The majority of children maintained this improvement at a follow-up visit after a 1-week delay. In another study, 4- and 5-year-olds learned and transferred information about gravity and falling objects equally well from an informational or narrative picture book read to them by a researcher Venkadasalam and Ganea, From the sparse evidence available, transfer of physical science concepts does not appear to be easily disrupted by manipulations of fantastical context or genre as in other domains, although more research, using a broader range of concepts, is needed.
In addition, both studies reviewed here involved children learning accurate real-world physical information from books. Future research on fantastical contexts should address whether children are able to discriminate accurate physics information from violations of reality e. Problem solving occurs when one wants to achieve a goal and no obvious solution occurs to the problem-solver Mayer and Wittrock, The problem solver accesses their own knowledge and skills to develop a solution. When the problem solved is different from problems encountered previously, this involves a process of transfer.
As with all problems of transfer, the problem solver must recognize similarities between what was originally learned and the new context—in this case, similar features of problems. The child must also recognize the solution in the story as a representation of a problem solution that is potentially relevant to events beyond the book context.
Symbolic reasoning may help children recognize that information is symbolic and transferrable, and analogical reasoning skills may help children identify potentially relevant contexts for transfer. Thus, we may expect children's skills in these areas to be especially relevant when transferring problem solutions from stories to the real world. An interesting feature of problem-solution transfer is that is can often occur after a substantial delay.
A child may not encounter a relevant real-world problem until days, weeks, or even months after reading the story. The child must recall and recognize the abstract similarities between the story problem and the problem they face that goes beyond the surface features of the two problems. For example, a story character may retrieve a ball stuck in a rafter using a broom.
The child may later use a similar strategy to retrieve a ball stuck in a tree using a hockey stick. As we discuss in more detail below, children's ability to distinguish fantasy and reality may also influence their transfer of problem solutions. Problem solutions present in fantastical stories can be relevant to the real world, and children with a better grasp of possibility may be better able to apply solutions from fantasy to the real world. Children who approach fantastical events with skepticism are unlikely to transfer solutions from these types of stories.
In problem solving tasks that can be solved with some reliance on visual similarity, pictorial realism can impact young children's transfer. Books that incorporate pictures that are more similar to real objects, like photographs, help children align book objects with their real-world referents, and transfer skills they have learned from a book.
Simcock and DeLoache showed , , and month-olds a picture book which portrayed the assembly of a ball, jar, and stick into rattle. After a delay, they were given real versions of the objects and asked tested on whether they assembled the pieces into a rattle. Children at all ages assembled the rattle when they had read a book with color photographs of the objects. Children in the two older age groups transferred the solution from color line drawings, and only children in the oldest group transferred the solution from the book with pencil drawings.
This study shows that the pictorial realism of the pictures in the book influenced children's transfer of the rattle assembly, and that this book feature interacts with development. When realistic photos are used, even month-olds can use information presented in a picture book to make inductive inferences about non-obvious properties of real objects and attempt to elicit those properties through particular actions that were depicted in the book Keates et al. Simcock and DeLoache's task required transfer of a solution in which the learning and transfer contexts were highly visually matched.
However, as with transfer of scientific concepts, transfer of problem solutions often requires considering deep features rather than surface-level characteristics. This requires skill in analogical reasoning. There are also important differences between transfer of science concepts and problem solutions.
In the case of biology and physics, children are tasked with separating realistic from unrealistic information and only transferring that which is applicable to the real world. In the case of biology, this appears to often be difficult for children, as they are not good at distinguishing the two and tend to err on the side of rejecting anything that may seem unrealistic. However, for those who can distinguish appropriately, a lack of realism may act as a useful cue that particular information should not be transferred. In problem solving, however, the ability to distinguish between realistic and unrealistic information may be less important because solutions to fantastical problems are often applicable to real-world situations if deep features are considered.
