Category Archives: Literacy

Engaging Young Children with Interactive Books

Image © parents.com

Many grownups remember their favorite childhood books, especially ones their parents and educators read to them. Or even fairy tales or older siblings’ textbooks. Some children, though, are energetic and may struggle to sit silently and listen to reading. Thankfully, interactive books can entertain children while helping develop vital skills in literacy, communication, and vocabulary.

Kaplan Early Learning Company says that interactive reading between adults and children is essential when it comes to children’s early literacy skills. Interactive books engage infants and capture their natural curiosity. Unique features, such as textures, lift-flaps, moving parts, pull-tabs, or die-cut pages, help support young children’s sensory development.

Pull-tabs and lift-flaps can especially aid in developing toddlers’ pre-reading skills. Vicki, a former teacher and a mother, says on her blog that these book features provide parents and educators with an opportunity to help children develop their basic skills. For example, asking toddlers what they think they will find behind each flap is a fun way to teach them how to make predictions.

Interior spread from Shapes at Play by Jin Choi.

Some of Star Bright Books’s titles contain unique features that can help toddlers develop their essential skills. Shapes at Play by Jin Choi is a casebound board book designed for children to discover shapes in bright primary colors. This wordless book with lift-flaps will help toddlers learn basic geometry and geometric concepts, shape relationships, scale, and proportion, especially if adults ask them questions about what they see and what they might find with flaps closed and opened.

Red Socks by Ellen Mayer, illustrated by Ying-Hwa Hu.

Our Small Talk Books® series, written by Ellen Mayer, features books like Red Socks and Rosa’s Very Big Job that include a note for parents, caregivers, and teachers. Each note advises adults on how to hold rich conversations with toddlers to help develop and nurture vocabulary and emotions. This activity sheet, for example, can be paired with some of Star Bright Books’s laundry-specific books and is a fun way for adults and toddlers to sort clean laundry together while comparing sizes of clothing items.

With unique interactive features, children’s books are an excellent way for toddlers to develop basic skills, expand knowledge, and remember precious moments with their families and educators forever.

Translation Effects on Children’s Books

Movie details are sometimes altered to appeal to wider or local audiences. Disney’s Zootopia is no exception.

Judy Hopps, the first bunny cop in the modern mammal metropolis called Zootopia, teams up with a cunning fox, Nick Wild, to solve a mystery that could potentially ruin the relationship between different types of animals. One of the characters in Zootopia was customized depending on the aired countries. In the US, Canada, and France, a TV news reporter is a moose, but the same character is seen as a panda in China and as a raccoon in Japan.

“Localizing graphics across different countries is just another way to specialize films across the world to make sure films will resonate with audiences,” said Kirsten Acuna, a correspondent for Business Insider. This principle also applies to children’s books.

As a children’s book publisher, Star Bright Books makes a concerted effort to include children of all colors, nationalities, and abilities in its books by working with diverse authors and publishing multilingual, multicultural books. Here are some changes made in our books in translation to respect the cultures, religions, and backgrounds of the target audience.

Covers of Animal Colors (English and Navajo/English editions), illustrated by Brian Wildsmith.

Just like Zootopia, animal characters are altered when publishing books for different peoples and cultures. In this case, the purpose is not to localize the character, but rather to respect cultural connotations. The original version of Animal Colors by Brian Wildsmith, for example, includes snakes and frogs; however, these animals are believed to bring bad luck in some cultures. As a result, the yellow snake was updated to a yellow chick and the green frog became a green chameleon in the Navajo and Navajo/English bilingual versions of the book.

A scene from the English edition of Animal Colors by Brian Wildsmith.

Character names and objects are also often adapted when translating one language into another in order to make them more familiar to the target audience. In the original Greek edition of Comings and Goings, the main character’s name is Phevos. In the English edition (a 2022 USBBY Outstanding International Books selection), Phevos became Alex. In this way, native English readers can pronounce the main character’s name more easily. Similarly, Phevos and his mother’s meal of mashed potatoes and cabbage was changed to sandwiches and French fries because the latter combination is a common lunch option in the US.

The English version of Comings and Goings contains changes to character names and food items. Art from Fotini Tikkou.

