BOOKBUG PIRATE
Scottish Book Trust’s guide to sharing books with your three-year-old.Includes exclusive
interviews with Lorraine Kelly and Kenny Logan
1
WELCOME
Welcome to Bookbug’s essential guide to sharing books with your child. Bookbug is part of Scottish
Book Trust, the leading agency for the promotion of literature, reading and writing in Scotland. Our
programmes reach people all over Scotland and help children and adults alike to be inspired by books!
The Bookbug programme aims to provide free packs of books to every child in Scotland. It also
involves a range of fun, free activities such as Bookbug Sessions, where babies, toddlers and their
parents come together to enjoy rhymes, sing songs and listen to stories.
The Bookbug guide is all about sharing books with your child. It’s filled with tips about the best places
to get books, suggestions for stories we think your child will love, ideas on how to encourage language
development – and insights into why enjoying books together has so many benefits.
Throughout the publication you can read about parents’ own experiences of supporting their child in
learning about books, language and storytelling.
We would like to hear about your experiences of enjoying books with your child. Get in touch with us
by emailing bookbug@scottishbooktrust.com.
We hope you enjoy this edition of Bookbug, and look forward to hearing from you!
Meet our experts
A team of advisers shared their ideas and experience with us, helping to shape this edition of Bookbug.
They are (left to right): Kim Hartley (Scotland officer, Royal College of Speech and Language
Therapists), Dr Suzanne Zeedyk (senior lecturer in developmental psychology, University of Dundee)
and Dr Moira Leslie (lecturer at Moray House School of Education, University of Edinburgh)
Bookbug alert!
Bookbug packs are gifted through health visitors, libraries and early years settings at around eight
weeks, 18 months and three years old. Make sure you know when your next pack is due by registering
online at the address below. You will also receive special emails on the day of your child’s birthday,
full of book suggestions and handy tips!
www.scottishbooktrust.com/bookbugalert
2
CONTENTS
Getting started
4
Waking up to words. Exclusive interview with GMTV presenter Lorraine Kelly
7
Sit back and relax… How reading together benefits you and your child
8
Practical tips for parents. Ideas to help give your child a love of reading for life
10
Meaningful marks. Tips for encouraging your child’s first attempts at writing and drawing
11
Count me in. Why everyday activities can help your child understand numbers
Supporting your child
12
Breaking down barriers. Rugby star Kenny Logan on how dyslexia affected his childhood
14
Reading with blind or deaf children. Making storytelling fun for children with additional
support needs
16
Look who’s talking. Ideas to boost your child’s language skills
17
Step by step. Milestones to watch out for in your child’s development
Books & activities
18
Books we think your child will love. We recommend some of the best stories available
20
Where to get books. Whether you are borrowing or buying, here is where to go
22
Bookbug’s Library Challenge. The free programme encouraging children to love their library
23
Reading all together. Sharing books with different ages
24
Let’s have fun together! A handy guide to pirate games and activities
Language & rhyme
26
Word power. Revealing the many benefits of being bilingual
27
Talking your language. Celebrating Scots rhyme
28
Make time for a rhyme. How music and song can improve your child’s language skills
29
Bookbug Sessions. Find out about our free, friendly local events aimed at having fun together
30
Pirate rhymes. Pirate-themed songs for you and your child to enjoy
3
WAKING UP TO WORDS
GMTV presenter Lorraine Kelly talks to Scottish Book Trust about her lifelong passion for
reading, writing her autobiography – and her most embarrassing moment
How did you find time to read to your daughter when she was young? I was always surrounded by
books when I was growing up, and I think that influenced how I read to my daughter. My mum taught
me to read and write before I went to primary school, so I had a huge advantage. From a tiny age all my
family were great readers and there were lots of books in the house.
I always have a book in my bag and I’m always reading. I still have all my books from when I was a
wee girl. Even when my daughter Rosie was a baby I read to her – picture books about animals and
stories like Each Peach Pear Plum. It’s great for their imagination. Bath time or just before they go to
sleep is a great time to do it. We read The Wind in the Willows, The Adventures of Tom Sawyer, and
everything by AA Milne. It was great to rediscover stories like that through reading to Rosie. People
like JK Rowling have helped to get kids reading again and I hugely admire her for that.
What was your daughter’s favourite children’s book? She had lots. Each Peach Pear Plum, anything by
Dr Seuss, like Green Eggs and Ham, and Enid Blyton’s St Clare’s books. She reads the Twilight books
now. She’s always reading!
What do you enjoy reading? I have a huge collection of books about Antarctica, which I love. I did
Russian at school so I read and reread a lot of Tolstoy and Turgenev. I also like Marian Keyes and
Maeve Binchy.
How do you relax? I do read books to relax but I also have to read for work. I’ve always got a book on
the go. I like to go back to old favourites. My dad is really interested in astronomy. It’s fascinating to
look back at astronomy books that were written in the 1960s and see how things have changed.
What inspired you to write your autobiography, Lorraine: Between You and Me? A biography had
come out and that was fine but it was a cut-and-paste job with lots of mistakes in it. I thought it would
be good fun to write something myself. I loved the process of writing – talking to my family and
finding out stories from them. But writing fiction is a real job. If I did it, it would have to be for the
right reasons – something I was devoted to and really believed in.
Have you ever thought of writing children’s books yourself? Children’s books are incredibly hard to
write. It’s a very demanding audience! You have to have a talent for creating an absorbing story that’s
completely engaging for children. You need to be starry-eyed!
Out of all the celebrities you’ve interviewed, who has been your favourite? There are a few! George
Clooney and Will Smith are always a joy to interview because they treat the whole thing as fun
and make it so easy for you. Paul O’Grady was the surprise host for my 50th birthday show on GMTV
and he is a delight – funny and generous but with that brilliant waspish humour. And Peter Ustinov was
lovely. He was a great communicator and an extremely well-read and absolutely fascinating man. He
could communicate with anyone without ever being patronising, which is a real talent. He was a
raconteur, writer and actor; he had such a long and varied career.
Who is your favourite character, either from a children’s book or a book for adults? I loved Winnie the
Pooh. He was cheeky and a rebel – I really liked that. But my favourite character of all time would
have to be Raskolnikov from Crime and Punishment.