Even children who can appropriately distinguish fantastical portrayals may struggle to apply problem solutions optimally because their skepticism toward applying fantastical information may lead them to dismiss solutions presented in fantastical contexts even when the problem solution would apply to real-world problems. Children more readily transferred solutions to real-world social and physical problems from a story with real characters than one with fantastical characters.
Similarly, Richert and Smith compared 3- to 5-year-old children's ability to transfer solutions for novel problem types presented in full-length, commercial picture books when read by a researcher. Children were presented with a point-of-view problem, in which the solution was for the character to hide from an individual by standing behind him, and a pulling problem, in which the solution was to attach a suction cup attached to a rope to move an object.
Again, children were more likely to transfer the solution to the real world when the problems had been presented in a realistic version of the picture book than a fantastical version. Similar to the pattern seen in the biological domain, fantastical contexts appear to make transferring problem solutions to real-world situations more difficult for children.
In problem solution tasks, children need to identify analogical similarities between a problem presented in a book and a problem faced in the lab. Skill in fantasy-reality discrimination may support children in realizing that problem solutions in fantastical contexts may apply to real world problems. In support of this interpretation, Richert and Schlesinger found that 3- to 6-year-old children with a better understanding of the fantasy-reality distinction were better able to learn and transfer problem solutions from video stories when fantastical elements were present and relevant to the solution being presented.
Fantastical elements that were incidental appeared to distract children and interfere with transfer. More research is needed to identify other features of books that influence children's transfer of problem solving strategies. Many popular children's characters have encountered a bully, lied, or had bad dreams. Adults may choose these books hoping they will teach children information they can use in their own daily experiences. However, adults should not assume that pre-readers readily extract the moral messages intended by authors.
Even as late as third grade, children have difficulty identifying the moral themes of oral stories when asked to explicitly describe them Narvaez et al. These researchers report that children often choose responses that have superficial characteristics in common with the story rather than appropriate thematic responses. As with science learning and problem solving, children cannot rely on surface-level features to extract moral themes. As such, we might expect analogical reasoning and fantasy-reality distinction to play important roles in learning moral messages.
As with problem solving, although morals presented in unrealistic contexts may be applicable to real-world situations, even children with the ability to distinguish fantasy and reality may tend not to transfer moral lessons. In addition to the challenges discussed in other domains, learning thematic messages from books may be an additionally difficult task because children must learn to connect together the relations and events that occur across multiple story events.
According to van den Broek et al. Then, they progress to making connections between more distant and abstract events, followed by clustering events by theme. Once children are able to make these connections, they can use them to extract a story's moral or lesson, an ability requiring analogical reasoning. This developmental sequence unfolds gradually throughout early childhood, possibly making the transfer of moral messages to the real world one of the most difficult domains for learning from picture books.
As a result, we might expect transferring morals to be more easily disrupted by book features, but unfortunately, little research is available in this area. Larsen et al.
Four- to six-year-olds were read either a commercial picture book about an anthropomorphized raccoon who learns that sharing makes her feel good or a version of the book in which the raccoon characters were replaced with humans. Both before and after reading children were given stickers and the opportunity to share some of the stickers with another child who would not have the opportunity to receive any. Children who had read the story with the human characters shared significantly more stickers after than before the book sharing. Those who read the book about anthropomorphized raccoon shared significantly fewer stickers after than before book sharing.
Of interest is the finding that children who judged anthropomorphized animals as more human-like on a categorization task using stimuli unrelated to the main picture books in the study were those who were most likely to share after hearing the anthropomorphized animal story, suggesting that a lack of identification with the characters could have contributed to lack of transfer of the moral theme.
Also, perceived similiarity with the story characters may make it more likely for the child to grasp the intent of the story and apply it to their own lives. Stories are created with the intention to communicate something and to adults the communicative intention behind a story may be straightforward, however children may need more support to be able to identify the story's intended message.