Certain words and phrases cannot and should not be translated into other languages because readers might misinterpret an author’s intention or find the situation unrelatable. Which sounds better: sushi or raw fish on top of a vinegar rice ball? Translators also choose words and phrases that convey appropriate meaning and sometimes avoid translating word-for-word.

Children will immerse themselves in cultural stories when words, characters, and other design elements are adapted for easy understanding. Young readers can travel around the world by safely reading diverse books at home thanks to translators’ careful considerations.

Showing Random Acts of Kindness with Ceri and Deri

Mark Twain once said, “Kindness is a language which the deaf can hear and the blind can see.” Although this famous quote is still alive today, some people may take it for granted and forget to show kindness with their words or actions. That is exactly why National Random Acts of Kindness Day was established in the US.

The idea behind this annual event celebrated on February 17, is to make the world a better and happier place through simple, kind deeds. Kindness is magic we use to help each other, build meaningful relationships, spread positivity, and even improve our quality of life. As a children’s publisher, we believe that young readers can learn the importance of kindness by reading books with kindhearted characters. In celebration of National Random Acts of Kindness Day tomorrow, we would like to share the Ceri and Deri series by Max Low to illustrate small acts of kindness.

Ceri and Deri is a book series for children between 3 and 6, with stories revolving around Ceri, a cat with stripes, and Deri, a dog with spots. Stories about their friendship can help young audiences develop their sense of dignity and respect for others.

Ceri and Deri: Good to Be Sweet is full of random acts of kindness. First, a shop owner offers a bag of free candies to Ceri and Deri. The two hungry pals happily share their treats with their friend Dai. Young readers will learn the joy of sharing as well as the basic concepts of division and subtraction while enjoying this charming tale.

Another book in the series Ceri and Deri: Time for Clocks shows Ceri and Deri’s care and respect for one other as the two friends try to figure out the best time to meet up. This playful story is perfect for children to learn how to read a clock.

While National Random Acts of Kindness Day is celebrated only once a year, sharing kindness is something we can all do every day. In the forthcoming title Ceri and Deri: Build a Birdhouse the main characters help a stray bird find a caring home to live, sing, and dance. Start sharing kindness with strangers and loved ones, just like Ceri and Deri!

Look for these titles by Max Low:
Ceri and Deri: Good to Be Sweet
Ceri and Deri: Time for Clocks
Ceri and Deri: Build a Birdhouse (available May 2022)
Ceri and Deri: The Treasure Map (available May 2022)

Multicultural Children’s Book Day 2022 Reviews

On January 28, Star Bright Books proudly returned as a bronze sponsor for Multicultural Children’s Book Day! We appreciate the opportunity to participate in this celebration of representation and diverse stories. Multicultural Children’s Book Day, now in its tenth year, aims to connect young readers with multicultural books and expose them to new perspectives. This year, volunteers read and reviewed Books and Bricks: How a School Rebuild the Community, I Have Cerebral Palsy, and The Magic of Clay. We would like to share their amazing words below!*

*Click each link to read the full review.

Books and Bricks: How a School Rebuilt the Community

Mindfulece (Twitter: @TheMindfulECE)
“I loved this book for children. It’s wonderful to read out loud. It’s informative and includes a little bit of mystery that keeps the reader engaged. As the story unfolds it’s heartwarming to see the transformation of the main characters from hopeless to hopeful about what a thriving school can do for the community.”

Hannah Stere (Goodreads and Amazon)
“[This] is an engaging story about a South African community that bands together to create a mutually beneficial relationship in an engaging and thoughtful way. Books and Bricks highlights the importance of a school as a community support system.”

Medha Tare (Instagram: @picklebunny_books)
“An inspiring example of #communitybuilding with parallels around the world.”

I Have Cerebral Palsy

MaryAnne Kofenderfer (Twitter & Instagram: @mamasmiles)
“This book represents beautifully MCBD’s mission to raise awareness of the ongoing need to include kids’ books that celebrate diversity in homes and school bookshelves.”

Shenna Bogetti (Instagram: @librarian_shenna)
“[I Have Cerebral Palsy] is a great book to help build that world knowledge and help students be comfortable around others that may have cerebral palsy or another type of disability.”

