Around the Nursery, Part 5 - Cover to cover

Abook corner or area has traditionally been part and parcel of early years settings. In theory, it should be a space where children explore books with adults and independently. Sadly, this is not the case in all settings, where some children throw themselves on the cushions or roll around pushing cars and trains through upturned books that are used as tunnels.

With the new inspection framework giving books and stories a greater focus, it may be worth reflecting on how books and book areas are planned for.

BENEFITS

An early introduction to books can be life-changing for some children. Children’s progress in language and early literacy skills is linked to time spent with adults and books. The interactions that take place between adult and child during book-sharing tend to be more complex and sustained. This is, in part, because books often have higher levels of language in them and the illustrations or the text provides plenty of opportunities for children to develop new vocabulary.

Children also pick up on some book behaviours that are modelled by adults, such as how to hold a book, turn pages and eventually choose a book. Emotionally, books are very important for children. Books can help them empathise, recognise their own feelings and also help them to feel secure.

While some children share two, three or four books every day at home, other children may have no or limited access to books. The link between books, language and later literacy is the driver behind the focus on book sharing in the new inspection framework.

ROLE OF THE ADULT

While children can to some extent access books independently, the reality is that children are hugely reliant on adults. They need adults to share books with them, to make sense of the text and also to introduce them to new books.

As children pick up on our body language and tone of voice, books need to work for adults too. A book that an adult enjoys is likely to be one that children quickly come to love.

• Choose books appropriate for children’s language level and stage of development.
• Recognise when children are becoming restless and, if necessary, finish at this point.
• Offer to share a book again if the child is settled and interested.
• Leave familiar books out so that children can access them independently.
• Involve children by, for example, letting them turn pages.
• Encourage children to talk about what is happening and also what they can see in the illustrations.
• Expect that children may want to turn back to look at things of interest in the illustrations. This is particularly so with two- and three-year-olds who may need longer to process the pictures and the words.
• From around two years, point your finger to words and sentences as you read them so children can learn there is an association between words and print.
• With children from around three years old, point out words that have some significance either for the story – for example, ‘Thump, thump, thump’ – or for the child – for example, ‘That word says “mummy”.’

WHY PLANNING IS ESSENTIAL

It is important to plan for books in much the same way that we might plan for other areas within the setting. The aim should be that over time, children are increasingly able to enjoy more complex and potentially challenging books. They should also have opportunities to have explored a range of books, including poetry and nursery rhymes and non-fiction, alongside some classic favourites.

Planning also means introducing new books. It is easy for both adults and children to get ‘stuck’ on some favourite books such as Where’s Spot? or The Gruffalo. Favourite books are important, because they give children confidence and, in some cases, emotional security. As adults, we might like them because we know they will ‘work’ for the children. But planning for new books is important as with every book that a child shares, they can access new images and words.

New books crucially introduce children to new ideas and knowledge. For children who have never been to a beach, a book about the seaside, such as The Girl and the Dinosaur by Hollie Hughes and Sarah Massini, can help children see what activities take place at the seaside, as well as the vocabulary associated.

Books for babies

Books that work well for babies are not complicated. They may have simple pictures that allow babies to pick out key elements.

Babies need plenty of repeated opportunities to share books with adults. When books have text, it should be simple and/or repetitive. Consider the following:

Fabric books – for example, Jungly Tailsby JellyCat.

Books with features such as squeakers or bells within them – for example, Baby’s Very First Cloth Book: Faces by Campbell Books.

Books with fabric flaps – for example, Where’s Mr Lion? by Ingela P Arrhenius.

Books with a tactile component – for example, That’s Not My Teddy by Fiona Watt and Rachel Wells.

Books for toddlers

Toddlers increasingly want to handle books. This means that it is worth looking out for some board books that can be lent or left out alongside some traditional books. Books that work well with this age group have a simple story and may have repetitive or rhyming phrases.

Repetition allows toddlers to join in, while rhymes alert children to the sounds in words. As children’s language develops, it is important to make sure that there are always some books that have a little more text in them and so provide the challenge. Look out too for a mixture of styles of books including some non-fiction.

Among the books recommended by BookTrust for one- to two-year-olds are: Orange Pear Apple Bearby Emily Gravett; Count with Little Fishby Lucy Cousins; The Very Hungry Caterpillar by Eric Carle and A Busy Day for Birds by Lucy Cousins.

Books for three to fives

Assuming children’s language is developing well, most three- and four-year-olds are starting to enjoy books that have more complex language and plots. They will still enjoy some of the books that they looked at when younger.

They might start to access these independently and self-talk as they look at the images and ‘read’ the text as they remember it. This means that is always important to have a wide range of books pitched at different language levels. In addition, it is worth looking at how books for this age range may be used to inspire adult-guided activities. A book about going on holiday such as Archie’s Holiday by Domenica More Gordon may spin off into seeing how many clothes we can pack into a suitcase.

