Making "Sense" of Children's Books
By Julie Douglas
The group of young moms examined their new copies of Goodnight Moon and listened intently to the woman sitting in front of them.
"I'm going to read this book to you like I would read it to children," she said, "not to read 'down' to you, but to let you remember what it was like to have someone read a story to you." The moms settled back in their chairs. They looked content to me.
The woman seated in front read in a soothing, quiet voice. She paused to ask the listeners about the story unfolding in the pictures.
"Can you find the mouse? Do you see something you like in the bunny’s room? What do you see outside of Bunny’s window?"
The questions flowed naturally. Sometimes the moms answered; sometimes they simply smiled and looked at the pictures again. I have heard and read Goodnight Moon possibly thousands of times, but that night I felt as if I had been inside Bunny’s room as he snuggled into bed.
That’s the amazing thing about the people who lead our READ from the START classes. Each leader brings his or her own special gifts and interests, making each program a unique experience. And because the READ from the START parents/caregivers come from such a variety of families and backgrounds, they too make each program unique.
At the heart of every RFTS program are the stories. Children's books are inviting, colorful, and lively, so it doesn't take long for adults to jump right in and explore. And just like having a good guide on a nature walk, reading a book with a guide and a group of peers creates a richer experience.
READ from the START Leaders use questions and conversation to encourage parents to look more closely at the stories. These are the easiest techniques to learn; that's the whole point of the program! We help parents become the discussion leaders in the home. That ability is something magical in the development of relationships between parents and children.
A beautiful two-page spread in Goodnight Moon shows a little bunny's bedroom at bedtime. A fire burns in the fireplace, a little old lady rocks and knits in a rocking chair. Bunny tosses and turns and fidgets in a big comfy bed. On the nightstand is a bowl of "mush."
How would you explain to a child what "mush" is?
A tiny white mouse moves about the room, apparently unseen by two kittens playing on the floor. Here are some questions/comments that might encourage a child to use all of his/her senses to explore this illustration.
- Sight. What do you see that you like in the illustrations? Does the picture remind you of somewhere you have been? What colors do you see? What shapes? Look at the character's face. What do you suppose he is feeling?
- Touch. I wonder how that tiger skin rug on Bunny's floor would feel. Can you find something in the room that might feel scratchy? Would you like to pet those little kittens? Do you see something very hot in this room?
- Smell. I wonder what "mush" smells like? What smell would come from the fireplace?
- Taste. Look at the bowl of mush on Bunny’s nightstand. What do you think mush tastes like? How does oatmeal taste? What is your favorite flavor?
- Hear. Close your eyes and be very quiet. What sounds can you hear? What things in Bunny's room might make noises? How does a rocking chair sound when it rocks?
When we learn to talk to our children about sensory imagination, we can continue those threads of conversation in the other rooms of the house. "Come smell this," is an easy way to involve a child. "Do you think this needs a little salt?" Beyond sensory imagination is the imagination of feeling -- empathy.
I sat in that group of RFTS parents and felt the enchantment of the child I had been, felt the warmth come over me as the leader read, paused, posed questions, read again. I was a participant in one of life's small miracles.
