One of the preschool teacher's most powerful tools for developing a child's mental health skills is good literature. Psychologist Bruno Bettelheim has stated that the two factors most responsible for giving a child the belief that she can make a significant contribution to life are 1) parents and teachers and 2) literature.14
As parents, teachers, and children learn to really "experience" good books together, the opportunities for positive learning are limitless.
Goals:
This section's mental health goals are to encourage children to:
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The literature experiences in this section are a place for you to start. As you share in-depth, hands-on experiences with children based on each of the recommended books, you will become familiar with a wide and representative range of excellent authors, illustrators, and story types, or genre. This perspective will hopefully provide you with a context for choosing and using good children's books in the future.
14 Trelease.
Jim. THe Read-Aloud Handbook. New York: Penguin Books. Second Edition.
1985. p. 9.
The physical, setting in which you present books has an influence on the way children experience literature. Consider how your setting can foster children's delight in books and their motivation for reading.
Books belong in all areas of your classroom, but it's important to display some in an area that is quiet and sheltered from the more rambunctious classroom activities. The book area can become a haven - a place for solitude or sharing, curiosity, fun, and dreams. A couch, large cushions, a bean bag chair, or rocking chair all provide comfort for one or two. Books, creatively set out with their full covers showing, invite children to take a closer took.
Plan your furnishings to encourage group sharing of books, as well. If children have comfortable seating where they can see the pictures and clearly hear your words, each book will have a chance to work its magic.
Set up a lending library, allowing the children to take
books home. Book covers displayed on the wall or as a mobile above the
library can help make it attractive and inviting.
Many mental health benefits are possible when teachers value and carefully incorporate literature into their classrooms. Children can gain insight and perspective as their world is expanded by the real and fantastic in books. They meet characters who are creatively solving problems, coping, interacting, and expressing themselves in healthy ways. Encourage children to enjoy literature by making it a lively, imaginative part of your curriculum.
Choose books with specific goals in mind.
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Children's literature is divided into classifications or genre. Specialists in the field make distinctions about book classifications according to their, 'professional perspectives and the intended use of the book. Definitions of genre vary from one reference to another. For instance, some indexes offer categories such as lap books and anthologies in addition to those listed below.
The following guide defines the different literature genre used in the Experiencing Literatures section.
*Nursery Rhymes: Books of nursery rhymes and Mother Goose, are often a young child's first literature experience. Verses of nursery rhymes tell a whole story in just a few lines. Margeurite de Angeli's Book of Nursery and Mother Goose. Rhymes is a collection of traditional rhymes. For a modern edition, look for Father Fox's Pennyrhymes or Kiss Me & Catch Me & Say It Again,both by Clyde and Wendy Watson. Whether a traditional or modern edition, children are delighted with the silly characters, the language patterns, rhythms, and rhymes.
*Poetry: Children's poetry is similar to nursery rhymes in that one verse tells a complete short story. It is written for and about children. Collections of poems, such as The, Random House Book of Poetry for Children are available as are single verse, editions, such. as Stopping By Woods On A Snowy Evening. illustrated by Susan Jeffers.
*ABC and Counting: These picture books explore the alphabet and numbers. The Experiencing Literature Section introduces the counting book 1. 2. 3 To The Zoo by Eric Carle. Anno's Alphabet and Anno's Counting Book by Mitsumasa Anno are excellent examples of each of these literature types.
*Wordless Books: In most picture books, the text, or written story, and the illustration work together to tell a story. In a wordless book, the illustrations alone narrate the story. These books are wonderful for encouraging children to tell stories and- for stimulating language. Look for Mercer Mayer's Bubble Bubble or Peter Spier's Rainy Day
*Informational, and Concent Books: Informational books provide answers about the child's world; concept books expand a single idea. Donald Carrick's The Blue Lobster is an informational book about the life cycle of a lobster. The concept book, Push. Pull, Emery. Full by Tana Hoban is a series of photographs which illustrates the meaning of oppositional words. Look Again! also by Tana Hoban, is another concept book.
*Realistic Fiction: Stories of realistic fiction reflect everyday experiences of young children and provide insight to their world. Ann Herbert Scott's Sam is a wonderfully sensitive selection from this category.
*Modern Fantasy: The fictional characters in modern fantasy live in the world of pretend. Modern fantasy is appealing to three and four year olds because they love magic and make believe. Dr. Seuss' The Sneetches and Bartholomew and the Oobleck examples of modern fantasy, are full of imagination and fun.
*Fairy Tales. Folktales. and Fables: These traditional stories have been passed on from generation to generation. In many instances the true author is unknown; the stories are often "retold". As in modern fantasy, the characters in fairy tales, folk tales and fables live in the world of make believe. Both written collections and single illustrated editions are available. The Three Bears, a classic, is an excellent first fairy tale for young children.