4
What’s been your most embarrassing moment on GMTV? I was coming down the stairs on one of the
shows and I just fell over! I have an earpiece so that the producers can tell me things while we’re on air
and all I could hear in my ear was them howling with laughter! When something like that happens you
just admit it and go with it. I stood up and I’d skinned my knees. I said, “Does anyone have any ideas
about how to help someone who’s skinned their knees?” And lots of people sent in suggestions.
What made you decide to stay in Dundee and not move to London? GMTV have allowed me to stay up
here – they’ve been fantastic. I do the Monday and Tuesday shows live in London and then record two
days. So I’m only away from home for two days. It has meant that Rosie could go to school in
Scotland. I feel very lucky to be able to live here. I love London but it’s great to be able to live in
Scotland and be with my family – it’s the best of both worlds.
My favourite places in Scotland: Orkney and Barra
I am currently reading: South by Ernest Shackleton
I always wanted to grow up to be: Jo from Little Women
My earliest memory: Being outside our single end in the Gorbals when I was about two, bawling my
head off because I had a scratchy woolly hat on!
My daughter’s first word: “Dada”, swiftly followed by “no”!
5
SIT BACK AND RELAX
Cuddling up together to read a story brings a surprising range of benefits for children and
parents, as Suzanne Zeedyk explains
Effects on your child’s brain and body
Every time your child enjoys time reading with you, important neural pathways in their brain are being
strengthened.
If story time is part of a predictable evening routine, this will be good for the development of the
amygdala, which is a part of the brain that processes emotions.
When your child cuddles up to you, their body produces a hormone called oxytocin (sometimes called
the ‘cuddle chemical’). This brings a feeling of contentment and security, a reduction in the heart rate
and a sense of calmness and relaxation.
Emotional benefits
This is an opportunity to share experiences and have fun together. You can link events in the story with
your child’s feelings, and explore new emotions by talking about the experiences of the characters.
Your child will be anticipating your attention. If they point to a picture of a dog in a story, and say
“Dog!”, they may turn to look at you and expect a positive response. If you say “Well done!” or “Yes,
that’s a dog”, you help reinforce their confidence, and emphasise a shared understanding between you.
If you aren't a very confident reader yourself, don’t worry. Make up some stories about the pictures.
The most important thing for children is that they are having an enjoyable time with you.
Learning and development
You and your child are giving joint attention to the story in both pictures and ideas. This is an ideal
setting for learning new words and concepts. You can also relate what you read to things your child has
recently experienced.
Bedtime stories help to establish an understanding of boundaries. You can do this by telling your child
how many stories you’re going to read and then saying before the last one, “Okay, we will read one
more story and then we’ll say goodnight.”
Dr Suzanne Zeedyk is senior lecturer in developmental psychology at the University of Dundee
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PRACTICAL TIPS FOR PARENTS
Follow our advice and give your child a love of reading for life
1 It doesn’t have to take long! You just need a few minutes every day to read together. Sit your child on
your knee or anywhere close to you, and simply turn the pages of a book, chatting about the pictures.
2 It’s fun Reading to your child helps you both enjoy special quiet moments together every day – and
it’s the perfect time to have a cuddle!
3 Everyone can help Encourage everyone to share books with your child – grandparents, carers, older
brothers and sisters, and friends. They could also recommend favourite stories, authors or places to get
books.
4 Read anything Choose something that you like to read. It doesn’t matter what you pick – it could be
stories, poems, comics or rhymes. If you enjoy reading, your child will notice.
5 Read to your child at bedtime It’s a great way to end the day on a calm, positive note for both of you.
Your child will sleep better if they feel relaxed and so will you!
6 Books make great presents Suggest to friends and relatives that they buy your child a book as a gift
for a special occasion. And if you go to a birthday party, buy a book – it’s cheap and it’s sure to be a
hit.
7 Take a book with you wherever you go You can look at it with your child when you’re waiting for
the bus, visiting the doctor or sitting on a train. Children are better behaved when they have something
to focus on, and reading a storybook is ideal.
8 Books don’t have to stay on the bookshelf! Make sure books are easy for your child to find and pick
up around the house. Why not put a few inside your child’s toy box too? Or under their pillow, or in the
bathroom? It’s a simple way of ensuring that books become a central part of your child’s life.
9 Join your local library Children are never too young to join. It’s free and you can borrow a great
selection of books. Let your child pick books they like – and choose a few you’d like to read too.
10Books Encourage Writing Sharing books together will inspire your child to begin drawing, writing
and coming up with their own stories. Encourage your child to do this by sending a pirate postcard to a
grandparent.
11 Watch your child become a book lover It won’t be long before your child brings their favourite
books to you, asking you to read with them. Children love reading the same book again and again and
knowing what happens next – so enjoy it with them! Follow their lead and look for interesting new
details on the page.
12 And don’t forget – reading to children gives them a head start in life Sharing books with your child
will help develop their listening and language skills. They will also find learning to read much easier
when they start school.
My experience…
Alison (28), mum to Gemma (four), and Rory (18 months)
7
“My kids both like books with textures to touch or little doors to open. They like books with strong
rhythms and brightly coloured pictures. I found it hard at first when the older one wanted the same
books again and again but I realised that this really helped her understand the stories. Now she has
started wanting to make her own little ‘books’ by sticking her drawings together. When I was heavily
pregnant with my second child, books were a lifesaver. When I got exhausted in the afternoons I would
snuggle up with my daughter and read while getting a lie-down!”
8
MEANINGFUL MARKS
Your child’s early attempts at writing can be fascinating and fun. Moira Leslie explains what you
can do to encourage them
Sharing storybooks and rhymes with children from day one is great fun. It is also likely to have a
positive impact on their early literacy development.
Talking, reading and writing are all connected, so as well as frequent book-reading, your child will
benefit from lots of opportunities to explore and play with different writing materials.
Try to involve your child as often as possible in activities such as writing shopping lists, birthday cards
and notes. As your child sees you writing, reading back what you have written and talking about why
you are writing, they will probably want to have a go at writing too. Praise and encourage your child
whenever you see him or her experimenting with writing while playing.