Rachana Ramanan (Instagram: @rach_artnmore)
“This book is so beautiful – it blew my mind away – it journeys through the life of Sydney – a day at school, home, her struggle with Cerebral Palsy and makes you realize that she’s just like any other girl with hopes and dreams! As she says, ‘I’m a lot like you, but I do have to do some things differently!’”

Bev Baird (Blog and Goodreads)
“I thoroughly enjoyed Sydney’s story and would highly recommend it. Thank you, Sydney, for your candor and sweetness.”

The Magic of Clay

Leanna Guillén Mora (Blog and Instagram: @craftymomsshare)
“If you have a little art lover in your life – or one that just loves playing with modeling clay! – then they will love The Magic of Clay, a wonderful new picture book from Star Bright Books, a MCBD Bronze sponsor! It is a deep dive into the science and art of clay, including how it is formed and how it can be used to make new creations.”

Kelsey Ray (Twitter: @ReadingRay)
“This book is very enlightening about clay and its properties. I learned so much about the process of creating items from clay in a clear, concrete manner.”

How to Build a Diverse Classroom Library

Most educators understand that to help students thrive, children’s books need to reflect and uplift a child’s own identity. This can be accomplished when students have access to diverse and inclusive children’s literature, but challenges exist in both the lack of diverse children’s books on the market and limited access to funding for teachers to acquire books for their classrooms. Here is a guide on how you can overcome these challenges to make your classroom library one in which all of your students can see themselves in the pages of a book.

From Layla’s Head Scarf by Miriam Cohen, illustrated by Ronald Himler

Evaluate the Books You Have

Before you make any changes to your classroom library, it is important to evaluate the content and quality of the books you already have.

As you start to evaluate and expand your library, work with school administration to prepare for potential complaints, opposition, or censorship. Ask your school board to develop and implement policies in support of inclusive written material and clear intellectual and academic freedom statements, as well as measures to handle opposition. These policies should include a formal complaint process and indicate possible reasons for exclusion of written material.

Make a list of topics you want your classroom library to cover. A diverse library will include books written by or about the experience of people including (but not limited to):

LGBTQIA+ individuals
Indigenous people and people of color
People with disabilities
Families with varying socioeconomic experiences
Ethnic, cultural, and religious minorities

Next, clear your classroom library’s bookshelves or bins. Label the empty shelves/containers with the topics you’ve identified. Then, sort your current books into these categories, based on content and/or author demographics. Permanently remove books from your library that work against inclusion; for example, books that reinforce stereotypes or books that promote offensive depictions or descriptions.

Identify the types of books that are missing from your collection, based on which shelves are sparse, empty, or not varied. Remember that while it is important for children to read about racism, discrimination, and marginalization, it is essential for children to see themselves thrive. As Dorian Smith-Garcia notes, “When you’re picking stories with Black lead characters, it’s important to choose diverse plots. Not everything needs to focus on slavery, racism, and inequality all the time—the Black experience is not a limited one!”

From Layla’s Head Scarf by Miriam Cohen, illustrated by Ronald Himler

Expand Your Classroom Library

Now that you have a better understanding of the books already in your classroom, expand your library by researching which books will fill the gaps in your collection and figuring out how to fund and acquire those books.

Research books that cover the topics that are missing from your current collection. You will be able to find expert help from a librarian, or you can consult online lists of books with diverse subjects from reputable sources, such as We Need Diverse Books and the American Library Association “Best of” lists. Your students might also be able to provide great recommendations!

Obtain funding to purchase new books. Since PTA and classroom funds are often limited, consider applying for grants through the American Library Association. Teachers in the US can receive free diverse children’s and young adult books through the Multicultural Children’s Book Day Diverse Books for Classrooms Program. If you teach in a low-income school, there are free diverse books available through We Need Diverse Books in the Classroom.

You can also solicit the support of your community by starting a crowdfunding campaign through organizations like PledgeCents, Teachers Pay Teachers, or Adopt A Classroom. Collaborating with other teachers, working with a local librarian, or checking with your school administration can help you to identify additional funding sources.

