers' Theatre can lead to significant gains in reading fluency and comprehension.

Key Elements of the Strategy

Above: Children Reading (courtesy of 'Mom It Forward')

 

#1 - Readers' Theatre does not require any props or costumes, although sometimes children will enjoy having one item to identify their part, such as a hat or simple object or piece of clothing.

#2 - Children can sit in a circle facing one another, sit on stools facing an audience, or secure their script on a clipboard and hold it in one hand allowing them to move their body and make basic gestures as they read dramatically.

#3 - Make sure that all participants have their own script that clearly identifies their character. You might also allow them to underline, add phrase marks, or circle punctuation as appropriate. You can allow children to share a character or you can have multiple narrators to allow greater participation.

#4 - Try to have varied parts, some more demanding, and others less demanding. This allows children of varying abilities (and even ages) to participate together.

#5 - Encourage children to practise their parts before trying to perform as a group.

#6 - A good pattern to use in introducing Readers' Theatre is to spread it over a week. On day 1 hand out the scripts to all children and explain how it works. Some teachers have the whole class working on the same material, but my preference is to see 2-3 groups used, allowing children of varying abilities to be 'stretched'. On day 2 take the groups one at a time for turns reading the script. This is effectively just round robin reading to help familiarise them with the script and story line. On days 3 and 4 allocate characters and practice. Allow children to try different parts in lesson 3 before making final choices. On day 5 perform the plays by each group for the whole class.

#7 - If you need more guidance Laurie Henry has four excellent lesson plans that show how Readers' Theatre can be introduced for the first time (here).

#8 - While literature is most commonly used for Readers' Theatre, poetry, history and biography also work well.

Readers' Theatre Scripts

As I said above, there are many resource books that contain scripts, but there are also hundreds of scripts available FREE and online. Here are some of the best resource sites:  

'Dr Young's Website' with almost 200 scripts (HERE)
'Teaching Heart' has a section on 'Reader's Theater Scripts and Plays' (HERE)
'Aaron Shepard's Free Scripts' (HERE)
'Timeless Teacher' site (HERE)
Some quirky science scripts on 'Adrian Bruce's Free Educational Resources' site (HERE)
'Stories to Grow By' Scripts (HERE)

One of the largest collections of Reader's Theatre scripts is at 'Dr Young's Website' where you'll find almost 200 scripts ready to use at school or at home. Some are simple like 'The Three Billy-Goats Gruff', while other are more complex like 'Sadako and the 1000 Paper Cranes'. There are some wonderful scripts here including 'Bad Case of Stripes', and classics like 'Chicken Little', 'Cinderella', 'Hansel and Gretel' and the 'Magic Porridge Pot'. Great scripts for children aged 6-10 years.

Aaron Shepard also has some good general tips on Readers' Theatre, including scripting, staging and reading (HERE).

Is School Homework Useful? Or is it a Waste of Time?

I hear two types of complaints about school homework?  

Type 1 - parents complain that their kids don't get enough homework.  
Type 2 - others suggest that the homework that children do get is often a repetition of work at school and that it teaches little.

The question 'Is homework useful?' is never far from conversations between parents about school, or between teachers when discussing parents. Like every teacher I have felt the pressure of parents wanting their children to do more homework. In spite of this I have never been a fan of homework in the primary years of schooling (age 5 to 12 years). Yes, homework does have a place, but not the exalted place that many parents want to give it.

Why you might ask? 


1. Because the vast majority of homework is banal and features drill of things that contribute little to the areas in which we want children to learn. Memorising spelling lists is a case in point (see my previous post HERE) with little contribution being made to the ability to write well.

2. Because school homework is often a substitute for things that are more critical to children's development. For example, play (posts HERE), discovery learning and problem solving (posts HERE), creative expression in varied forms and (dare I say it, rest at day's end).

3. Because it allows society at large to fill the school day with other things that parents have failed to teach their children and simply shift curriculum work to the category of homework, which has to be packaged in bundles that children can complete largely undirected (see #1).

4. Because it reinforces narrow definitions of learning, curriculum and assessment. Homework ends up being simply a test of work done at school, often in the name of practice.

In short, school becomes squeezed by the imperative to test children's learning for public assessment (see related posts HERE), and the hours after school end up being used for largely non-directed and repetitive tasks that help children to pass tests delivered at school.

Is there an alternative? Yes!

Step 1 - Ensure that any after school time whether at home with a parent or carer or in after school care is spent well. Set high standards.