Talking with young children about their mark-making and early attempts at writing is an important first
step in helping them understand the connections between reading and writing.
You are unlikely to be able to ‘read’ any of your child’s early pieces of writing! Very early attempts
will take many forms – they might look like random marks or scribbles on the page. Later, you might
be able to pick out shapes that look like invented or recognisable letters, perhaps from your child’s
name.
Whatever your child produces, show that you are interested in it and that you feel it is important. You
can do this by having a conversation about what they were thinking about when they did the writing,
and by asking them to read it aloud to you. By joining in this enjoyable writing play with your child
and talking together, you will begin to find out what he or she understands about writing. This will give
you ideas about how to support and develop this interest.
Young children’s mark-making and early attempts at writing are fascinating. Collect examples as your
child is growing up and you will have a precious keepsake from these important first years of
development.
Dr Moira Leslie is a lecturer at Moray House School of Education, University of Edinburgh
Top tips
Make special books with your child using photographs of family, favourite toys, pets, your street… the
list is endless! Make up the story together and let your child see the words appearing on the page as you
write their contribution. Your child will love sharing these books and will probably try to read them to
you!
Put together a special box of interesting writing materials and involve your child in choosing what to
put in the box. Paper folded into different book shapes will encourage your child to have a go at
creating their own little books.
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COUNT ME IN
Everyday activities can help young children grasp the basics of maths, explains Professor AlineWendy Dunlop
When my first grandchild was three weeks old, my younger daughter and I were visiting just before
bath time. Calum was lying kicking on his bath towel. His admiring audience sat close in, faces within
his view. He looked from one adult face to another in turn. Then his mum went to fill his baby bath.
Calum again looked round the faces – one, two, three – where was his mum? One, two, three, and he
cried. As a fond granny with a passion for child development, I declared, “Calum’s going to be great at
maths – he’s counting already!”
How can we ensure that children grow up with a useful grasp of mathematics and numbers?
Opportunities to develop basic numeracy surround us in our everyday lives. Parents and carers
typically chat to even very young children about the mathematical tasks they themselves undertake.
Almost every activity during the day provides opportunities to talk about numbers with little ones.
These can include:
•
Writing a shopping list with ‘how many’ of each item is needed
•
Pressing the button for the right floor in the lift
•
Spotting the bus number at the bus stop
•
Buying enough sausages for tea
•
Making sure there is a cup or piece of toast or apple for everyone
•
Looking at books such as The Very Hungry Caterpillar which make numbers, counting and
sequencing part of the story
•
Naming and counting everyone in a family photo
•
Singing songs such as ‘One, two, three, four, five, once I caught a fish alive’
•
Playing with fingers and toes
•
Pouring water in and out of containers in the bath
•
Stacking beakers by size
•
Counting candles on birthday cakes
•
Sorting the washing into piles
•
Picking up shells, leaves, sticks, clothes pegs and toys
•
Counting the steps upstairs to bed.
These everyday activities indirectly and quite naturally help little children to enjoy ‘the language of
maths’ from an early age.
Most children will soon notice if there is a banana short at teatime, if there aren’t enough sweeties to go
round or if one foot has lost its sock.
With the help of their parents, children will naturally develop a playful understanding of number,
colour, shapes, groups, one-to-one matching, counting, classifying and sequencing. A child who uses
number concepts in these practical ways is already a mathematician!
A strict or formal approach to numeracy is not needed with the youngest children. But an adult who
notices maths and numbers in everyday things can help children to be observant too, to count, to use
number names and to have fun in a practical way.
Professor Aline-Wendy Dunlop is chair of childhood and primary studies in the Faculty of Education,
University of Strathclyde
10
BREAKING DOWN BARRIERS
Rugby player Kenny Logan talks about fatherhood, his first book – and why being dyslexic
doesn’t have to hold you back
How old were you when you found out that you were dyslexic? I was 16 or 17. I lived through my
childhood thinking I was thick. It wasn’t until a teacher helped me after school that I understood. The
only thing I was told was that it wasn’t about being stupid. My teacher started telling me about people
who were dyslexic who had been very successful, like Winston Churchill and Jackie Stewart, and that
made me feel better. The first book I read was Lassie, which is probably aimed at a nine or ten-year-old
child. That took a year to read. I was so tired by trying to read it – I couldn’t take it in.
What was it like writing your autobiography, Just For Kicks? The best thing about the book was
actually doing it – I wrote about and talked about things I’d never opened up about before. It was a
journey. When I got to the part about school I didn’t want to continue with it because it was such a sad
part of my life. But then I got into it again. Talking about dyslexia and seeing how other young children
cope with it has made me understand it better and feel good about it.
What kind of support do you think dyslexic children need to be given by their families? It’s really
important to recognise that every child is different. My wife Gabby and I have twins, a girl and a boy.
My daughter, aged four, takes everything in like a sponge, but with my son you have to sit down and
really talk to him. The most important thing is praise – talk to them, help them understand, spend time
with them, and be positive. I don’t shout at them, I speak to them. I try to treat them as if we’re players
in a rugby team – you go and help them! Communicating with your kids is essential. I don’t think I
could have told my mum or dad that I couldn’t read; I was so frustrated as a kid and it hindered me.
Children need to be able to speak and be heard by their mums and dads and teachers.
Have you encountered prejudice about being dyslexic as an adult? In the past the hardest thing for me
was telling people. But now if I can’t spell someone’s name I just ask them, even if I have to ask them
three times – by the third time I’ll definitely be able to write it down. I’m lucky – if I say I’m dyslexic
people are interested because I’m in the media. I left school without a qualification and I didn’t go to
university, but I’ve done okay as a rugby player and then in business. In the business world there are
many people who are dyslexic or who can’t read but they’re hugely successful and happy in their
careers. It doesn’t have to hold you back.
What was the nicest thing the rugby commentator Bill McLaren ever said about you? He used to call
me “a son of the soil, a little farmer boy from Stirling”! I had a lot of respect for him; I grew up
listening to him, and he was one of the biggest influences on my rugby career. He was the nicest man,
and such a big figure in Scotland – he was loved. When you travelled around the world, the first
question from other rugby players would always be, “Have you met Bill McLaren?” His commentary
was so honest; he made you feel like you were part of the game.