Acquire the books on your list. A great way to use funds efficiently is by shopping at public library sales, secondhand stores, or “budget” book websites. Consider asking your local indie bookstore for discounts or donations. If your funds are very limited, harness the power of social media (especially Twitter and Instagram). Many children’s book authors and bloggers host book giveaways with hashtags like #FreeBooks, #BookGiveaway, and #KidsNeedFreeBooks.

Finally, integrate the new books into your classroom. Don’t just put your new books on the shelf! Having a “featured read” section can highlight a new book for your students. You can also prompt interest by reading books aloud in class or integrating them into your curriculum. Encourage student ownership in caring for the books by assigning a student “librarian of the day” to organize the library. This ownership will help assure your inclusive collection lasts for many school years to come.

From Layla’s Head Scarf by Miriam Cohen, illustrated by Ronald Himler

The Practical Benefits of Writing Letters

Image from Comings and Goings by Anna and Manos Kontoleon, illustrated by Fotini Tikkou (Available August 30)

In this day and age, the art of proper letter writing is a fast-dying practice. Although mail services are as quick and efficient as ever, technology’s role in replacing our immediate communication practices can make putting pen to paper feel outdated.

However, there are numerous practical benefits for children to pick up letter writing—especially with so much recent at-home schooling. Letter writing helps children develop lifelong skills, such as patience, penmanship, sentence-building, and maintaining relationships with family and friends.

First, help your child identify a good letter recipient. Writing letters is a great way to bridge generational gaps. Grandparents, great aunts and uncles, and other elderly people may prefer letters to text messages or emails, so this is an easy and fun way to keep in contact—and letters are sure to be on display on the fridge for years to come! One of your child’s pals or a friendly neighbor are also good options. The recipient should be someone who you think will be inclined to respond.

Writing a letter is a different experience for each child. But, overall, it is great practice in assembling words, expanding vocabulary, and building sentences. Especially in the summer, it keeps a school-aged child’s reading and writing skills finely tuned and improves penmanship.

Sit down with your child and explain the the parts of a letter and how formal or informal (depending on the recipient) to make their note. Help your child practice their sentences and go over what they write. A message can be short and to the point! Teach them where to put the stamp on the envelope.

Let your child’s creativity take hold! They will enjoy decorating each letter with stickers, glitter, and lots of colors. Your child can include an illustration, and even decorate the envelope. Make sure to help them address the envelope correctly. You can even talk about the parts of an address as you write it out.

Perhaps most importantly, letter writing teaches children the importance and value of patience. In a time when we get things nearly instantaneously, patience is a tremendous virtue best learned at an early age. Let your child drop their letter into the mailbox and wait for a response. The joy of finally getting a letter back addressed to them will make the wait so worth it!

Learning and Dismantling Discriminatory Language

Language is one of the most powerful tools an individual possesses—it is essential in connecting with and learning about each other. However, when language causes harm to certain individuals or communities, it fosters an environment of non-acceptance and discrimination.

Despite noticeable efforts to do away with implicit racist language, some people continue to use common terms and phrases without realizing the inherent racism in them. Activists and educators create awareness of such terms and encourage parents to teach children the implicit racist connotations in everyday language. According to Nikki Tennermann, administrative director of the Office of Health Equity and Inclusion at Boston Children’s Hospital, children who hear offensive terms directed at them or their family members develop negative internalized feelings (toward themselves), impacting their identity development.

Mother giving piggyback ride to daughter

Image by shotphoto2u from Vecteezy.com

Below is a list of common American English terms that are normalized in everyday usage, but extremely harmful and insulting to marginalized communities. It’s imperative that we understand the negative impact of these words and their history, especially when inculcating language development in children.

Powwow: Considered an offensive appropriation of a culturally important term in Indigenous communities.
Master bedroom: The word “master” has problematic ties with slavery as it implies ownership and existence of “enslaved people’s quarters.”
Blacklist/Blacklisted: Terms that imply Black is bad in comparison to the “whitelist” of accepted terms.
Urban: In references to literature and music, this term reinforces negative stereotypes and marginalizes Black artists.
Thug: Although the Indian origin word “ruffian” means thief, in the US, this term is a nominally “polite” way of using the N-word.
Uppity: According to T he Atlantic, this is a term racist Southerners used to describe Black people, especially Black women, who “didn’t know their place.”
Spirit animal: Similar to “powwow,” this term also appropriates Indigenous cultures and puts forth misconceptions about their sacred beliefs.
Long time, no see: Although NPR says this as an accepted form of American slang, some believe it mocks people of Asian descent who speak with broken English.
Tribe: When a non-Indigenous person uses “tribe,” it erases the significance of Tribal sovereignty and identity.
Eskimo: A derogatory term used by colonizers that contains racist connotations of barbarism.