There is additional evidence that human characters may be supportive for helping children identify and extract story themes. Another study, which did not involve a transfer task, found that 4- and 5-year-olds were more likely to identify the theme of a story they were read ask permission to join a game if it featured human characters than if they were read the same story with rabbit characters Kotaman and Balci, The children who were read the human story also scored better on general story comprehension.
The available research suggests that characters that are, or are perceived as, similar to the child may enhance the extraction of story morals and their transfer to real-world situations. As with other domains, transfer of moral themes depends on children's ability to see the similarity between the situation in books and real-world situations. Realistic characters may be one way of supporting this connection.
In addition, characters and contexts that differ greatly from real-world contexts may lead children to question which information in stories is realistic and should be transferred. Adults and children regularly engage in joint reading with a variety of goals. In this review, we have focused on the use of books to teach children transferrable information about words, letters, science, problem solutions, and moral lessons. Through this review, a few important themes have emerged. First, children's learning from a given picture book appears to be the result of an interaction between the particular features of the book, the type of information to be learned, and constraints on children's development in the areas we have outlined.
As we have seen, certain features e. Children's age and therefore developmental stage also affects what and whether they learn. For example, pictorial realism and manipulative features may be especially disruptive for younger children in word and letter learning where transfer can occur based on aligning surface-level features such as shape and color.
In this domain the development of symbolic understanding may help in instances when mismatches between pictures and reality or distacting features interfere with transfer between book and real contexts. This same interaction between book features and development may not be as important in domains like problem solving and morality where children need to understand and transfer deeper features across situations rather than rely on surface-level features.
However, when children achieve a better grasp of this distinction, fantastical stories may not present as much of a barrier to learning in domains where fantasy serves as a good cue for lack of transferability. Second, there is still much that we do not know about which features support learning from books. Each feature has been tested only a handful of times in a handful of contexts. While some features, such as realistic portrayals of animals, may be optimal for teaching biology, the reverse may be true for encouraging empathy for animals and nature.
For example, children often use anthropomorphic reasoning to explain why trees and other elements of nature should be protected Gebhard et al. Different patterns of anthropomorhims effects on children's learning may also emerge at different ages Geerdts, ; Severson and Lemm, Finally, the most supportive thing adults can do to help children learn, even more than selecting high-quality books, is to have conversations with them during reading.
Adults reading books with manipulative features, be they traditional or electronic, may support children by focusing less on the hands-on features and drawing attention back to content-related talk. When it comes to choosing information for transfer, adults may use generic language to signal to children that particular information is true across contexts Gelman et al. More generally, effective methods for supporting children in transferring conceptual information from one story context to another are to talk with children about the underlying structure of the story Brown et al.
Other dialogic reading techniques such as asking children questions, helping them extract themes, and having them help tell the story across repeated readings may also be supportive of transfer. Parents and teachers may use our review to help select potentially educational books, but reading and talking together can make any book-reading session educational and pleasurable.
All authors developed the structure and content of the manuscript. GS and AN drafted the manuscript. All authors provided edits and feedback. The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. National Center for Biotechnology Information , U. Journal List Front Psychol v. Front Psychol. Published online Feb 6.
Gabrielle A. Patricia A. Author information Article notes Copyright and License information Disclaimer. Reviewed by: Catherine M. Strouse ude. Ganea ac. This article was submitted to Developmental Psychology, a section of the journal Frontiers in Psychology. Received Aug 2; Accepted Jan The use, distribution or reproduction in other forums is permitted, provided the original author s and the copyright owner are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
Abstract Picture books are an important source of new language, concepts, and lessons for young children. Keywords: picture books, symbolic development, analogical reasoning, fantasy distinction, learning, transfer. Developmental factors influencing children's learning from picture books Children's ability to transfer knowledge from picture books to the real world may be constrained by developments in their symbolic understanding, analogical reasoning, and their understanding of fantasy and reality.