What have been the highlights of your rugby career? Four things stand out. Winning the league for
Stirling County in 1994/95. Winning the Five Nations in 1999 playing for Scotland – not many people
get the opportunity to play for their country and win for your country. Moving to [English professional
rugby union team] London Wasps – going to a big club and having such an impact. And the amount of
good people I’ve met through my rugby career has been very special. I look back at rugby and enjoy
and appreciate everything that it has given me.
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Exposure to books is essential when learning to read – and particularly helpful for children who
may be dyslexic, writes Kathleen Clark
Dyslexia, as literally translated, means a difficulty with words. It can result in children struggling to
learn to read and write.
Dyslexia has other characteristics in addition to poor literacy development. It tends to run in families
and can affect spoken language development, co-ordination, memory skills, organisational skills, and
the processing of information received via the ears and/or the eyes.
Unfortunately it is more common to hear about the negative aspects of being dyslexic rather than the
success achieved by many who are affected by it. It is a subject that can cause much anxiety for
parents.
Exceptional creativity
Recent research refers to dyslexia as a ‘difference’ in the way the brain deals with learning, rather than
something wrong with brain function. Many people who are dyslexic have exceptional talents as a
result of such difference.
In very young children it is not possible – or desirable – to conclude that they may be dyslexic. This is
because children develop different skills in a time frame that varies from child to child. Sometimes
children may produce words with a jumbled sequence of sounds, saying things like ‘vigenar’ instead of
‘vinegar’ – but all children will do this at some point while learning new vocabulary.
Listening, seeing and doing
Young children should have lots of opportunities to hear and repeat words, rhymes and stories. This
helps build up their vocabulary and tune in to words, regardless of whether or not they may be dyslexic.
The more exposure children have to books, the better prepared they will be to learn to read – and later
to write. Try to:
•
Read to your child every day
•
Let your child see you reading in the home and enjoying it
•
Let your child choose the books they want to read.
Hearing stories, touching books, talking about the pictures, and pretend writing and drawing of stories
will make the experience a multi-sensory one. This means children will learn and remember better by
using the skills of listening, seeing and doing.
Such a multi-sensory approach works for all children and is particularly important if dyslexia is a
possibility.
So even if children have problems reading at some point, early immersion in language will help them
overcome difficulties. Parents and carers, therefore, have a crucial role to play in engaging their
children in the joy of books.
Kathleen Clark recently retired as a senior lecturer at the University of Strathclyde where she was
course director of the Masters programme in Educational Support. Her specialist area is dyslexia
12
READING WITH BLIND OR DEAF CHILDREN
Children with additional support needs can enjoy books as much as anyone else. Here are some
suggestions for how you can help
Books can spark children’s imaginations, reassure them and help them relax. Pages with shapes and
textures can develop your child’s confidence in using their hands. Learning to hold a book and turn
pages is an important skill for the future. Most importantly, books can be fun!
Sharing books with blind and visually impaired children
If your child is blind or partially sighted, sharing a story with them can be a happy, positive and helpful
thing to do.
Listening to your voice as you read and sing gives blind and partially sighted children a feel for the
sounds and rhythms of language.
Which books should I choose?
•
Blind or partially sighted children may not be familiar with things that they might otherwise
absorb by seeing the world around them. So books about things your child has recently experienced, or
ideas that are familiar to them, can be a good starting point
•
Look for books with print that is easy to read
•
Books that have words in plain bold lettering and text written on a plain background are best
•
Choose stories with simple, bold illustrations and clear outlines
•
Books featuring clear photos of real objects can be useful
•
Start with books that have flaps, noises or textures to enjoy
•
Books with songs and rhymes help younger children with communication skills. They are lots
of fun and mean other family members can join in too.
How can I make sure my child feels involved?
•
Get them to help hold the book and turn the pages
•
Ask them lots of questions as you read and explain things they don’t understand
•
Relate things in the books to things your child knows about (for example, you could ask,
“You’ve got a teddy too, haven’t you?”)
•
Give your child their own bookshelf and encourage them to choose which books to read
•
Adding tactile pictures or text stickers can help blind or partially sighted children find their
favourite books
•
If you’re using touch-and-feel books, remember to talk through what a child is about to feel so
that unexpected textures do not come as a shock when they’re touched!
•
Make sharing books a daily pleasure.
Make it fun
•
Try changing stories to fit with your child’s experience, or replace character names with family
names
•
Get your child to say what will happen next or fill in missing words
•
Put your body into the position of the character in the story and let your child climb around you
to get a ‘picture’ of what is happening
•
Add sound effects and use your voice playfully to pretend that you are different characters in
the story
•
Encourage your child to take on a character’s role and act out the story.
Sharing books with deaf and hearing-impaired children
13
Which books should I choose?
•
Very young children like books that are highly visual and colourful with clear, uncluttered
images
•
Touch-and-feel books with different textures are great fun
•
Look for books that relate to experiences your child has had
•
Start with books that have flaps, patterns or textures to enjoy.
How can I make sure my child feels involved?
•
Think about how to sit so your child is at your level and can see your face so you can establish
good eye contact
•
Make sure there is enough light so your face and the book can be seen clearly
•
If you don’t use BSL (British Sign Language) try using gestures to support the visual
communication between you
•
Take your time so children can see the pictures, text and your facial expressions
•
Try propping the book up in front of you facing the child, even if you have to read the text
upside down!
• Encourage children to talk about emotions by looking at the character’s expressions
• Get your child to say what will happen next and fill in missing words and sounds
• Repeat the same stories again and again. This will help develop language and be reassuring for your
child.
Make it fun
• Try using real objects and props to act out the story
•
Use funny facial expressions to keep children entertained
•
Play at dressing up as characters and using puppets
•
Make a ‘story sack’ and fill it with interactive materials to bring a book to life.
Not all these suggestions will apply to your child but they may be a useful starting point.
For further advice, contact
The Living Paintings Trust A free service that offers specialist touch-and-feel books.
