Providing a selection of outstanding, stimulating books for children to read is critical to a child’s intellectual development and additionally provides a sound literary heritage. It is important that daycare providers and preschool teacher have knowledge of how to select and evaluate children’s books
Books for young children are typically categorized by age level and by genre (type). Three genres for children include nonfiction (books of information), folklore and poetry, and fiction. Fiction books are then broken down into categories depending upon the interests and requirements of children in different stages of development.
Daycare providers who work with preschool aged children should focus on baby books and picture books.
Baby books
Baby books are appropriate for children beginning at birth and continuing through the age of two. Baby books provide infants and toddlers with visual stimulation and help them learn to associate words with pictures.
There are several types of baby books including board books which are made of cardboard, washable cloth books, and plastic bath books. Some are even designed to be touched and felt, providing baby friendly sensory stimulation.
The main criteria for evaluating baby books, according to The Barnes and Noble Guide to Children’s Books [Barnes & Noble, 1999], is uncomplicated text and illustrations. The text should be repetitive and the rhymes should be energetic. Look for artwork that is vivid that children can recognize. In terms of construction, the baby book should be durable with rounded corners and also should be small enough so that children can handle the book and turn the pages easily.
Among the best baby books for children:
- The Carrot Seed by Ruth Krauss [Harper & Row, 1945]
- Working by Helen Oxenbury [Little Simon, 1981]
- The Very Hungry Caterpillar by Eric Carle [World Publishing Company, 1969]
- Max’s First Word by Rosemary Wells [Dial, 1998]
Picture Books
Picture books are appropriate for a broad range of interests and reading levels spanning from ages from 2 to 8. Characterized by their bountiful illustrations and memorable characters, picture books also tell a story and are meant to be read aloud.
Kathleen T. Horning, in her book From Cover to Cover: Evaluating and Reviewing Children’s Books [HarperTrophy, 1997] contends that evaluating children’s picture books is especially challenging because the critic must take into consideration the elements of art, text, and how they work together to create a unique work of art. “In evaluating picture books, it is also useful for the critic to have an understanding of common interests and cognitive abilities of young children at different stages in their development,” says Horning.
To evaluate picture books, look for compelling artwork or photography. Storylines should be engaging and have predictable plot structures. The text of the very best picture books should flow naturally when read aloud and should contain patterned language (rhythm, rhyme, or repetition). Children should want to read them over and over.
Examples of excellent picture books:
- Millions of Cats by Wanda Gag [Coward McCann, 1928]
- Snowflake Bentley by Mary Azarian [Houghton Mifflin, 1998]
- Is Your Mama a Llama by Deborah Guarino [Scholastic, 1997]
- The Snowy Day by Ezra Jack Keats [Viking, 1962]
- The Giving Tree by Shel Silverstein [HarperCollins, 1964]
There are many resources available to help early childhood educators select books for young children. Literary award lists can be extremely helpful . For preschool aged children, look for titles that have achieved honors like Newberry and Caldecott awards. Literary guides such as Anita Silvey’s 100 Best Books for Children [Houghton Mifflin, 2004] as well as previewing free eBooks for children online can also aid in the selection process.
Understanding the elements that contribute to a remarkable children’s book, daycare providers and preschool teachers can select interesting and engaging literature for children.