Step 2 - Control access to the things that distract children from rich learning and exploration. I'm thinking of course about 'screen' time (limit daily screen time), computers, gaming and television.

Above: Screen time needs to be controlled, but it can also be a key tool for learning

Step 3 - Apply some simple tests for any after school 'homework'. Does it develop new knowledge and skills? Does it expand repertoires for learning - discovery, imaginative recreation, dialogue, observation etc? Is it enjoyable and challenging?

Step 4 - Make sure that you know what your children are doing, that you monitor it, and that you show genuine interest in what they are doing. 

What might post school time look like?

Hopefully time after school will have a level of planning (kids you need to do X, Y, & Z). Make sure that set agendas like sporting practice, music etc don't shut out everything else.

Start with down time - let them rest, talk to other people about their day, feed them, let them have some time to choose what they do (within predetermined limits).

Incorporate varied activities - some time outside to run around in an unstructured self-directed way; a time for exploration and discovery (this can include reading, viewing, hands on activities like craft drawing, construction etc); a time for school directed homework (I'd limit this in the primary years to no more than five times their age, i.e. thirty minutes aged 6, fifty minutes aged 10 etc); self-directed reading (e.g. HERE, HERE, HERE & HERE); family down time to chat and hang out.

Above: A different type of 'homework'

I understand that the complexity and varied nature of family life will always make after school time 'messy'. But we need to ask ourselves, how messy is it? What negative impact is the messiness having on family life and learning? What can I do to change things?

One thing I am certain of, the solution to the messiness isn't simply to ask schools to set more banal tasks, disconnected from 'real' learning which we police with minimal supervision.

I would love to hear your comments and suggestions.

Other posts

Other posts that address creativity, imagination and play (HERE)

Other posts that address homework alternatives (HERE)

Tips for Parents (& Teachers) in Week 1 of School

In Australia children are returning to school soon and some will be turning up for the first time. There will be many tears, and that's not just the parents and teachers! Yes, there will be anxious children as well. As always, it's a challenging time for everyone. Having received children on their first day at school as a teacher, having sent my own children to school in Kindergarten, and having worried over grandchildren heading off on day one, I have some experience as a worrier! So I thought I'd offer some quick Do's and Don'ts for parents and teachers.

PARENTS

DOs

#1 Assume the best of your child's teachers, not the worst. Give them a chance to get to know your child and encourage your child to show them respect.

#2 Try to help teachers understand your child by telling them things that will help (when you have a chance). This might include health issues, fears about school, special interests (help them with points of connection).

#3 Try to get to know some other parents from day one. This will help to give you a small support group, maybe someone to call to see if their child has the school note your child has lost, or to discuss the project work that is due, how the swimming carnival works, are parents expected to attend the school fete or fundraising day etc.

#4 When they get home (especially in the early weeks) let them rest, feed them, & allow them some down time before asking the 20 questions you've stored up.

#5 Pace yourself, there will be MANY years of school. Let your child grow into school, and as a parent try to learn afresh what school is like now compared with when you were at school or when you sent your first two children. 

DON'Ts

#1 Don't assume that your child is the only bright kid at school and tell the teacher as much on day 1. EVERY parent thinks their child is gifted. Let your child show their teacher some of the great things they can do.

#2 Don't criticize your child's teacher in front of your child. This will make it harder for your child to respect their teacher.

#3 Don't make comparisons between your child and other children, especially to your child.

#4 Don't hassle teachers from day 1 about homework, allow the year to get rolling before firing such questions at them.

#5 Don't expect the teacher to know your child as well as you do from day 1

TEACHERS

DOs

My eldest daughter on her first day of school

#1 Be patient with parents, especially those sending their first child to school, especially in the early weeks. This is a tough time for many.

#2 Inform them as soon as you can about your expectations on things like homework, special activities, and your approach to discipline.

#3 Let them know how they can contact you if they have questions. An email address will reduce many fears and DO try to answer them as quickly as possible.

#4 Look for good things in each child. While not all will be brilliant (even though their parents might think they are), there will be things that are worthy of praise and encouragement.

#5 Make yourself available at pick-up time to chat, answer the odd question and simply show that you're interested in connecting children with their parents.

DON'Ts

#1 Don't overwhelm parents with information early, keep guidelines to a minimum at first.

#2 Don't assume that parents have little to offer, while some may have unrealistic expectations, they will know their children well. Tap into their insights when possible.