Contact: 01635 299771; info@livingpaintings.org
www.livingpaintings.org
ClearVision A library service for touch-and-feel Braille and Moon books.
Contact: 020 8789 9575; info@clearvisionproject.org
www.clearvisionproject.org
scottish braille press
Contact: 0131 662 4445
www.royalblind.org/scottishbraillepress
14
LOOK WHO’S TALKING
Top tips for developing your child’s language and communication skills by Kim Hartley
Speech and language is central to the way parents and children make a connection with one another. By
talking to your child and responding to what they say and do, you are creating a bond with them that
will last your whole life.
Speech and language development needs to happen before your child can make a start on reading and
writing. Although children develop communication skills at different rates, there are lots of things
parents can do to help.
•
Having a dedicated time each day to talk about what has happened will help your child’s
memory. It’s also a chance for them to practise talking about things outside the ‘there and then’.
•
Use pictures or objects to help focus children’s attention – for example, illustrations in books or
puppets acting out stories.
•
Talk about or play games involving opposites, like ‘on and off’ or ‘big and little’.
•
Join in with your child’s pretend play – and let them take the lead. Try to comment on what
they are saying and doing rather than asking lots of questions. This not only reinforces their language
skills, but also shows them that you are interested and listening to them.
•
Reversing roles with a child, where they are the mummy or daddy and ask you to do things, can
be great fun. This sort of activity helps children develop language for new situations.
If you have concerns about your child’s speech, language or communication...
Let your health visitor know or ask your local speech and language therapist for an appointment. You
can find your local speech and language therapist through your health board, nursery, GP or in the
phone book.
Kim Hartley is Scotland officer at the Royal College of Speech and Language Therapists
More advice, ideas and tips...
The tips above come from Talking Point (www.ican.org.uk/talkingpoint/), a website full of ideas,
advice and useful resources to help children develop speech, language and communication. Talking
Point was produced by experts from the Royal College of Speech and Language Therapists, I CAN and
AFASIC.
15
STEP BY STEP
All children develop at different stages, but here are some milestones to watch out for – while
parents give us their perspective on learning
Three years
At three your child may:
•
Listen eagerly to stories and ask for favourites to be repeated
•
Know several nursery rhymes
•
Be able to say his or her full name, sex and age
•
Ask many questions, beginning with ‘who’, ‘what’ and ‘where’
•
Enjoy make-believe play involving imaginary people and things
•
Join in play with other children.
My experience …
Tanja, mother of Ronja (three) and Tomi (two): “My daughter made us all laugh when she mastered
saying her own name in full and then greeted everyone she met in the street by telling them what it
was! We praised her a lot when she got it right – and she then moved on to learning her address!”
Four years
Aged four your child may:
•
Speak in a more straightforward, confident and direct way, for example “I did that before”, “I
need the toilet”, “What’s for lunch?”
•
Ask lots of questions!
•
Draw recognisable figures with faces and limbs
•
Recognise some numbers and be able to count from one to ten
•
Recognise some letters
•
Show an interest in how their name looks written down
•
Prefer to play in a group of up to three children.
My experience …
Jackie, mother of Ashley (four): “My mum – Ashley’s granny – told me to say something general like
‘Tell me about your drawing’ when Ashley draws a picture, rather than offending her by thinking her
dog is a giraffe!”
Five years
At five your child may:
•
Talk in full sentences
•
Be able to complete a few simple sums
•
Count up to ten objects
•
Show an interest in protecting and caring for a younger brother or sister
•
Ask adults meaningful questions, such as “What is this for?”, “How does this work?”
•
Be comfortable when separated from a parent at nursery or school
•
Play in more defined groups of two to five
•
Develop stronger and more enduring friendships.
My experience …
Mike, father of Sam (five) and Elliot (two): “When my second child was born I never thought the two
boys would get along, but now the older one is so protective. My partner and I have encouraged this by
giving Sam more responsibility and involving him in things like choosing clothes and stories for his
brother. Now the little one’s become the sidekick in Sam’s superhero games!”
These are guidelines only, and may not reflect your child’s behaviour or stage of development. Talk to
your GP or health visitor if you have concerns
16
BOOKS WE THINK YOUR CHILD WILL LOVE…
Our guide to some of the best stories available
Alfie Gets in First
Written and illustrated by Shirley Hughes Alfie, his mum and baby sister arrive home after shopping.
While his mum struggles with the pushchair, Alfie rushes inside and slams the door. So now Alfie’s
stuck inside and mum and baby are stuck outside without a key! Soon everyone in the street becomes
involved in trying to rescue Alfie, but he’s got plans of his own...
Moon Rabbit
Written and illustrated Natalie Russell Little Rabbit likes living in the busy city. But at night when
she’s all alone she looks up at the moon and wonders if there’s someone else out there. Then she meets
Brown Rabbit in the park, and he’s just the friend she has been wishing for. But how long before the
bright lights call Little Rabbit back to the city? An unforgettable story with stunning illustrations.
The Elephantom
Written and illustrated by Ross Collins What’s a small girl to do when a mischievous, bothersome
Elephantom just won’t leave her alone? Luckily, Granny has the perfect solution... Edgy illustrations
make Ross Collins’ wry comic tale of a pesky ghost pet an instant hit!
The Incredible Book Eating Boy
Written and illustrated by Oliver Jeffers Henry loves books so much that he eats them! He loves to
devour books of every shape and size – though red ones are his favourite. The more books Henry eats,
the smarter he gets – until one day it all starts to go a bit wrong. The humour of this book will appeal to
children, especially little boys.
Meggie Moon
Written by Elizabeth Baguley and illustrated by Gregoire Mabire Digger and Tiger spend all their time
in the Yard. No one else dares to come there – it’s their place. Then one day someone arrives, wanting
to play. Worse still, it’s a girl! But when Meggie builds a fantastic racing car and then an amazing
pirate ship, they have to admit she does have some brilliant ideas...
A New Home for a Pirate
Written by Ronda Armitage and illustrated by Holly Swain Pirate Jed is seasick and doesn’t want to be
a pirate any more. So he packs up his things and heads for dry land. On his adventure he encounters a
cast of animals all needing his help. Together they meet Farmer Ted who is fed up with life on dry
land, so he and Jed decide to swap! A gentle adventure about friendship, fun and finding your place in
the world.
