Page 63 - Reading Nest - The Supportive Literacy Environment Handbook

A crèche group should have books which support the child’s linguistic and mental
development: in the simplest case each page has one clearly recognisable item in the picture,

e.g. a ball, teddy bear or bucket. The next step is books with detail-rich pictures on different
themes – e.g. of a child’s room, and along the margins single items would be depicted which

can be found in the central picture. Such books foster vision and attention – the eye should

move up and down, left and right in order to compare details. It is essential however that
objects are depicted identifiably. Not every colourful picture book has this quality.

Of particular value are books for young children which encourage noticing and naming

colours, comparing amounts and shapes and counting, thus serving a range of curricular
purposes.

Picture books on well-known fairy tales are also good where sequencing of illustration

enables recalling the story line and scaffolds retelling and acting. In this case it is not
important to read the text closely but talking the plot through with the child.

Series with one main character, be it a boy, girl or animal, are well suited to kindergarten

themes, examples of these include the stories of Camille and rabbit Corentin by Aline de
Pétigny or a boy called Pedro by Sandrine Rogeoni. All these books look at everyday

situations: fear of a ghost, first potty training, eating sweets, looking for a lost item, going

to the seaside and forest, gardening etc. The series of Victor the bear is more adventurous
than the previous ones and broadens the mind, as Victor takes young readers to various

living environments, on journeys and walks.