Symbolic development One particular challenge that children may face when learning and applying real-world information from picture books is that of symbolic insight DeLoache, Analogical reasoning For successful transfer of complex information and concepts, children may need more than symbolic insight. Reasoning about fantasy and reality Children also have the challenge of determining which information in picture books should even be transferred. Table 1 Summary of book features' impact on learning and transfer in each learning domain. Book feature Word and letter learning Biology Physics Problem solving Moral learning Pictorial Realism: Transfer from photographs was easiest for infants, transfer from cartoons most difficult.
With symbolic development , children get better at transferring from perceptually dissimilar depictions to real objects, so should get better at transferring from all kinds of pictures. With development of both symbolic and analogical reasoning skills, children should get better at overcoming this distraction. Tare et al. In addition, children need analogical reasoning skills to recognize contexts for application, which may be difficult because fantastical contexts necessarily differ from real-world contexts.
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Fantastical contexts appear to be most disruptive in the biological and problems solving domains and less disruptive in physical science, possibly because children are more willing to accept violations of reality in that domain. Weisberg et al. The ability to distinguish fantasy from reality may also support children in appropriately extracting information from anthropomorphic stories to be transferred.
No studies Ganea et al. Development of symbolic and analogical reasoning skills may support children in identifying information to transfer regardless of the language used. Open in a separate window. Domains of learning Particular features of picture books, such as the specific content they incorporate, or the way in which the content is presented, may influence children's tendency to learn and transfer the educational content to real-world situations.
Word and letter learning Picture books expose children to rich language. Pictorial realism Picture books vary in the degree to which their pictures represent reality, from photographs to illustrations to cartoonish line drawings. Fantastical contexts In picture books both fantastical and realistic, children may encounter new and unusual vocabulary.
Summary: picture books and word and letter learning Picture books are a rich source of new language. Learning biological facts and concepts Children's learning about non-human animals has been the focus of most studies of children's biology learning from picture books. Manipulative features Concerns about the use of manipulative features in biology learning mirror those for word learning. Fantastical contexts Although fantasy may be a much-loved and engaging genre, what do the violations of reality inherent to this genre mean for children's learning and transfer?
Anthropomorphism In an analysis of 1, modern picture books, Marriott concluded that picture books typically present the animal kingdom and its natural environment in an inaccurate and misleading manner, including a tendency toward anthropomorphism. Genre Children may also use book genre as a cue to determine whether information should be transferred to new contexts or is applicable only to story worlds.
Summary: picture books and biology learning Differences in book features appear to have significant effects on children's ability to extract and transfer biological information to the real world. Physics The task of learning physics concepts is similar to that of learning biological concepts in many ways. Problem solving Problem solving occurs when one wants to achieve a goal and no obvious solution occurs to the problem-solver Mayer and Wittrock, Pictorial realism In problem solving tasks that can be solved with some reliance on visual similarity, pictorial realism can impact young children's transfer.
Fantastical contexts Simcock and DeLoache's task required transfer of a solution in which the learning and transfer contexts were highly visually matched. Moral learning Many popular children's characters have encountered a bully, lied, or had bad dreams. Concluding comments Adults and children regularly engage in joint reading with a variety of goals. Author contributions All authors developed the structure and content of the manuscript. Conflict of interest statement The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
Footnotes Funding. References Anderson D. Television and very young children. Memory constraints on infant learning from picture books, television, and touchscreens. Child Dev. Long-term transfer of learning from books and video during toddlerhood. Child Psychol. Analogical learning and transfer: what develops , in Similarity and Analogical Reasoning , eds Vosniadou S. Cambridge: Cambridge University Press; , — Domain-specific principles affect learning and transfer in children.
Young children's mental models determine analogical transfer across problems with a common goal structure. Joint book reading makes for success in learning to read: a meta-analysis on intergenerational transmission of literacy. Factors affecting children's graphic symbol use in the third year: language, similarity, and iconicity.
A comparison of book text and Child Directed Speech. First Lang.
From beyond to within their grasp: the rudiments of analogical problem solving in and month-olds. Learning the ABCs: what kinds of picture books facilitate young children's learning? Early Childhood Literacy 13 , — Preschool children's use of cues to generic meaning. Cognition , 19— Children's developing realization that some stories are true: links to the understanding of beliefs and signs.