The Selfish Crocodile Book of Nursery Rhymes
Written by Faustin Charles and illustrated by Michael Terry A superb collection of traditional nursery
rhymes with an animal twist. Accompanied by a fantastic audio CD narrating the poems with lots of
amazing animal sounds, this will make a much-loved and much-listened-to collection for younger
readers.
Little Boat
Written and illustrated by Thomas Docherty Little Boat is an independent and determined vessel who
sails bravely on, whatever dangers he may face. Docherty perfectly captures the emotions of a little
traveller, with a great sense of movement and perspective, and a limited but highly effective colour
palette. You really get the feel of the huge ocean in all its moods from this delightful story.
17
WHERE TO GET YOUR BOOKS
As a parent you know that reading with your children can encourage a lifelong passion for books
– but where can you find the right stories to read to them?
Libraries
Most libraries have a children’s book section. These days, libraries aren’t stuffy places where children
must stay silent. They’re warm and welcoming, with a big range of books to interest your child. Library
staff can give lots of helpful advice about choosing children’s books – so don’t be afraid to ask them!
Joining a library for free also means you can read lots of different books that won’t cost you anything.
Most libraries don’t charge fines for children’s books and you can usually borrow more than enough
books to last you until your next visit! So make the most of it – try out lots of different stories and
themes with a whole range of characters and settings to see what your child enjoys most.
If you use the internet, you can find your nearest library at www.scotlandsinformation.com. The
website gives information on opening hours and access for disabled visitors, alongside contact details
and links to the library catalogue. As well as allowing you to borrow books for free, all of Scotland’s
libraries offer free broadband internet access.
Nurseries
Nurseries recognise the importance of reading and sharing books. Some have libraries for the children
to borrow books from. This encourages your child to make their own choices about what to look at, and
means they can learn early on about how libraries work. The nursery is also an ideal environment for
your child to talk to their friends and teachers about stories they’ve read, or make the stories part of
their play.
Charity shops
Charity shops are a cheap source of books for children – and a good way of giving some money to
charity. Although the books will be second-hand, most children care more about the colours, pictures,
words and characters in a story than whether the book has been a bit chewed by another child!
Bookshops
Most large bookshops, such as Waterstone’s and Blackwell’s, have extensive children’s book sections,
often with well-trained staff who can help you choose the right book for your child. The children’s
section is usually arranged in age order to help you find your way around. There are also a few
specialised children’s bookshops around Scotland – if you have internet access, look online to find one
near you.
Top tips
•
Children’s libraries often have toys for children to play with
•
Don’t worry if your child is not interested in the books at first. Select a few books to look at
yourself and they’ll soon want to get involved!
•
Or you could read a story and then act it out using the toys.
Contact your local library
For information on opening hours, locations or joining instructions for your local libraries, please call
your local authority’s library headquarters telephone number, listed here, or visit
www.scotlandsinformation.com
Aberdeen 01224 652500
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Aberdeenshire 01651 872707
Angus 01241 435103
Argyll and Bute 01369 703214
Clackmannanshire 01259 722262
Dumfries and Galloway 01387 253 820
Dundee 01382 431500
East Ayrshire 01563 554300
East Dunbartonshire 0141 775 4501
East Lothian 01620 828220
East Renfrewshire 0141 577 3500
Edinburgh 0131 242 8000
Highland 01463 235713
Falkirk 01324 506800
Fife 01592 583204
Glasgow 0141 287 2999
Inverclyde 01475 712323
Midlothian 0131 271 6668
Moray 01343 562600
North Ayrshire 01294 212 716
North Lanarkshire 01698 403 200
Orkney Islands 01856 873166
Perth and Kinross 01738 444949
Renfrewshire 0141 887 2723
Scottish Borders 01750 20842
Shetland Islands 01595 743868
South Ayrshire 01292 272247
South Lanarkshire 01698 454545
Stirling 01786 432383
West Dunbartonshire 01389 772137
West Lothian 01506 776336
Western Isles 01851 708631
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BOOKBUG’S LIBRARY CHALLENGE
Bookbug’s Library Challenge is a free programme that encourages children aged birth to four to
discover and enjoy their local library. It’s a fun, exciting way to give your child a love of reading for
life.
On their first visit to the library, children are issued with the Bookbug’s Library Challenge collector
card. Every time you visit the library the collector card will be stamped, and your child can exchange
four stamps for one of our beautifully illustrated Library Challenge certificates.
Your child’s name will be written on the certificate to encourage them to feel proud that they have
become a member of their local library.
There are five different limited-edition certificates to collect. So start collecting now – it’s never too
early or too late to join your local library... and it’s FREE!
Five easy steps to starting Bookbug’s Library Challenge
•
Let your child join the library
•
Ask for your Bookbug’s Library Challenge collector card
•
Collect a stamp on your card at each visit to your local library
•
Exchange four stamps for a beautiful certificate
•
Get a new collector card and start again!
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READING ALL TOGETHER
Parents' perspectives on sharing books with more than one child
June, mother of Finn (five), Brodie (three) and Coll (one)
I like our bedtime-story routine – the children each choose one book (although sometimes they try to
sneak in two!), and we cuddle up on the couch, one on each side and the little one on my knees. As I
read the story, I tend to point out some details on the picture or relate them to something we did
recently, so that Coll feels included even though he might not follow everything. And sometimes the
older two end up talking about stuff they did at school or nursery even though they said they couldn’t
remember anything when I asked them earlier! It’s nice to feel we’re sharing something all together.
Ross, father of Sam (eight), Jamie (seven), Rowan (four) and Ollie (two)
Having four children, I find it’s beneficial for the older ones to read to their younger brothers and
sisters. My seven and eight-year-old love the status this gives them in the family, of being considered
capable and responsible. And it helps out Mum! It’s very good for their confidence and their
development. I’ve noticed it encourages more expression in their reading voices. My four and twoyear-old just love cosying up either with their mum or their big brothers, as at that age they just love
stories! I think it helps strengthen the family bond.