#3 Don't ever talk about a child to the parents of a classmate.

#4 Don't expect too much of parents too early in relation to homework. Like you, they will be busy at the start of the year. A few might pester you for it, but try to maintain a balanced approach.

Other Related Posts

1. 'Starting School: Is there a best perfect age?'

2. 'Making Homework More Relevant and Useful for Learning'

Ten Things Drawing Can Teach Us About Giftedness

I've written previously about the need to see giftedness as much more than simply intellectual skills and knowledge that can be established with a narrow range of intelligence tests. One person who has stretched our understanding in the area of giftedness is Howard Gardner in his work on Multiple Intelligences. While some gifted children demonstrate exceptional abilities across a wide range of capabilities (e.g. memory, language, mathematics, problem solving etc), others are gifted in narrower and more specific ways (e.g. visual arts, music, leadership, sport etc). In this post I want to focus on what drawing can show us about giftedness. If you are interested in more information on supporting gifted children you can read a previous post HERE which covers some common territory but has additional ideas for older children.
  
How Drawing Can Demonstrate Giftedness?

Evelyne's 'Horse in a T-Shirt'

I observed some children recently using scribbles as part of a drawing game. One made a squiggle and the others were asked to turn it into an animal based on it. The first child turned the first scribble into a monster. The squiggler responded, "you can't do a monster, the idea of the game is to draw a real animal, anyone can draw a monster". He then drew another squiggle. The next child turned it into a horse which in her words was "a horse with a T-Shirt on" (see below). He replied, "but you can't have a horse with a T-shirt on, because they don't wear T-shirts". She replied "well this one does and that's the type of horse I drew with your squiggle". Let me stress that all three children mentioned in the above example, are gifted in different ways, but two were demonstrating their giftedness in this activity. I should stress that while drawing can be a window on giftedness, it isn't the only way that different children, or even the same child on different occasions, can show their giftedness. But we can learn much from children's drawings that can be a pointer to giftedness?

Ten Things Drawing Can Teach us About Giftedness

Evelyne's drawing and some of the other drawings shared in this post can help us to identify giftedness. What might drawings help us to see?

1. They can show the ability to take a simple  task and use it in a novel way, or for different purposes. Evie's drawing shows a preparedness to think outside the box.

2. They also help us to see if a child is able to see the unusual, think in novel ways, and observe possibilities that others don't. The camel drawing below shows this (note its shadow on the ground).

Sketch of 'A Camel & Its Reflection' (Lydia aged 3yrs)

3. It can also demonstrate the willingness of the child to experiment and take risks. These characteristics are evident in many gifted people, e.g. entrepreneurs need these qualities.

4. At the most fundamental level, they can demonstrate the ability to create something original. Not simply a drawing like all other drawings by children of the same age, but something different. For example, ask 6 years-olds to draw a house and you will usually see a hipped roof with chimney, two windows and a central single door.

Above: Child drawing of house (courtesy of 'Childhood Architecture')

5. Drawings can also demonstrate the ability to think abstractly, metaphorically and insightfully, as the child uses drawing to explore thoughts and ideas. Evie's drawing of the T-Shirt wearing horse shows this.

6. As well, drawings can show that a child can generate many solutions and possibilities for the simplest and banal tasks.

7. They can also demonstrate a preparedness to question assumed knowledge or ways of doing things.

Here a 6 yr old positions the pterodactyl above its prey

8. Drawings also offer a window into a more mature (and unusual sense of humour), and a different perspective and view of the world. Their orientation will be unlike that of the average person. The drawing above illustrates just such a different perspective.

9. Drawing can also show a depth of knowledge about a topic that is often required to create a special image. For example, awareness of the anatomical make-up of an animal, or the details of mechanical device can be seen in images that the child generates. AS well use of shading to show multiple dimensions, clever use of light and shade and so on, show knowledge of image and design.

10. Finally, drawing can also show how the child's mind leads them to see different things and pay attention to the novel and unusual that is reflected in their drawings. The drawing below by a four year-old shows an image he drew after an outing to an aquarium viewed from the perspective of the fish. How did it see his granddad looking through the glass?

Jacob (4 years) draws Grandad from the unusual vantage point of the fish inside the aquarium looking out

Summing Up

Imagination & creativity starts early

All children are capable of demonstrating rich imagination and creativity, but some children demonstrate levels of creativity, insight, imagination and knowledge in drawing that suggests giftedness that is beyond the typical and normal. Drawing can help us to look for this and encourage it. I have many other posts that will help you to see some of the ways that you can encourage bright and gifted children. You can read another one of them HERE.