Judgments about fact and fiction by children from religious and nonreligious backgrounds. Analogical transfer in very young children: combining two separately learned solutions to reach a goal. Symbolic functioning in very young children: understanding of pictures and models. Grasping the nature of pictures. The effect of make-believe play on deductive reasoning.
Genre and other factors influencing teachers' book selections for science instruction. Two sides to every story: children learn words better from one storybook page at a time. Infant Child Dev. Picture book reading with young children: a conceptual framework. Toddlers' referential understanding of pictures. New York, NY: Routledge; , 33— Do cavies talk? The effect of anthropomorphic picture books on children's knowledge about animals. Young children's learning and transfer of biological information from picture books to real animals. Transfer between picture books and the real world by very young children.
Weighing the evidence promoting belief revision through storybooks. Austin, TX. Moralizing trees: anthropomorphism and identity in children's relationships to nature , in Identity and the Natural Environment: The Psychological Significance of Nature , eds Clayton S. Cambridge: MIT Press; 91— Un Real animals: anthropomorphism and early learning about animals. Daily animal exposure and children's biological concepts. Children's sensitivity to the knowledge expressed in pedagogical and nonpedagogical contexts. The representation of fictional information. Analogical reasoning: what develops? A review of research and theory.
Teaching young children a theory of nutrition: conceptual change and the potential for increased vegetable consumption. Anthropocentrism is not the first step in children's reasoning about the natural world. Mother-child conversation in different social classes and communicative settings. The youngest readers' dilemma: a review of children's learning from fictional sources. Infants transfer nonobvious properties from pictures to real-world objects. Young children can be taught basic natural selection using a picture-storybook intervention.
Learning from picture books: infants' use of naming information. Impact of storybook type on kindergartners' storybook comprehension. Early Child Dev. Care , — Informational and fictional books: young children's book preferences and teachers' perspectives. Towards a cognitive theory of picture books. Literacy Res. Storybooks with anthropomorphized animal characters fail to promote prosocial behaviors in young children.
Reading picture books and learning science: engaging young children with informational text. Theory Pract. The function of fiction is the abstraction and simulation of social experience. Early referential comprehension: learning words through pictures with different levels of iconicity. Psykhe 24 , 1— Red in tooth and claw? Images of nature in modern picture books. Childrens Literat. New York, NY: Routledge; , 47— Animals in books used for preschool children. Publishers Weekly , , 4—5. The words children hear picture books and the statistics for language learning.
Young children's spontaneous participation during classroom book reading: differences according to various types of books. Early Childhood Res. Moral theme comprehension in third graders, fifth graders, and college students. Storybooks aren't just for fun: narrative and non-narrative picture books foster equal amounts of generic language during mother-toddler book sharing. Effects of fantasy contexts on children's learning and motivation.
Joint reading between black Head Start children and their mothers. Infants' manual exploration of pictorial objects varying in realism. Infancy 4 , — The effects of genre on mother-toddler interaction during joint book reading. Infant Toddler Intervent. John M. Incorporating new information into existing world knowledge. Do both pictures and words function as symbols for and month-old children? A survey of instructional practices of primary teachers nominated as effective in promoting literacy.http://sajid.dev3.develag.com/409-la-nueva-eps.php
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The role of fantasy-reality distinction in preschoolers' learning from educational video. Preschoolers' quarantining of fantasy stories. Learning from fantasy and real characters in preschool and kindergarten. Kids see human too: adapting an individual differences measure of anthropomorphism for a child sample. Improbable or impossible? How children reason about the possibility of extraordinary events.
Get the picture? The effects of iconicity on toddlers' reenactment from picture books. New-born infants' perception of similarities and differences between two-and three-dimensional stimuli. Tell me a story: how children's developing domain knowledge affects their story construction. Toddlers' word learning and transfer from electronic and print books. Benefits and pitfalls of multimedia and interactive features in technology-enhanced storybooks a meta-analysis. Less is more: how manipulative features affect children's learning from picture books.