Top tips for storytelling
•
Sit somewhere comfortable. Snuggle up with your child and make sure you are warm and cosy
•
Throw yourself into it. Relax, enjoy yourself and have fun
•
Read slowly. Put lots of expression into your voice and use gestures, funny faces and sound
effects such as animal noises or a train tooting
•
Get your child involved. Look at the pictures together, point to objects and characters and
encourage them to guess what they are
•
Talk to your child about the book after you’ve finished reading it. They might enjoy using
characters or ideas from the story in their own playing, drawing or conversation.
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LET’S HAVE FUN TOGETHER!
Making things and playing games doesn’t need to cost anything, especially if you have a little
pirate to entertain!
Taking the time to talk to your child, play with them and get creative together is great for all aspects of
their development, and will give them a head-start at school.
Here are some suggestions to help you begin your journey of discovery...
Treasure Hunt
The idea: Put pirate hats on and hunt for hidden treasure!
The adventure: Hide some items around your house, and ask your child to find them. You could even
draw them a map to follow, or give them some clues to work out.
The benefits: Children this age love a challenge, and an afternoon spent indoors is the perfect time to
create a mystery for your child to tackle.
Pirate Ship
The idea: Make a pirate ship to sail in the bath, at the park or in the paddling pool!
The adventure: Start collecting your empty margarine cartons or ice-cream tubs. Cut out triangular sail
shapes from white or coloured paper. Make a small hole at the top and bottom of the sail so that you
can push through a straw to make a mast. Fix this to the bottom of your tub with a lump of blue tack,
and let the adventure begin!
The benefits: Craft activities can be particularly good for children who have lots of energy. This type of
activity requires patience and helps the child to learn that great results are achieved with a little bit of
effort and time.
Top tip: Don’t forget to let your child give their ship a name, and write it in ink along the side of the
tub.
I-spy with my Pirate Eye
The idea: Make a telescope together
The adventure: Cardboard tubes from kitchen roll or tin foil make instant telescopes for pirates – get
creative with glitter and glue and go for a trip to the beach to see if you can spy any ships or seamonsters on the horizon!
The benefits: Creating the telescope boosts your child’s creativity and gives them a chance to practise
their co-ordination skills. At this age they love nothing better than pretend play and make-believe, so
creating props to help them in their pirate play will be the cause of much excitement!
Ship-Shaped Lime and Coconut Cookies
The idea: Cookies in the shape of ships
The adventure
Ingredients:
2 egg whites
100g caster sugar
160g desiccated coconut
1 tsp grated lime zest
1 tbsp lime juice
METHOD: Preheat the oven to 180ºC/Gas 4. Use your hands to mush the egg whites, sugar, coconut,
lime zest and juice in a bowl until they lightly come together.
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With wet hands, press the mixture into a flat, square shape about 1cm high.
Use an upturned cup to cut out small rounds. Have a go at shaping these into boats, and place on a
lightly oiled or non-stick baking tray.
Bake for 12-15 minutes in the centre of the oven until very lightly golden.
Cool the cookies on a wire rack, and enjoy!
The benefits: Children love being involved with preparing food – it is fun, and can provide all sorts of
learning opportunities, such as following directions, hand-eye co-ordination, good hygiene, and even an
early introduction to maths!
Top Tip: Turn this experience into an exciting adventure for your child, by reading the recipe together,
making your list for the grocery store, travelling to the shops, finding the ingredients on the shelves,
and then finally making the food together.
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WORD POWER
For many young children in Scotland, English is not their native language – but as Professor
Antonella Sorace explains, being bilingual should be seen as a benefit, not a burden
How children learn about language There is strong evidence that young children absorb more than one
language quickly if they hear enough of each language. But there are other important factors in the way
they learn. For example, children who are learning a new language go through a phase where they
understand what’s being said around them but say very little. So be patient – these children may simply
need time to listen and build up the new language they are learning in their brain.
Myths and misinformation There are a lot of wrong ideas about bilingualism. Many people are still
convinced that having two languages is somehow a ‘burden’. But we know from research that this is
completely untrue. The infant brain can accommodate even three languages, and babies can distinguish
their languages at the age of just four months.
Bilingual children are very good at separating languages and there is no evidence that they are confused
between one language and another. There are different ways of balancing the two languages – for
example, children speaking their native language at home and English at nursery. The most important
thing is to expose the child to both languages in situations where they feel motivated to use them. This
could be by sharing books with their parents, or listening to songs and stories in another language.
Libraries often have bilingual books for everyone to borrow!
An extra resource Parents who come to Scotland from abroad can feel that their language is an obstacle
to living here. Many believe they have to speak English at home. In fact, that’s wrong – maintaining
their native language is an advantage. Having two languages has many mental benefits for children:
research has found that it helps them deal with complexity and develop their concentration. Children
who are learning an additional language should be viewed as having an extra resource, rather than a
problem!
A different point of view Interaction between bilingual and monolingual children [who speak one
language] is beneficial for both groups. It opens up their minds and makes them more accepting of
others. Bilingual children have an advantage because their understanding of another language makes
them aware at an early age that other children can have a different point of view. That’s something all
children have to learn eventually!
Benefits of rhyming Some parents find that rhyming and singing can help children pick up a new
language. This may be to do with the fact that a child exposed to two languages is more aware of the
sounds and structure of language, and listening to rhymes allows them to use this sensitivity and skill in
an enjoyable way. Many nurseries introduce children to foreign languages. Using rhymes can be a very
good basis for doing this.
Professor Antonella Sorace is director of Bilingualism Matters, a service that gives advice and
information for bilingual families, based on current language research. For more information visit
www.bilingualism-matters.org.uk
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TALKING YOUR LANGUAGE
Matthew Fitt discusses the value of learning about Scots rhyme from the earliest age
Is birth to three a good time for children to learn about Scots rhyme? The pre-school stage is crucial
because it sets in stone the child’s attitudes to language. Often children are developing their language
confidence and their first steps in language are entirely in Scots. But in many cases when they go to
school that stops and Scots is no longer used. It’s much harder to change that at primary school,
particularly for boys. The new Curriculum for Excellence makes clear statements about celebrating the
Scots language. It’s usually the nursery that values Scots rhymes but sometimes the parents feel that
their children shouldn’t learn these rhymes in school. They can be very concerned that the child will
learn Scots ‘slang’ instead of English! There’s a prevailing anxiety about language, and that’s a shame.