230 Great Books for Children in 2016

Coming up with a list of books for children is always risky.  How do you judge each book? Do we use our personal preference as adult readers? The popularity of the books with children? The book's longevity? I could list other criteria.

It is also difficult with a list like this to allocate an age level. Some of the books in one age category can be read by children of different ages depending on their ability and maturity. For example, a book like ‘Charlotte’s Web’ can be read to and enjoyed by children of any age. As well, many picture books can be enjoyed from 1 to 99 years!

The list that follows is not meant to be comprehensive.  Rather, I’ve tried to give a flavour of the varied authors, styles and topics.  You should use the list to find other books by the same authors.  For example, I could have listed all of Bill Peet’s books. The same could be said for many other authors on this list. The books chosen for the list all:

a) have been loved by children and adults;
b) have quality language, story and illustrations (in the case of picture books); and,
c) make you want to turn the page

I've offered links to these books most of which are still in print and pretty much all that can still be found, borrowed or bought. Happy reading!

Books for Preschoolers (to be read to and with children aged 0-4 years) 

All the World illustrated by Marla Frazee, written by Liz Garton
Battles in the Bath  by Peter Pavey
Bears in the Night  by Stan and Jan Berenstein
Belinda by Pamela Allen
Brown Bear, Brown Bear, What do you see? by Bill Martin, Jr.
Corduroy by Don Freeman
Do You Know What Grandad Did? By Brian Smith
Dog In, Cat Out by Gillian Rubenstein
Don’t Forget the Bacon by Pat Hutchins
Duckat by Gaelyn Gordon
Each Peach Pear Plum by Janet and Allen Ahlberg
Edward the Emu by Sheena Knowles

Edwina the Emu by Sheena Knowles
Goodnight Moon by Margaret Wise Brown
Grandpa and Thomas by Pamela Allen
Grandpa and Thomas and the Green Umbrella by Pamella Allen
Guess How Much I Love You by Sam McBratney
Hattie and the Fox by Mem Fox
Looking for Crabs by Bruce Whately
Mister Magnolia by Quentin Blake 
Mother, Mother, I Want Another by Maria Polushkin Robbins
My Dad by Anthony Browne
One Hungry Spider by Jeannie Baker
One Dragon’s Dream by Peter Pavey
Peepo by Janet and Allen Ahlberg 
The Day the Crayons Quit' by Drew Daywalt
The Lion & Mouse by Jerry Pinkey
The Mitten by Alvin Tresselt
The Rainbow Fish by Marcus Pfister 
The Runaway Bunny by Margaret Wise
The Singing Hat by Tohby Riddle
The Snowy Day by Ezra Jack Keats
The Story of Chicken Licken by Jan Ormerod
The Trouble with Dad by Babette Cole
The Trouble with Mum by Babette Cole
The Waterhole by Graeme Base
The Very Hungry Caterpillar by Eric Carle 
Time for Bed by Mem Fox
When I’m Feeling range of books by Trace Moroney

Books for Children Ages 4-7 (the following titles are suitable to be read to younger readers or can be read by beginning readers)

A.B. Paterson’s Mulga Bill’s Bicycle by Kilmeny & Deborah Niland
Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst
Amazing Grace by Mary Hoffman
Amelia Bedelia by Peggy Parish
Animalia by Graeme Base
Aranea: A Story About a Spider by Jenny Wagner
Are You My Mother? by Philip D. Eastman 
Arthur series by Marc Tolon Brown
Basil of Baker Street by Eve Titus
Caps for Sale by Esphyr Slobodkina
Chicka Chicka Boom Boom by John Archambault
Clifford, the Big Red Dog by Norman Bridwell
Complete Adventures of Blinky Bill by Dorothy Wall
Counting on Frank by Rod Clement
Cowardly Clyde by Bill Peet
Curious George by Hans Augusto Rey
Fancy Nancy by Jane O’Conner
Fantastic Mr Fox, by Roald Dahl
Fox in Socks by Dr Seuss
Granpa by John Burningham
Green Eggs and Ham by Dr. Seuss
Horton Hatches the Egg by Dr. Seuss
How the Grinch Stole Christmas by Dr Seuss
Hubert’s Hair-raising Adventure by Bill Peet
I Was Only Nineteen by John Schumann and illustrated by Craig Smith
If You Give a Mouse a Cookie by Laura Joffe Numeroff
In My Back Yard by Nette Hilton & Anne Spudvilas
Irving the Magician by Tohby Riddle
John Brown, Rose and the Midnight Cat by Jenny Wagner
Journey written and illustrated by Aaron Becker
Jumanji by Chris Van Allsburg
Lester and Clyde by James Reece
Lilly’s Purple Plastic Purse by Kevin Henkes
Locomotive by Brian Floca
Love You Forever by Robert N. Munsch

