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For decades, I maintained a status quo of living like a Jew without being one. When I finally pursued conversion, I discovered that I was part of a larger movement born of crisis.
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“What’s to wonder about water?”, you might ask. Professor Ture will tell you why. Filled with compelling illustrations, this free children’s book takes a dive into a whirlpool of knowledge about the ubiquitous water that we often take for granted.
Something magical was happening in the fish bowl and he wasn’t quite ready for what lay in store. Read this captivating free illustrated book for kids that encourages them to explore and be awed by the many wonders of nature.
Is there ever an ordinary day at the beach? Read what happens when a flea, a dog and a hog meet on a warm sunny day by the sea. This Free Children’s Book is great read for children aged 3 to 8.
Looking for a Free Bedtime story books? Jim and Jen are going to the zoo and the drive never seems to end. EVER! They just made a song for the road and the tune is growing on mom and dad.Let’s tap our feet and sing along..
Dragons come in many shapes and sizes and speak different tongues. Some are mean, some are kind, some have legs while some don’t. No matter what they all have one thing in common..they grab eyes wherever they go. Join our free children’s book giveaway to read more about these wonderful creatures.
Mandy and grandpa went on a hike . But it was more than that. Together they explored the woods, learnt to be at peace with nature and talked their hearts out about things that mattered. It was a special bond between them and you’ve got to read this great free illustrated children’s book to experience it. Happy Exploring!!
Sandy chances upon an old treasure map and as the events roll out one after another, he becomes richer both by pennies and by thoughts. Here’s a treasure hunt to embark upon in this free children’s storybook. Sail Away Captain! The seven seas are yours.
Shh! Did you hear that? The jungle’s saying a story and you cannot afford to miss it. A colorful narrative set in the woods..camouflaged as a free children’s dog story. Happy Reading!
Jimmy’s starting school and he doesn’t know what’s in store. One step at a time, slowly but surely, he made it to the school bus. And off he went! Just like that. The illustrations in the free bed time book for children evoke sweet memories of that very special first day at school.
He thought he was the Lord of the Farm. He thought he was Boss. But his vanity was short lived and soon he learnt a lesson he’ll never forget. Follow this funny and thoughtful story of a certain farm we chanced upon in this free bedtime storybook.
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Choosing the right books for your child is important; getting it right the first few times can spark the beginnings of a lifelong enthusiasm for reading. So how can you spot a good children's book amongst the dizzying variety of titles and genres?
Children's Short TalesStart your free trial of Reading Eggs and let your child enjoy the children's book library, as well as hundreds of phonics and reading lessons that are fun and highly interactive.
Choose books that allow your child to explore different worlds and lives but are still familiar enough that they can see themselves in the characters. Even if it's a story set in an imaginary world of monsters and fairies, if the characters have hopes and desires that are easy to relate to, your child will be more interested in reading it until the end.
Whether it's learning a timeless moral in The Tortoise and the Hare or learning about numbers, fruit, and days of the week in The Very Hungry Caterpillar, the best books often teach things without us even realizing it. Choose books that deliver an important message or subtly teach essential skills such as the alphabet, counting, colors, or seasons.
Children's author Libby Gleeson suggests that when choosing a good book for children, parents should “resist the desire only to feed their children the books they loved when they were young”. Your child may not share the same passion for your childhood classics, and, as Gleeson notes, “The world has changed and children have changed.”
Use the Five Finger Rule if your child will be reading on their own. If the book has a few difficult words, read it aloud together with your child. There's nothing wrong with exposing children to more complex language in context. But if you know the language and concepts will be too difficult for them to enjoy the story, avoid putting them off reading altogether by choosing a simpler book.
Vivid and clear imagery that supports the story is powerful for early readers aged 4–8. Choose books that have good illustrations that correspond with the storyline. Wordless books are also a great way to develop your child's language skills, as they require readers to interpret the illustrations as the story progresses.
How many times has your child requested yet another reading of Dr Seuss? Books that rhyme or have a good lyrical flow are fun to read aloud and listen to. Read with enthusiasm and use different voices for different characters to bring the reading experience to life.