Many parents and caregivers now take initiative to speak with their children about racism and discrimination in language. Although these conversations are not easy to navigate, they foster a sense of understanding and empathy in young children. Moreover, they are the first step toward building an anti-racist household.

How can I teach my child to identify and deal with racial/ethnic slurs?

Here are some strategies you can use to facilitate a conversation with your preschooler/toddler. To engage with your child at an earlier age, refer to the resources at the end!

Address the situation immediately: If your child says something hurtful or disrespectful, be swift and firm in your response. Let them know that it is harmful to the other person or community. Use phrases like “It is not okay to use that term. It is inappropriate and unkind.”
Explain the origin of the word(s): Do not downplay the racism and use age-appropriate descriptions. For instance: “Their feelings are hurt because it is not the right way to describe them.” You can also explain how the term(s) is/are racist and teach your child the appropriate words. “We do not use the word ‘Eskimo. The correct word is Inuit.”
Acknowledge your child’s feelings: If your child is a target of any slur, comfort and acknowledge their feelings. “I know it made you angry when they called you that name. It’s okay to feel angry about that.”
Start an open dialogue: You can also ask questions like “Why do you think they said that?” Reaffirm their identity by saying, “We are proud of our heritage. Even if people say such things, it doesn’t affect who we are.”
Engage in positive media: Read and watch positive portrayals of different communities. To counter negative media stereotypes, expose your child to stories, books, films, etc. that accurately represent diverse racial and ethnic groups. For example, the film Zootopia explores stereotypes among animal groups, which is a great way of teaching children the impact of prejudices and false perceptions.
Understand your own biases: Acknowledge your own implicit bias(es) and make a conscious effort to be a role model for your child. If your child observes you making an effort, they are likely to follow suit. Have regular conversations about racism and bigotry to develop an anti-racist environment.

Image by notecocktail915705 from Vecteezy.com

These are just some of the ways you can teach your child about bias-free language. Consult the following resources for more information on ways to talk to your child about racial bias.

Artist Spotlight: Judi Moreillon

Judi Moreillon and her “rescue love dog,” Teddy

Star Bright Books had the privilege of speaking with Arizona-based writer Judi Moreillon about her life, her writing, and her newest book Please Don’t Give Me a Hug!. In our interview she discusses her life as an academic and children’s book author, as well as her inspirations from her childhood and into her career. Here is a portion of our conversation.

Star Bright Books (SBB): What does your creative writing process look like?

Judi Moreillon (JM): Although I have a routine, my process can be described as messy. I write and edit professional books as well as write children’s books. I write every day.

Since I have just completed a professional book project that is in production, I now have more time for my creative writing. If I have just an hour or so to focus, I pick a children’s book work-in-progress to read aloud and revisit. Ending a story is one of my weaknesses. So, I often spend time writing alternative endings.

If I have new inspiration, I write very sloppy rough drafts. When I can truly dedicate two or more hours to writing, I pick up a historical fiction project I started years ago. I am currently reengaged in a focused research effort for that project.

SBB: How have your experiences teaching and working in library science impacted your own

storytelling and views on children’s literature?

JM: Before studying library science and becoming a school librarian and librarian educator, I

was a classroom teacher. When a principal asked me what I most enjoyed about teaching,

I responded that I loved sharing literature and stories and conducting research with

students. She told me I should be a school librarian.

During my library science master’s degree program, I had the opportunity to study

children’s and young adult literature and how fiction and informational books can be

used to deepen young people’s thinking and increase their knowledge of themselves and

our world. One professor who greatly influenced me had extensive knowledge of the

history of children’s literature and made connections to folklore and storytelling. You could say I was hooked!