Make Way for Ducklings by Robert McCloskey
My Hiroshima by Junko Morimoto
My Two Blankets, illustrator Freya Blackwood, text by Irena Kobald
No Kiss for Mother by Tomi Ungerer
Oh, The Places You’ll Go by Dr. Seuss
One Minute's Silence, illustrator Michael Camilleri, text David Metzenthen
Petunia by Roger Duvoisin
Red Sings from Treetops: A Year of Colors, by Joyce Sidman
Snugglepot and Cuddlepie by May Gibbs
Stellaluna by Janell Cannon
Strega Nona by Tomie De Paola
Sunshine by Jan Ormerod
Sylvester and the Magic Pebble by William Steig
Tale of Despereaux by Kate DiCamillo 
The Adventures of Pinocchio by Carlo Collodi, illustrated by Robert Ingpen
The Art Lesson by Tomie De Paola
The Banana Bird and the Snake Men by Percy Trezise and Dick Roughsey
The Bears’ ABC Book by Robin & Jocelyn Wild 
The Cat in the Hat by Dr. Seuss
The Christmas Eve Ghost, by Shirley Hughes
The Complete Adventures of Peter Rabbit by Beatrix Potter
‘The Complete Tales of Winnie the Pooh’ by A. A. Milne
The Digging-est Dog by Al Perkins
The Eleventh Hour by Graeme Base
The Enchanted Wood by Enid Blyton
The Fisherman and the Theefyspray by Jane Tanner
The Giving Tree by Shel Silverstein
The Jolly Postman or Other People’s Letters by Janet & Allen Ahlberg
The Lighthouse Keeper’s Lunch by Ronda & David Armitage
The Little Engine That Could by Watty Piper
The Little House by Virginia Lee Burton
The Lorax by Dr. Seuss
The Magic Pudding by Norman Lindsay
The Napping House by Audrey Wood
The Paper Bag Princess by Robert N. Munsch
The Polar Express by Chris Van Allsburg
The Rainbow Serpent by Dick Roughsey
The Story of Ferdinand by Munro Leaf
The Tale of Peter Rabbit by Beatrix Potter 
The True Story of the Three Little Pigs by Jon Scieszka
‘The Story of Shy the Platypus’ by Leslie Rees
The Velveteen Rabbit by Margery Williams
Tough Boris by Mem Fox
What Made Tiddalik Laugh by Joanna Troughton
Wheel on the Chimney by Margaret Wise Brown
Where’s Julius by John Burningham
Where the Forest Meets the Sea by Jeannie Baker

Where the Sidewalk Ends: the Poems and Drawing of Shel Silverstein by Shel Silverstein
Where the Wild Things Are by Maurice Sendak
Whistle Up the Chimney by Nan Hunt
Wilfrid Gordon McDonald Partridge by Mem Fox

Books for Children Ages 8-10 (many of these books can be read to children aged 6-8 or can be read by most children aged 9-10 years)