CREATING AN AREA

While little baskets of books alongside a sofa or a chair work well in a baby room or in a small setting such as a childminder’s, in settings which are busy, it is important to create a book area. They can often be a quiet sanctuary to children. The term ‘book corner’ is used because putting books in a corner often creates a cosy space.

While a corner may be the best place, it doesn’t really matter where the book area is situated provided there is enough light for children to see the books and also enough space for a sofa or cushions where a few children and an adult can curl up. Full or partially enclosed spaces work well so that children can feel they are in a special place. Ideally, you should try to keep the space just for looking at books or chatting.

When reflecting on a book area, it is worth thinking about how easy it is for children to physically access books, so storage and also display are important. Children are often attracted to books by their covers and so books new to the children or ones that we are hoping children to focus on need to be displayed front-facing. It can also be worth putting out some small boxes or baskets with just four or five books in them so that children can pick out easily one they may like. In your book, area:

Is there natural light so children can see books well?

Does the layout feel cosy and away from the hustle and bustle of the setting?

Is it easy for children to find their ‘favourite’ books?

How easy is the book area to maintain and keep attractive?

If you combine your book area with an area for storytime and thus make it larger, you will need to think about how you manage to retain a cosy feel. Some settings physically move furniture back or turn it around to create space for storytime.

CREATING ADDITIONAL AREAS FOR BOOKS

Children should be able to access books not just in the book area. This might include putting books in places where children can find them easily and almost by ‘accident’, such as by the snack area or outdoors in places where children often stand or sit.

It is also useful to have a book area in the cloakroom or reception so parents can see that you value books. Some settings create library-type spaces where parents and children can look at a book with their child if they are early or while waiting with a younger child to come out.

STORYTIME

Enjoyment among the children at storytimes is a key indicator of successful book provision

Finally, it is worth looking at how you organise storytime. In some ways, it is worth seeing storytimes and sharing books as two separate activities.

Sharing a book when you are by yourself or with one other child feels very special. When books are being shared in this way, children can stop and talk or even go back a page or two to look further at something. This is not possible when children are part of a larger group, which means storytime is about having a shared experience alongside others.

Storytime generally works best with children whose language level is moving towards fluent and who have already had plenty of experience with shared books. Typically, it is easier to maintain interest when the book is already known by children or it has many repeated elements, as this allows children to join in.

Some of the most effective storytimes take place without books, with the adult telling a simple story using gestures and body language. This takes some practice and also confidence, but means the adult can focus on the children. As well as known stories such as ‘Three Little Pigs’, stories can also be created using events from children’s lives – for example, ‘This is the story of Marcia and the snack that fell on the floor!’

Tips for storytime

• Make sure you have read the book through to yourself before reading it to the children.
• Keep the group as small as possible for maximum involvement – for example, asking questions and allowing children to comment.
• Think about the language level of the children and choose a book that all children can understand and enjoy.
• Tell children what a new book is about and why you think they will enjoy it.
• Don’t keep stopping to ask questions on the first read-through as some children may become distracted.
• Watch out for children who are starting to lose interest.
• Make books available afterwards.

EVALUATING

There are three key terms that Ofsted considers when looking at the quality of education: Intention, Implementation and Impact. Here are some questions that might help you to reflect on opportunities for books in your setting.

Intent

How do you:

• identify children who are less enthusiastic about books or who may not have access to books in English at home?
• plan to ensure that children have repeated opportunities to share books with adults?
• ensure that children are able to revisit favourite books?
• identify new books to introduce to children?
• encourage parents to share books at home?

Implementation

• Are books and stories shared in ways that excite the children?
• In group storytimes, are children able to see the illustrations?
• Do adults help children to understand the meaning of unfamiliar words?
• Are children given sufficient time to respond to books and stories?
• Are children able to choose books for adults to share with them?
• Are the books available in good condition and appropriate for the language level of children?

Impact

• Do children access books as part of child-initiated activity?
• Do children role-play ‘reading’?
• Are children enthusiastic when sharing books with adults?
• Are children handling books in ways that show they are familiar with how books work in English? For example, are they turning pages from front to back?
• Do children appear to enjoy and show interest at storytime?
• Do children talk about books they have read or use vocabulary or expressions from the books they have shared?

Part 6 on painting, collage and junk modelling, will be published on 17 February

NURSERY WORLD SHOW

Join us at the Nursery World Show in London on 7-8 February to hear advice from leading experts on how to build young children’s language and reading skills.

Consultant Penny Tassoni will be exploring how to ensure developmentally appropriate progression for children as they explore stories and rhymes.

Early years teacher and PhD student Andy McCormack will be giving advice on how to build up and make the most of an affordable, high-quality picturebook ‘library’.

Consultant Julie Revels will turn her attention to scaffolding learning for two-year-olds, and communication and language in particular. And literacy specialist Kym Scott will be giving advice on how to support young children’s early writing.

• To register and see the full seminar and masterclass programme, visit: www.nurseryworld show.com