SBB: Growing up, did someone in your life encourage you to read? Did someone encourage

you to write?

JM: My mother said I loved stories from the very start of life. My father was working and going to night school, and well, Momma just didn’t have much time to read to me.

Fortunately, I had same-age cousins who didn’t enjoy being read to so my uncle adopted me as his star listener. I believe he made a difference in my love of the written and spoken word as did my dad who told my siblings and me made-up stories at bedtime most nights.

I also credit my third-grade teacher, Miss Schwab, with setting me firmly on the path of

writing. Miss Schwab loved poetry. She read poems aloud to our class daily and every

Friday we composed our own heartfelt poems. From those writing experiences, I learned

I had an innate understanding of meter and rhyme, and to this day, I feel great satisfaction

when I write a poem that captures an authentic emotion, curious experience, or exciting idea.

SBB: According to your website, you have written many poems that will “never be published.”

Why is that?

JM: Most publishers are reluctant to publish poetry collections. They say poetry doesn’t sell. To my way of thinking, it’s a great day to celebrate when a poetry collection or a book written in rhyme earns a prestigious children’s literature award. Sadly, those days are few and far between.

SBB: How do you use different sides of your writer’s brain, so to speak, to write both educational texts and books for children?

JM: For the past few years, the research-based educational texts side of my brain has dominated the more imaginative side. I am on the cusp of “retiring” the serious side and look forward to the resurgence of the playful side. My grandchildren—now eighteen months and three years of age—are powerful motivators for lightening and loosening my writing.

Even as young as they are, they have given me enough story starters to last for many

years of writing and submitting manuscripts for consideration.

SBB: What inspired you to write Please Don’t Give Me a Hug! ?

JM: Make Way for Books (MWFB), a Tucson-area nonprofit that offers early childhood literacy programs and services, hosted a writing contest. I had never written a work-for-hire or even entered a writing contest. I elected to write a story for children who do not like to be hugged. At the time, I was learning about young children with autism who preferred not to be touched and the idea of giving consent for the ways one wants to be touched was gaining more attention. For me, the story forthrightly addresses both the needs of touch-sensitive children and children’s rights to body autonomy.

SBB: What do you hope Please Don’t Give Me a Hug! will convey to adults and caregivers?

JM: I believe that the first-person point of view in Please Don’t Give Me a Hug! is essential in telling this story. The book makes it clear that children have agency with regard to their own bodies. They can say “no” to peers and adults alike; they can state how others should respect their boundaries. Understanding and practicing consent from an early age can increase how touch between children and between children and adults is understood in families, schools, and communities.

SBB: How do you think Estelle Corke’s illustrations help bring this book to life?

JM: As a picture book author who does not draw, I feel especially fortunate when an illustrator enhances my story. I appreciate that Estelle Corke’s child-friendly illustrations show three different children demonstrating autonomy while engaging in a wide variety of intergenerational social situations. The children and adults depicted are from various racial and ethnic groups and one character is assisted by a therapy dog. Estelle’s art shows each child’s discomfort when receiving a bear hug and their comfort in receiving greetings in other ways. Books published by Star Bright Books are sensitive to showing diversity in books that increase young children’s understanding that difference among people is both normal and positive. Estelle Corke’s artwork furthers Star Bright’s “concerted effort to include children of all colors, nationalities, and abilities in our books.”

SBB: How did you come up with the many alternative ways of showing a child love and affection that are mentioned in the book?

JM: As an educator, parent, and now grandparent, I have practiced all of the ways to show caring that are demonstrated in the book. All children deserve to receive (and ultimately give) kind greetings and meaningful acknowledgements.

It seems winks, waves, and smiles have always been go-to communication tools for

educators and family members. In addition to acknowledging auditory or speech differences, including the ASL sign for “hi” is also important. Some children may not want a soft pat on the back or a cootchie-coo under the chin, but it’s likely most will enjoy an air kiss. Our grandchildren like to sign-off our video chats by blowing us kisses. (The three-year-old is working hard to master winking!)

SBB: Should we keep an eye out for more Judi Moreillon children’s stories in the future?

JM: Absolutely!