*Historical Fiction: This type of literature tells about life long ago. Although young children have difficulty understanding the concept of "long ago", these books introduce the idea and offer children a wealth of information about a different way of life. In Donald Hall's Ox-Cart Man, children learn about a family raising its own food and livestock, and trading for everyday necessities. Thy Friend, Obadiah by Brinton Turkle is another example of historical fiction.
Definitions in Literature Genre' developed by Amanda Dyer.
| Benefits:
Materials: Groundwork: |
By acting out this simple story according to the prepositions, children
practice remembering the sequence and following directions.
Bears In The Night by Stan and Jan Berenstain, Random House, 1971. Pre-read the story and plan how to involve the children in setting up your obstacle course. Duplicate the story as closely as possible. |
| The Experience: | Since the obstacle course takes up a large amount of space, it is best
to include all the children. This story activity is most successful when
several adults assist.
Gather everyone to hear the story. Read slowly and softly, building to a faster pace and slightly scared tone of voice. The owl's voice in the middle of the story should be rather loud, but not overwhelming. Finish the story quickly, in keeping with the actions of the characters. Next, involve the children in setting up the obstacle course. When you are reading, have a staff member walk through it as you explain the course. Let one child go through at a time, while the story is read. Have everyone else participate by joining in the story and taking the role of the owl. Be prepared to allow more than one turn. |
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Groundwork: |
Preschoolers have fun with the colorful language, repetition, and rhythms
of nursery rhymes.
Book of Nursery and Mother Goose Rhymes by Marguerite de Angeli, Doubleday & Co., 1953. Large index cards, stickers, or nursery rhyme coloring books to cut up. As you read through this book, choose nursery rhymes that you and the children like and that provide opportunities for dramatization. Write the nursery rhymes on large index cards. Do a simple drawing, cut out a picture, or place a sticker that is somehow related to the rhyme on each card. For example, try a "spider" sticker on the "Little Miss Muffet" card. Put the cards in a special box and keep them where the children can use them. |
| The Experience:
Reflections: |
With a group of children (as many as 12 or so if you want), pick a
nursery rhyme card from the box. Read the title and talk about the sticker.
Explain that only this rhyme has this particular sticker. After awhile,
children will be able to choose their favorite rhymes by remembering the
appropriate stickers.
Read the rhyme, inviting those who already know it to join in. To do "Little Miss Muffet," for example, have the children pick partners - one being Miss Muffet and the other a spider. Ask how spiders move and let the children practice. Have the Miss Muffets pick spots to sit. While they pretend to eat, begin the rhyme. Conclude with the Miss Muffets running away scared. The children will probably want to change roles and do the rhyme again. As children learn these rhymes at preschool, their parents are often prompted to remember and share favorites from their childhoods. Add these to your collection. |
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This fun and involving story helps children understand change and growth.
The Very Hungry Caterpillar by Eric Carle, Collins Publishers, 1978. A dozen or so large cardboard boxes or flat cardboard pieces, and a double blanket. Design the cardboard boxes or flat pieces to represent the foods in the story. Cut a hole large enough for a child to crawl through in each. Form an obstacle course with the cardboard foods and place the blanket at the end. |
| The Experience:
Reflections: |
Gather a group of children together and read the story. Then, invite
the children to become caterpillars crawling on the floor. Explain that
you have some food for them to eat, so that they will grow and change into
butterflies. Let one child at a time eat her way through each food in the
obstacle course. At the end have her wrap up in the blanket, pretending
to be a caterpillar spinning a cocoon. Show your delight when she emerges
as a beautiful butterfly.
The main theme of this story deals with the transformation of a caterpillar to a butterfly, the process of change and growth. Other subjects include: counting to 10, naming the days of the week, and good nutrition. |
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Materials: Groundwork: The Experience: |
This illustrated poem invites young children to view the world from
a new perspective.
The Snail's Spell by Joanne Ryder, Fredrick Warne, 1982. Pre-read the story to capture the quiet, slow-moving pace of the poem. Use it with either large or small groups of children. Gather the children so all are able to see the illustrations. Use a strong but soft-spoken voice to set a quiet, mystical mood. Read the poem twice. The first time, read so the children will become familiar with the words. The second time, have one adult read while another leads the children in pretending to be the snail in the story. Allow plenty of time during the poem for imagining. Encourage the children to feel and use their bodies like a snail. As you experience this poem over and over again, the children will feel
more comfortable with dramatizing the words.
