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Factors to Consider When Choosing Preschool BooksBy Carolyn R. TomlinStories and books help people make sense of the world, and children are no different. Youngsters love to cuddle up with parents or grandparents, look at picture books or listen to a favorite tale. Literature provides an avenue for families and teachers to share feelings, emotions and concerns about the child’s world.Children who love books and enjoy listening to them grow into youths and adults who make literature a part of their lives. As a teacher of young children, you will often be asked to recommend some good books that are developmentally appropriate for preschoolers. Are there set rules for choosing books? No, but it's always a good idea to choose what the child likes. However, to broaden the child’s awareness, use the following suggestions as a guideline.Picture Books StoriesBefore children learn to read, they “read” pictures. Therefore, the choices of books help children develop their own stories based on previous experiences. As the child’s first introduction to art, use a variety of illustrations and see which ones have the greatest appeal. Consider these factors:Does the book contain large, simple pictures free of distraction? Too many details confuse youngsters.Are the pages easy to turn? Board books, for toddlers or children who have a physical handicap allow children who have not developed fine motor skills to successfully turn pages.Is the text written in a fast moving plot with a positive closing? Children’s books often have a happy-ever-after ending. Will an adult enjoy reading the book? Keep in mind that your attitude toward reading will influence the child.Does the book help a child think about good values? Books for children should not preach or teach, but a message that embraces good values can be woven throughout in a subtle approach.Is the book free of all bias--including age, gender, and race?What is the repetitive quality of the book? That is, is this one the child will request being read to several times?Does the language contain rhyming words, funny characters, an interesting plot and a surprise or predictable closing? ?2007 Excelligence Learning Corporation, All Rights Reserved.Non-Fiction Picture BooksCovering a wide range of topics, some non-fiction books for young children provide help with solving problems, such as starting school, a divorce, death in the family, a new sibling, etc. Others provide basic information on hobbies, preschool curriculum, and additional topics. One great rule of thumb: Does the book provide an exciting journey into the world of discovery?Consider these factors:Is the author knowledgeable about the subject?Does the text keep your child’s interest by being clear and simple?Do the illustrations support the text?Does the subject matter hold interest for your child?Keep in Mind…Check with librarians and bookstore owners. Ask: Why do you recommend this book? Compare the answer with some of the topics covered in this article. Don’t overlook award-winning books. The Caldecott Award is given each year for the best picture book in the United States. The Newbery Medal is given to the best books in Children's Literature. Some of these selections are appropriate for preschoolers.ConclusionWith so many books to choose from, you can add to a home or school collection with picture books, activity books, and bedtime books that introduce new words and cater to a child’s interest.Carolyn R. Tomlin, M. Ed., has a professional career in teaching kindergarten and early childhood education at Union University, Jackson, TN. She contributes to numerous educational publications.19051040765From the Earlychildhood NEWS Web site—an online resource for teachers and parents of young children, infants to age 8 (), 2007. Reprinted with permission.00From the Earlychildhood NEWS Web site—an online resource for teachers and parents of young children, infants to age 8 (), 2007. Reprinted with permission.?2007 Excelligence Learning Corporation, All Rights Reserved.Choosing Quality BooksStorybook reading has an important impact on long-term language and literacy development. For young children, book reading provides experience with vocabulary, exposure to the cadences of written language, an introduction to the structure of stories, and opportunities for sustained attention (Justice and Pullen 2003; Wells 2009). Research has also found that children who have access to numerous, high-quality books show competencies in narration, concepts of print, concepts of writing, and letter knowledge (Jalongo 2004). The California Reading Task Force suggests that each classroom have access to a minimum of 1,500 books (CDE 1999) of various types. This recommendation includes books stored in the school library and does not mean that all books have to be displayed in the classroom at the same time. A classroom’s collection of books should include the following types:Literature (fiction)Informational text (nonfiction)Picture books illustrated with drawings, paintings, and photosFolk storybooksConcept books (e.g., alphabet books, color and shape books, counting books, and so forth)Predictable booksPoetry booksRiddle and joke booksChildren’s magazinesHomemade and student-made booksPhoto albums of the studentsright359738Excerpted from page 71 of the Transitional Kindergarten Implementation Guide: A Resource for California Public School District Administrators and Teachers, ? 2013 by the State Advisory Council on Early Learning and Care All rights reserved.00Excerpted from page 71 of the Transitional Kindergarten Implementation Guide: A Resource for California Public School District Administrators and Teachers, ? 2013 by the State Advisory Council on Early Learning and Care All rights reserved. ................
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