Cover image of Please Don’t Give Me a Hug! by Judi Moreillon, illustrated by Estelle Corke

Rebuild the Planet with Reading: Inspiring Children’s Books to Celebrate World Environment Day

What is World Environment Day?

Celebrated annually on June 5, World Environment Day highlights the importance of protecting the environment and ensuring that our planet remains a better place for current and future generations. The first World Environment Day was held in 1974 by the United Nations with the theme “Only One Earth.”

This year, in an effort to help rebuild the planet, the United Nations announced the theme for World Environment Day 2021 is ecosystem restoration and introduced the slogan, “Reimagine. Recreate. Restore.” In the last few decades, worldwide issues such as plastic pollution, global warming, illegal wildlife trade, and water scarcity have destroyed millions of natural habitats and have endangered multiple species, some of which are now extinct.

Page excerpt from Professor Noah's Spaceship

From Professor Noah’s Spaceship, written and illustrated by Brian Wildsmith

How Can You Celebrate?

For World Environment Day, you can contribute by teaching your children good habits for sustaining the environment. Through education and exploration, children develop a love for nature and nurture other beneficial skills like social responsibility, tolerance, and critical thinking.

Be it an exciting story on saving a swamp from disaster or a somber tale on poisonous waste, books can be influential teaching materials. Below is a list of books that will inspire children of all ages to be a part of the green literate force and protector of Planet Earth!

Books for Babies and Toddlers

Baby Loves Green Energy!
By Ruth Spiro, illustrated by Irene Chan
Board Book, Ages 0-2
Expertly written for babies, this book is a great introduction to climate change and green energy options. It includes STEM concepts in age-appropriate language that will spark babies’ interest in nature.

Hello, World! Planet Earth
By Jill McDonald
Board Book, Ages 0-2
The latest installment in the Hello, World! series, this board book details different countries, continents, oceans, landforms, habitats, and Earth’s place in space.

Mrs. Peanuckle’s Hiking Alphabet
By Mrs. Peanuckle, illustrated by Jessie Ford
Board Book, Ages 0-3
Learn about animals, plants, and more with this unique set of ABCs! Using vivid images and playful text, this book is sure to engage little ones and inculcate a love for the outdoors.

Books for Preschoolers and Early Elementary Readers

The Boy who Grew a Forest
By Sophia Gholz, illustrated by Kayla Harren
Hardcover Picture Book, Ages 5-8
The Boy Who Grew a Forest follows the real-life story of Jadav Payeng, a young boy who single-handedly planted over twelve hundred acres of lush forest on a barren island in northeastern India.

Greta and the Giants
By Zoë Tucker, illustrated by Zoe Persico
Hardcover Picture Book, Ages 4-7
Author Zoë Tucker explores the journey of young environment activist Greta Thunberg who rose to global recognition while raising awareness about the climate crisis. This book was also included on the 2020 Green Earth Book Awards’ recommended reading list.

Marjory Saves the Everglades: The Story of Marjory Stoneman Douglas
By Sandra Neil Wallace, illustrated by Rebecca Gibbon
Hardcover Picture Book, Ages 5-9
Named a Green Earth Book Award recommended title, this is a biography of journalist Marjory Stoneman Douglas who fought to save the Florida Everglades from becoming an abandoned swamp and land for a jetport.

The Mess We Made
By Michelle Lord, illustrated by Julia Blattman
Hardcover Picture Book, Ages 5-7
Using a rhythmic crescendo and digital artwork, The Mess We Made dives into the impact of waste on marine biodiversity. The book also provides details on the Great Pacific Garbage Patch disaster and ocean pollution and conservation.

Artwork from Professor Noah's Spaceship featuring wildlife against a background of artistic trees and smoke

From Professor Noah’s Spaceship, written and illustrated by Brian Wildsmith

My Friend Earth
By Patricia MacLachlan, illustrated by Francesca Sanna
Hardcover Picture Book, Ages 3-5
A perfect book for any beginner! It covers interesting environmental facts through interactive die-cuts and poetic text, making it a dynamic reading experience for toddlers and young readers alike.

Professor Noah’s Spaceship
By Brian Wildsmith
Hardcover Picture Book, Ages 4-8
Written and illustrated by renown artist Brian Wildsmith, this book unfolds a quirky tale of animals whose habitats are destroyed. When they seek new homes, the animals are transported back to the time after Noah’s biblical flood.