A Dream of Stars by Brian Caswell
A Light in the Attic by Shel Silverstein
A Little Fear by Patricia Wrightson 
A Monster Calls by Patrick Ness 
Anne of Green Gables by Lucy Maud Montgomery
A Wrinkle in Time by Madeleine L’Engle
Callie’s Castle by Ruth Park
Charlie and the Chocolate Factory by Roald Dahl
Charlotte’s Web by E. B. White
Chronicles of Ancient Darkness by Michelle Paver
Courage Has No Color: The True Story of the Triple Nickles. America’s First Black Paratroopers by Tanya Lee Stone 
Dirty Beasts by Roald Dahl
Grandma Cadbury’s Trucking Tales by Dianne Bates
Harriet the Spy by Louise Fitzhugh
Harry Potter series by J.K Rowling 
Hatchet by Gary Paulsen
Island of the Blue Dolphins by Scott O’Dell
James and the Giant Peach: A Children’s Story by Roald Dahl
Jodie’s Journey by Colin Thiele
Little House in the Big Woods by Laura Ingalls Wilder
Little House on the Prairie by Laura Ingalls Wilder
Little Women by Louisa May Alcott
Maniac Magee by Jerry Spinelli
Matilda by Roald Dahl
Mike by Brian Caswell
Mr. Popper’s Penguins by Richard Atwater
Mrs. Frisby and the Rats of Nimh by Robert C. O’Brien
My Father’s Dragon by Ruth Stiles Gannett
Paw Thing by Paul Jennings
Pippi Longstocking by Astrid Lindgren
Rabbit Hill by Robert Lawson
Ramona Quimby, Age 8 by Beverly Cleary
'Requiem for a Beast' by Matt Ottley 
Revolting Rhymes by Roald Dahl
Rowan of Rin series by Emily Rodda
Sarah, Plain and Tall by Patricia MacLachlan
Shiloh by Phyllis Reynolds Naylor
Sideways Stories from Wayside School by Louis Sachar
Stone Fox by John Reynolds Gardiner 
Stuart Little by E. B. White
Tales of a Fourth Grade Nothing by Judy Blume

The 27th Annual African Hippopotamus Race by Morris Lurie
The Arrival by Shaun Tan
The Best Christmas Pageant Ever by Barbara Robinson
The BFG by Roald Dahl
The Borrowers by Mary Norton
The Boxcar Children by Gertrude Chandler Warner
The Chronicles of Narnia by C. S. Lewis
The Eighteenth Emergency by Betsy Byars
The Evolution of Calpurnia Tate by Jacqueline Kelly
The Giver by Lois Lowry
The Giving Tree by Shel Silverstein
The Great Gilly Hopkins by Katherine Paterson
The Indian in the Cupboard by Lynne Reid Banks
The Iron Man by Ted Hughes
The Jungle Books by Rudyard Kipling
The Lion, the Witch, and the Wardrobe by C. S. Lewis
The Phantom Tollbooth by Norton Juster
The Pinballs by Betsy Byars
The Secret Garden by Frances Hodgson Burnett
The Shrinking of Treehorn by Florence Parry Heide
The Super-Roo of Mungalongaloo by Osmar White
The Trumpet of the Swan by E. B. White
The Village Dinosaur by Phyllis Arkle
Tuck Everlasting by Natalie Babbitt
The Watsons Go to Birmingham-1963 by Christopher Paul Curtis
The Wind in the Willows by Kenneth Grahame
The Witch of Blackbird Pond by Elizabeth George Speare
Walk Two Moons by Sharon Creech
Where the Mountain Meets the Moon written by Grace Lin
Where the Sidewalk Ends: the Poems and Drawing of Shel Silverstein by Shel Silverstein

Books for children aged 10-13+

Boss of the Pool, by Robin Klein

Boy by Roald Dahl
Bridge to Terabithia by Katherine Paterson
Curious Incident of the Dog in the Night, by Mark Haddon
Deltora Quest series by Emily Rodda
Dragonkeeper Trilogy (Carole Wilkinson)
Flora & Ulysses: The Illuminated Adventures by K.G. Campbell
Goodnight Mister Tom by Michelle Magorian 
Lord of the Rings, JR Tolkien
Merryl of the Stones by Brian Caswell
Nargun and the Stars by Patricia Wrightson
Number the Stars by Lois Lowry
Old Kingdom series, by Garth Nix
Playing Beattie Bow by Ruth Park
Roll of Thunder, Hear My Cry by Mildred D. Taylor
Slave Girl: The Diary of Clotee, Virginia, USA 1859 by Patricia McKissack
Sounder, by William H. Armstrong
Strange Objects by Gary Crew
Summer of My German Soldier by Bette Greene
The Hobbit by JR Tolkein
The Fire in the Stone by Colin Thiele
The Ice is Coming by Patricia Wrightson
The Graveyard Book (Neil Gaiman)
The Machine Gunners by Robert Westall
The Princess Bride (William Goldman)
The Slave Dancer by Paula Fox
The Stone Quartet by Alan Garner
The Wheel on the School by Meindert DeJong
Thunderwith by Libby Hathorn 
When Hitler Stole Pink Rabbit by Judith Kerr
When You Reach Me by Rebecca Stead
Wizard of Earthsea trilogy by Ursula Le Guin