The medium can obscure the message: young children's understanding of video. Assessment of comprehension abilities in young children , in Children's Reading Comprehension and Assessment , eds Stahl S. Mahwah, NJ: Erlbaum; , — Oxford: Oxford University Press; , — Explaining the moral of the story. Cognition , — Learning to learn from stories: children's developing sensitivity to the causal structure of fictional worlds. Book reading and vocabulary development: a systematic review. Humans really are animals: picture-book reading influences 5-year-old urban children's construal of the relation between humans and non-human animals.
Simcock and DeLoache, Manipulatives: Features that distract from or obscure the basic correspondence between pictures and their referent appear to decrease learning in the word and letter learning and biological domains. I remember reading this book when I was a kid. I remember the pictures being very colorful, with somewhat thick black outlines; they resembled stained glass. In the first story, the nightingale gets a thorn stuck in her foot, and asks a barber for help. The barber won't help her, for some reason I think that he may have said that he was too busy, but I'm not sure , and the nightingale, angered by his selfishness, asks the rajah to help her get the better of him, but he won't I remember the rajah being rather large and fat; he had a black mustache and wore a pinkish-purple suit and a turban of the same color.
The nightingale then asks a mouse to nibble a hole in the rajah's belly, but he won't, then she asks a tiger to catch the mouse, but he won't. I don't remember all of what happened next, but she basically asks several other people to help but they won't, and she somehow finally convinces everyone to help her, resulting in such things as the mouse saying, "I will nibble a hole in the rajah's belly", and the rajah agreeing to get back at the barber et al. The barber begs for mercy, and finally helps the nightingale get the thorn out of her foot.
The second story I regrettably only have a vague memory of, but the nightingale was I think playing various pranks on the rajah I don't remember the reason why, but he might have given her trouble earlier , such as tricking a frog into his food, with predictable end results. I remember a picture of the rajah raging over all of the things that kept happening. Needless to say, things are rectified between the two of them when all is said and done. I'm looking for a children's book my mom used to read to me.
It contained short stories and had tools to learn how to count. The book was light purple and was probably 12" x 9" in size. I remember the counting activity used different things to help memorization also. I remember one number had fish another was drums and there were kings. All the things had names. Example for the fish is: Fishy, dishy, pishy and squishy. The drums were something like: drum little, tum little. The kings were: kingy, clingy, ringy, dingy One of the short stories was about lightening bugs.
There was also a short story about Lady Bugs. I was born in and I remember my mom reading it when I was in kindergarten that would have been in "86". Please help! I have searched forever and can't find this book anywhere. Im looking for a book I was given when I was in primary school, this would have been roughly What I remember of the book was a teddy bear was abandoned at a dump.
He was found by a little girl one night who took him to her grannies and she fixed him up. The story continues with the teddy finding a number of new homes, one of these being with a large family. A bit I remember was of one of the young boys on the family having a competition with one of his friends to see who could urinate the highest up a wall. The teddy is left alone in a room with other toys when the family go on holiday to I think the seaside. Another bit I can roughly remember is the bear in some kind of shop where he is left on a high shelf, doubtful that he'll ever find a new owner.
I could be completely off with that. Hope someone can help. Someone turns up at a small village perhaps in Switzerland? I don't remember them being very happy about going and I believe the children were in their early teens, because I think there was a mild hint at future romance. I would guess that the book was written in the 80s but it may have been a bit earlier or later no later than I first encountered the story on cassette tape at my local library in the UK. I think it was set sometime between and - any help finding the book would be wonderful and very much appreciated.
I had a book once, ten years plus ago, that I am trying to find again. It was a collection of children's stories with every page illustrated. Some stories included a surprise birthday party one kid planned for another, a story about witches maybe bones , a story about a boy who goes under the sea with an old man to a hidden cave and finds treasures collected over the years. I have been unable to find this book!