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| At Preschool: Why We Do What We Do: What You Can Do at Home: |
We involve children in reading by using children's literature in many
ways. A variety of books are 'always displayed in a quiet area for children
to look at, on their own or with an adult. We often do special activities
with books. The children enjoy discussing plots and characters, recreating
the stories with puppets, and acting out feelings and conflicts.
Good children's books provide many important experiences for children.
Reading with an adult creates a warm, close relationship for children.
Stories encourage children to think imaginatively, offer new ideas and
information, and model healthy relationships. Children also learn appropriate
language from books. Most important, having fun with books helps children
want to' learn to read.
You can help your child enjoy reading. Use the local library, asking
the librarian to suggest books to you. Let your child help pick them out.
Read to her regularly. Having books at home will encourage her interest.
Pick a quiet moment and a comfortable spot for reading to together Having
a special time each day gives your child something to look forward to.
Some parents like to read at bedtime; others prefer morning. Reading at
a time that's good for you will enhance the 'experience.
Talk about the story and characters. Your preschooler will want to hear some stories again and again. After a few times, let her join you in telling the story. These special moments will help your child learn that reading is fun. |
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Children can join the fun as the non-threatening monsters in this story
provide the chance to vent feelings.
Where The Wild Things Are written and illustrated by Maurice Sendak, Harper and Row Publishers, 1963. Large paper bags, markers, yarn, glue, crayons, glitter, fabric scraps. Preread the book to catch the rhythm of the story and sequence of events. You will want to practice your most non-threatening, but slightly scary, "wild things" voice. Each child will need a bag to turn Into a "wild things" mask. Set out a variety of art materials on tables and cut the eye holes in the bags ahead of time. |
| The Experience: | This activity works well with both small and large groups. As the illustrations
are a vital part of the story, settle the children where all can see. Introduce
the book and author and read the story through once. Talk about what happened,
asking the children to help you retell the events. Then allow ample time
for everyone to make a "wild things" mask.
When the masks are completed, reread the story. Explain beforehand that, at the "rumpus" part, you will stop reading so they can have a "wild things rumpus" with their masks. Playing some jazzy music will add to the fun. Signal the end of the rumpus by stopping the music, and then finish the story. |
| Reflections: | This book is the first in a trilogy by Maurice Sendak. Your children will probably like In the Night Kitchen and Outside Over There as well. They also are published by Harper and Row. |
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Pretend Max landed on a different island. What would Max find there? If you could live in a different land, what would it be like? |
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This hide-and-seek story gives children a warm example of love and
acceptance.
The Runaway Bunny by Margaret Wise Brown, Harper and Row Publishers, 1942. Props based on the story, such as carrots, rope, watering can, or fishing pole minus hook. Pre-read the story, considering the soothing effect of your voice and the repetition of phrases. Read and discuss the story. 'The little bunny's mother looked for him and found him, no matter where he went. This was one way she showed him how much she loved him. What are some of the things we do to show family members or friends that we love them, no matter what?" (Hugs, helping with chores, picking a summer bouquet, saying "I love you" in words or sign language, making a present, etc.) For an active and fun conclusion to this discussion, set up dramatic play based on events in the story. Some children can become runaway bunnies, crocuses, sail boats, or birds. Others can become gardeners, the wind, or tall leafy trees who, when they are reunited, show how much they care. |
| Reflections: | It is important that the little bunny could imagine running away without really doing it - that his mother playfully joined in his fantasy, providing security and acknowledgement. |
| Variations: | If you ever "ran away" with a funny or interesting result, share your experience with the children. Prompt them to imagine where they would go if they could safely "run away. What would their secret hiding places be? What would they want to do when they came home again? |
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This story about blueberry picking in Maine exposes children to an
unusual regional and local custom.
Blueberries For Sal by Robert McCloskey, The Viking Press, 1948. Teddy bears and dolls to recreate the story, large boxes or a sheet thrown over a table to serve as the mountain, a metal pail, beads or real blueberries for sound effects. Set the scene in a way that will enable you to read the story and manipulate the props with ease. You may want to have blueberries on the menu. Introduce the story by asking how many have ever gone blueberry picking. Who has eaten blueberries, blueberry muffins or pancakes? Explain that the story is about a young girl their age who lives where blueberries grow and who goes to pick some with her mother. When you're finished reading, allow time for the children to reenact the story using the props. Have "blueberry and blue" activities for those who are waiting a turn: a cooking project using blueberries, blue paint at the easels, or blue water at the water table. If possible, plan a berry-picking field trip. Make berry jam as a group project when you return. |
| Reflections: | Although most children may not have had the specific experience of
picking blueberries with their parents, many will have other special times
with family or friends to talk about and reflect upon. Encourage their
recollections and find props that might help them act out their own stories.
Look for books native to your region. They can help children reaffirm
their connection to familiar settings, occupations, and customs.
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