Talk to your child's teacher, librarian, or other parents to find out about popular children's books. Alternatively, search online for award-winning children's book lists or hop onto book review sites to read what other parents are suggesting. Jump on TikTok and check out what’s trending.
At the end of the day, what makes a good children's book is any age‑appropriate book your child wants to read! Let your child choose which books they would like to read because choosing to read over not choosing to read is a significant step towards a lifelong love of reading.
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Looking at and listening to picture and story books is a ubiquitous activity, frequently enjoyed by many young children and their parents. Well before children can read for themselves they are able to learn from books. Looking at and listening to books increases children's general knowledge, understanding about the world, and promotes language acquisition. This collection of papers demonstrates the breadth of information pre-reading children learn from books and increases our understanding of the social and cognitive mechanisms that support this learning. Our hope is that this Research Topic/eBook will be useful for researchers as well as educational practitioners and parents who are interested in optimizing children's learning.
We conceptually divide this research topic into four broad sections, which focus on the nature and attributes of picture and story books, what children learn from picture and story books, the interactions children experience during shared reading, and potential applications of research into shared reading, respectively.
The first section of this research topic focuses on the nature and structural attributes of picture and story books that influence the benefits of shared book reading. Three papers report empirical studies exploring how changes in story book attributes influence adult interaction style and child recall of story content (Greenhoot et al., 2014; Nyhout and O'Neill, 2014; Read, 2014). Greenhoot et al. (2014) examine the effect of storybook illustrations. Specifically, they gave parents either illustrated or non-illustrated stories to read with their 3–4-year-old children. Illustrated stories lead to more verbal and non-verbal exchanges between parents and children during shared reading and better recall of the story events by children. Nyhout and O'Neill (2014) explore the impact of narrative structure on book reading style. Parents read picture books to their 21-month-old children that either included contextual illustrations (narrative) or decontextualized illustrations (non-narrative). Although the two types of books elicited the same number of natural facts about animals overall, mothers reading narrative books provided more story-specific statements about the animals while mothers reading non-narrative books provided more labels and physical descriptions of animals. Finally, Read (2014) examined the effect of rhyme on children's learning of names for novel monsters. Two- to four-year-old children heard stories where either monster names did not rhyme with a descriptive feature, or where the name occurred before the feature (non-predictive rhyme) or after the feature (predictive rhyme). Children identified significantly more monsters by name if the names followed a predictive rhyme. Together, this sub-collection of papers demonstrates the dramatic influence picture and storybook attributes can have on parent reading behavior and children's learning.
The next two papers present cross-cultural comparisons of the messages conveyed by storybooks (Suprawati et al., 2014; Vander Wege et al., 2014). Suprawati et al. (2014) compared the nature of the challenges faced by protagonists in story books published in Indonesia, Japan and the United States, along with how these challenges were resolved. Japanese stories contained the largest number of challenges, and a greater proportion of challenges that were resolved by the protagonist alone compared to American stories. In a similar vein, Vander Wege et al. (2014) coded the illustrations of books published in Romania, Turkey and the United States for the depiction of emotional expressions. As predicted by cultural norms, American books showed more intense emotional reactions—especially negative expressions. These studies reveal that story books reflect (and may also teach children about) the values of one's cultural group.
The final two papers in this section consider the methods used by researchers to establish which features of story books best support learning. Wagner (2013) provides an opinion piece arguing for the need of a quantitative database of the content of children's books. She explains how such a database could be used to support theoretical claims about the content of picture books and to identify testable hypotheses about the features that help children learn to retell stories. A second methodological paper, by Burris and Brown (2014), reviews the external validity of narrative comprehension assessments, drawing particular attention to research with children from low-SES and minority populations. They argue that researchers should test comprehension using real-time, on-line assessments during the story reading (e.g., think-aloud protocols, probe questions), as well as off-line assessments of children's comprehension (e.g., free recall, cued recall and story retelling).
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