The book I'm looking for is a book with mostly pictures and some writing, probably published between It's about a boy who falls asleep in his bed, and his dream is of him going into the woods or a forest, but he gets there by flying on his bed, which then turns into a leaf. A lot of the pictures resemble MC Escher pictures, shapes turning into something different but all connected. Thanks for your help! Hey, when I was in class sixth i found a book in my school library that had no cover. I began reading it though could only read it till the third or fourth page and realized that it was a horror story.
It started with a a very disturbing nightmare that ended with the ringing of the alarm when the protagonist wakes up. The girl who was about to attend the first day of her new school. The girl was a teenager and i don't remember her name. Then, her mom drops her off to school and she does not get a very good feeling about what she is going to do.
This is where I read the story till. And i think that the name of the story had the word 'disaster' in it, if i'm not wrong. I know this information is not enough but it would be of great help if you could help me find the name of this book because i have been waiting ever since to read it. I believe it won an award, but I may be mistaken, and I believe it was written fairly recently at least within the latter half of the previous century or in this century. The edition I had was a fairly modern publication, the front cover depicted a red girl painted in watercolour and some blue shadow-monsters behind and above her.
The plot was about a girl, orphaned or so she thought who had always had her hair cut short at the orphanage where she used to live. Through this she discovers her clumsiness was due to her hair being cut short, and that she can see in the dark when it's long. I am looking for a book my mother read to me when I was young at least 30 years ago.
It was given to her by my grandfather and it had a collection of short stories and fable type stories. I can barely remember the book except that it was supposedly for kids but too much for us to read to ourselves, it was ofa blue green dark color and I think the title was in a gold or silver, it was old then so probably from the 50's ro 60's my mother was born early fifties. One word that sticks out is 'oblong' or 'oolong'and 'blue' there were other things like king andi thinkthe oblong was not hard i texture for aome reason and there was trickery involed, there were other stories as well not all seemed dark If there was illustrations they were pencil type of pictures and not kid style of pics with colors.
It was maybe in thick. For collections of stories, go to Loganberry Books' Anthology Finder at www. The page has photos of over 40 of the most-sought anthologies, with brief descriptions of contents. Study the page, and you may spot the book you're looking for. Looking for a book from the early 's - might be a Golden Book or Wonder book, that had little flaps that you open to see the pictures behind, i. I am trying to find two books that I read back in the 60s.
The first book had to do with a child wanted her mother to get a new stove for the kitchen. I cant remember if it was for Christmas or a birthday. I thought the name of the book was "The Nickel Plated Stove". The second book was about a girl and her siblings were out in the snow and I think they were trying to get home. But I think there was riding in a buggy, carriage or wagon when it turned over. To keep the others safe she laid over them and told the children to keep moving their hand and legs to stay warm.
Eventually the children were found, but the older girl had froze to death. They erected a statue in her honor. Kids in Washington State order their mother a new stove for the kitchen. The second one My Father is looking for a book he read in the early 's. I am truly hoping someone can help me find this book, my father cannot find it anywhere and none of the search engines get me anywhere close to finding it.
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I keep thinking the name of this book is Away in a Meadow, or Down in the Meadow, or perhaps A Cottage in the Meadow, but none of those bring anything up. Several girls live alone in a cottage in a meadow, one day they decide to have a parade. I can still see one of the girls wearing a bucket on her head. They come across a wounded rabbit caught in a trap and nurse it back to health at home. I remember reading it when I was a very little girl in the 80's. It's a really sweet book that was lost in a house fire, and I want to read it to my daughter.
Hope you can help!! I took this book out of the library a few years ago; I remember almost everything about it except the title and the author. It was a small book of humorous food poems in the style of autograph book verse, with black line drawings It wasn't an Alan Tiegreen book. There was one poem that went something like, "How do you like your carrots? How do you like your cabbage? Slaw Slaw! How do you like your chocolate? How do you like Woodrow High! They're for the birds! It's your fault, garlic salt. Ripe and juicy! Fit for you and fit for Lucy!
