Set of Ginn Pre Reading Picture Cards from 1965.

It has struck me recently that although the word ‘text’ is mentioned in ‘Curriculum for Excellence’ (Scottish Curriculum). The scope that this word has for learning and teaching, not to mention the opportunities to explore picture books is not acknowledged.

I recently remembered Ginn Pre Reading Pictures. A resource that I came across a few times thinly covered in dust and at the back of cupboards and in tired book corners when I first qualified.

Now I am keen to revive the reading of picture texts. The scope for sparking children’s imagination and encouraging them to articulate their ideas vocally using images is exciting.

It will be interesting to explore this further, first of all researching ways that these were used in the 60’s when they were published.

I cannot find any evidence of their existence online apart from the images above thanks to ‘bookmonster2’s’ Photobucket.

When I discuss this with teaching colleagues many remember them from their early days of teaching and in fact get quite excited at the prospect of using them again. On more than one occasion ‘Where’s Wally’ has been mentioned in the conversation.

I am going now to explore this idea further and I aim to gather a wealth of information on teaching through images and hope that one children’s publisher may just be sparked by the same enthusiasm as I have.

Week beginning 01-01-14 #adrawingaday (via #heyday)

Week beginning 01-01-14 #adrawingaday (via #heyday)

An interesting find from The Centre for Children’s Book Studies…

Martin Salisbury gives an interview on the themes within “Children’s Picturebooks: the art of visual storytelling”, written with Morag Styles.

(Source: emmelinedraws)

Free today on Nosy Crow- great combination of the traditional flap book and satisfying rhymes.

"What crazy creatures will you meet today?"

"Be still!"

"Where the Wild Things Are" by Maurice Sendak, one of the first children’s picturebooks to put a child out into the world on his own, choosing his own destiny away from his parents. It is interesting to read theis story to pre school children as their reactions can vary.

Some children look a little unsure, they need time to process this world that Max finds himself in so quickly and without warning.

When the forest begins to grow in Max’s room there are two responses I have recieved and this is what I think they mean:

"he’s sleepwalking"

I love this response. The child is relating what Max can see to a dream therefore assuming it is not real, I mean real in the story, not real in real life but we can see it…you know what I mean.

"how will he get back home?"

It would be easy to assume that this child is anxious and wants Max to be at home, a place of safety. Looking deeper, I think that this child instantly recognises that Max is no longer at home when he sees the forest, unlike the first response where the child thinks he is at home but is dreaming the image.

The second response demonstrates the instantaneous nature of the story. First this happens then this completely new thing happens and we are expected to accept that, and children do.

Almost all children however regardless of the level to which they are absorbed in the imaginary world respond to the request - “let the wild rumpus start!” and proceed to do just so with reckless abandon!


"Do you have children?"

Excellent post by Clementine highlighting the difference between the discourse of academia and personal experience. Some new and interesting points I haven’t thought of before. Excellent food for thought, can’t wait to share these ideas with like minded people.


The abc of it: why children’s books matter at the New York Public Library

Show me a story! Fantastic exhibition at the New York Public Library on the importance of picturebooks.

I am not the only illustrator who thinks this sign is brilliant.

I am not the only illustrator who thinks this sign is brilliant.