We Are Water Protectors
By Carole Lindstrom, illustrated by Michaela Goade
Hardcover Picture Book, Ages 3-6
Winner of the 2021 Caldecott Medal, this is a lyrical narration of a young Indigenous girl’s quest to save water, the most revered resource, from harm and corruption.

What a Waste: Trash, Recycling, and Protecting our Planet
By Jess French
Hardcover Picture Book, Ages 6-9
Written by Dr. Jess French, a qualified veterinarian, What a Waste takes readers on an informative journey on issues of pollution and solutions like recycling and renewable energy. Filled with fun facts and illustrations, this book is apt for any budding ecologist!

Books for Upper Elementary and Middle School Readers

Darcy Moon and The Aroona Frogs
By Catherine Carvell, illustrated by Michael Scott Parkinson
Paperback Chapter Book, Ages 8-11
This book weaves a delightful tale about Darcy Moon, who feels like a misfit around everyone else. Darcy soon learns that she is an Earth Guardian and her mission is to save the local swamp from disaster!

Monarch Mysteries
By Claire Datnow, illustrated by Ruth Palmer
Hardcover & Paperback Chapter Book, Ages 9-12
Part of the Adventures of the Sizzling Six eco-mystery series, this installment follows a group of six preteen girls as they try to protect endangered monarch butterflies from interfering city officials and even the weather!

Developing Child Literacy Through Technology

Image from Pexels.

The Link Between Education and Technology

Recent innovations in technology have enabled education to become more personalized and efficient than ever before. This change is especially visible in digital resources for children’s literacy.

With technology, parents, caregivers, and educators can nurture reading skills in new, exciting ways. Digital resources like apps, online games, and ebooks help promote literacy for children with different learning styles and abilities.

It is important, however, to be aware of children’s screen time. These education strategies can be implemented in moderation from the time they begin to read or write. A combination of digital and offline resources offers an effective teaching strategy. Experts note that technology can complement traditional literacy teaching, but not replace it.

Smartphone and Tablet Apps

Applications for smartphones and tablets provide an interactive medium for young children to develop reading comprehension and writing skills. They also create an inviting and personalized digital environment that inspires regular reading habits.

For children ages three to six, tracing apps model the proper way to write letters and allow children to practice. The opportunity to observe and replicate promotes technique through a fun format. Some apps, such as iTrace, allow children to practice writing their names, common words, and letters.

Other apps, like TeeRead, are used by educators to assess a student’s reading comprehension and recommend a personalized library. TeeRead encourages children to continue reading and rewards their progress.

Online Games

As children become more comfortable with reading and writing, they can practice with free online word games. For instance, Word Game Time provides fun options for children from kindergarten to seventh grade. Starfall offers materials for pre-K through kindergarten and first through third grade to promote vocabulary development, grammar, and interest in reading. Parents and caregivers can play these word games with children, allowing them to shape literacy skills through a bonding opportunity.

Ebooks and Audiobooks

Ebooks are a readily available resource to help children practice their reading skills. Since the start of the pandemic, many libraries have expanded their ebook collections, allowing more free digital reading options. With applications like OverDrive, library ebooks can be accessed on a phone, tablet, or computer.

Audiobooks are also a helpful resource to develop literacy skills. Hearing intonations, pacing, and even the function of punctuation can help shape comprehension during early childhood. Listening to an audiobook alone or reading the physical copy in tandem can help children understand new stories.

Star Bright Books is proud to offer free digital access to four of its picture books on a weekly basis, as well as expanded read-aloud permissions. We hope that these resources will be helpful for parents and caregivers!

Other Benefits of Technology Integration

Integrating technology into children’s lives can also help to develop digital literacy—the ability to seek out, evaluate, and understand information online. It is crucial to develop a healthy and responsible relationship with technology at a young age, and implementing these strategies can help to do so.

Each child is different! Technology allows parents, caregivers, and educators to tailor learning experiences to meet individual needs. Introducing these resources in moderation will encourage kids to be curious about reading and technology. Providing these opportunities will allow children to have fun, develop their literacy skills, and instill a love of reading.