Any information would be much appreciated. I am looking for what I think was a hardbound children's picture book about Christmas. I remember reading it as a child around It may have been printed as early as the s though. The illustrations were full-page and I think the text was printed in the illustrations. The story was about a little girl, who I believe lived with her Grandmother.
They weren't going to have much of a Christmas. I remember the kitchen being described as having "cheery red checked curtains. The main street is described as busy with shoppers, there are Christmas lights up everywhere, and the little girl stops to look in the windows. The little girl stops specifically at a toy store window where she sees a lovely doll that she wants. I think it was dressed in pink. The little girl wants the doll, but it is taken out of the window. I can't remember how, but the little girl receives the doll for Christmas.
This was a favorite book of mine. I can't remember if I picked it up in the library or actually owned the book. I used to read it with my grandmother as a little girl, so I know I was reading it somewhere between and I hope this sounds familiar or helps with the search. I only remember him living in a tree and making acorn pancakes. I don't think it was a boxcar childrens story but it was around that time period I was reading these in the 's. The boy runs away from his home in New York City to live in the Catskills Mountains for a year - makes acorn pancakes, among other ingenious things.
I'm trying to find a childrens book but i can't remember the title. I know its a guy that stands in the field or on top of a mountain while standing on 1 leg with a stick and I think he was waiting for the rain to come. Can someone help me please??? They were abridged very thin books with paperback covers. If anyone has any information I'd be extremely grateful. Skip to Main Content Area.
Old Children's Books. More Tips for Searchers. No Luck? Check here daily. What are Rare Children's Books? Shopping cart View your shopping cart. Looking for a Childhood Book? Here's How. Printer-friendly version Whoops! View the discussion thread. Comments by Linda not verified - Looking for a book I am looking for a book that I think may have been called "Santa Claus is Coming" or something like that and it could have been written in the 's or early 's. Looking for a series of illustrated books Im looking for a series of illustrated childrens books possibly from the 60's 70's or 80's.
Looking for a Book Looking for info on a book by an Austrailian writer maybe , 's or there about. Book I read sometime ago The book was about a boy who was living a normal life until the day he was supposed to be issued his job. Collection of childhood stories and nursery rhymes I am looking for a book my mother would read nursery stories and rhymes from.
Posting a Want. Rainy Day Activity Book-milk carton birdhouse Looking for a rainy day activity book that had newspaper scope and milk carton birdhouse equipped with peanut butter and birdseeds. Boy's brother dies then he finds a stray dog that is his brother I read a book a while back about a boy who was obsessed with the idea of going to Georgia to see rockets fly.
Would really like to find this childhood memory! About a girl who lives on a ship. Childrens book I am looking for a chapter book for children with different stories. Looking for short chapter book brother sister Looking for a short chapter book that I read in late 80's was about a poor brother and sister, I remember it being a dark story with a cover of girl looking sad under bridge or underpass or something. Bossy eats grass Looking for a book that my grandma used to read to me in the early 90's. Vintage multicultural readers. Nightingale who lives in India I remember reading this book when I was a kid.
There were two stories in the book: In the first story, the nightingale gets a thorn stuck in her foot, and asks a barber for help. Any information would be much appreciated! Kids bear novel Im looking for a book I was given when I was in primary school, this would have been roughly A village girl becomes a princess Someone turns up at a small village perhaps in Switzerland? Collection of Children's Stories I had a book once, ten years plus ago, that I am trying to find again. Book about a boy dreaming The book I'm looking for is a book with mostly pictures and some writing, probably published between Scholastic, Nice art!
A book without its Cover Page Hey, when I was in class sixth i found a book in my school library that had no cover.
Please can anyone help? I can't remember the title or author. For collections of stories, For collections of stories, go to Loganberry Books' Anthology Finder at www.