What are the best ways for children and parents to enjoy Scots rhyme together? The key thing is to
have fun with the language! There’s a lot to be gained from enjoying these wonderful simple rhymes
and stories. It’s all literature, it scans and it’s lyrical. It can be enjoyed with the most important people
in any child’s life – Mum and Dad. By reading and reciting these rhymes we’re also sharing them
within a wider community; most people in Scotland know them. We need to hold on to that shared
experience Scotland has had for generations. These rhymes are important – they’re part of Scottish
folklore. There’s a massive demand from nurseries for books with Scots rhyme and a real sense of how
much young children and parents love it.
What are the benefits of learning about Scots rhyme? It enhances children’s awareness of language –
both Scots and other languages – and contributes to improving their communication skills. They can
use both Scots and English; it doesn’t have to be one or the other! It helps them find out about their
country and other cultures. There are so many people out there who see how children’s learning
experiences have been improved by using Scots. It’s a national asset and we should safeguard it.
Matthew Fitt is the director of Itchy Coo, which has published 35 new titles in Scots since launching in
2002. Alongside outreach education work in schools to promote Scots language, Itchy Coo created the
‘Katie’ books, a series of stories in Scots rhyme
My experience…
Ania, mother of Patryk (18 months)
“My partner and I are from Poland but our son Patryk was born in Scotland, and we’d like him to be
bilingual. Since he was born, books and music have become very important to us. I love singing
rhymes to him; it’s great fun. I can see he loves listening to me singing and watching me making faces
– I think it helps him have a better understanding of words and he is even starting to copy the ‘moves’!
I noticed that Patryk prefers Polish rhymes when at home with me, but enjoys rhymes in English at our
weekly meetings at the library. Most of the time I sing the rhymes I used to sing or loved myself as a
child – it brings back good memories. We also listen to lots of great nursery songs or lullabies on CDs
that I buy in Poland. And with the internet, I can quickly and easily find new rhymes and songs for us
to learn together. For me, rhymes are the most amusing ways to make kids read, write and have fun.
It’s time well spent!”
25
MAKE TIME FOR A RHYME
Using music and song helps your child develop their language skills – and it’s a great way for you
to communicate too
Babies and young children love music and hearing you sing. From around 24 weeks in the womb
babies can respond to sounds and work out what kind of music they like. They may kick or move about
in time to their favourite songs. Some like chart music, others classical or the sound of pipes and
drums!
When babies are born, adults talk to them using a lilting ‘sing song’ voice called ‘parentese’. Research
has shown that babies learn best from this kind of talking. Babies and toddlers enjoy the regular beat of
the words, the rhythm and the melody.
There are many benefits for children who enjoy music and singing regularly
•
They learn language more easily
•
Reading and spelling are easier to learn when they reach school
•
It encourages their creativity
•
They feel more confident and positive
•
It helps them to learn about numbers
•
It encourages them to be more sociable with other children.
Getting the best from singing
•
Go for it! Your child will think you are the best!
•
If you can’t remember the words, make them up
•
Get face to face with your child and make eye contact
•
Pause, wait and give your child time to take a turn
•
Use lots of actions and gestures
•
Notice which songs your child likes best and repeat them many times. Children love repetition –
and it helps them learn
•
Choose songs to suit the situation. Sing lively action songs when your child is energetic and
relaxing lullabies at bedtime
•
Make up songs for everyday routines like getting dressed, brushing teeth or going out shopping.
•
Enjoy being together! l
By Sarah Duncan, Rhona Cruickshank and Gretel McEwen, speech and language therapists, NHS
Grampian
26
BOOKBUG SESSIONS
Our Bookbug Sessions aim to boost children’s language development – and give parents a chance
to meet other mums and dads
Bookbug Sessions are fun, friendly and free events for babies, toddlers and their families to enjoy
together. The sessions, which include songs, stories and rhymes, are a great opportunity to spend some
relaxed, quality time with your little one.
The sessions, available throughout Scotland, are generally held in libraries or other community venues.
Coming to the sessions is an excellent way of meeting other parents and children in your local area.
They offer your child lots of benefits, helping to build up their confidence and social skills, and giving
their speech and language development a real boost!
For more information or to find out where your nearest Bookbug Session is taking place, please visit
www.scottishbooktrust.com/ bookbug or ask at your local library. We look forward to seeing you
there! l
“When I first came to these sessions I was suffering from postnatal depression and they helped me
enormously”
“My daughter and I love the sessions and she sings the songs all week long! It’s really beneficial for
her and has helped her speech”
“I wish we had discovered Bookbug Sessions with my first daughter – it’s great and we love it!”
“Bookbug Sessions are a fantastic resource and great company for mums as well”
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PIRATE RHYMES
Row, row, row your boat
Row, row, row your boat gently down the river
If you see a polar bear don’t forget to shiver
Row, row, row your boat gently down the stream
If you see a crocodile, don’t forget to scream
Row, row, row your boat gently in a puddle
If you see a nice Bookbug, don’t forget to cuddle
It’s a pirate’s life for me!
(Sung to the tune of The farmer’s in his Den)
It’s a pirate’s life for me
A pirate’s life for me
Aye, Aye Captain
It’s a pirate’s life for me
(Other verses)
I’ll wear my pirate hat
I’ll sail across the seas
I’ll dig for buried treasure
A pirate went to sea
A pirate went to sea sea sea
To see what he could see see see
But all that he could see see see
Was the bottom of the deep blue sea sea sea
Cruinnean beag reamhar (Humpty Dumpty)
Cruinnean beag reamhar, ‘na shuidh air a’ bhalla
Thuit e ‘na sgailleagan ‘s chaidh e ‘na chlaraibh
Chaidh eich agus marcaich an righ ann an cabhaig
Ach dh’fhailich orr cruinnean beag reamhar a’ charadh
Three craws
Three craws sat upon a waw
Sat upon a wa’, sat upon a waw
Three craws sat upon a waw
On a cauld and frosty mornin
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