Scottish Book Trust’s guide to sharingbooks with your three-year-old.Includes exclusive interviews withLorraine Kelly and Kenny Logan

WELCOME to Bookbug’sessential guide tosharing books with yourchild. Bookbug is part

of Scottish Book Trust, the leadingagency for the promotion ofliterature, reading andwriting in Scotland. Ourprogrammes reach peopleall over Scotland and helpchildren and adults alike to beinspired by books!

e Bookbug programme aimsto provide free packs of booksto every child in Scotland.It also involves a range of fun,free activities such as BookbugSessions, where babies, toddlersand their parents come together toenjoy rhymes, sing songs and listento stories.

e Bookbug guide is all aboutsharing books with your child.It’s filled with tips about the bestplaces to get books, suggestions forstories we think your child willlove, ideas on how to encouragelanguage development – andinsights into why enjoying bookstogether has so many benefits.

roughout the publication youcan read about parents’ ownexperiences of supporting theirchild in learning about books,language and storytelling.

We would like to hear aboutyour experiences of enjoyingbooks with your child. Getin touch with us by emailingbookbug@scottishbooktrust.com.

We hope you enjoy this editionof Bookbug, and look forward tohearing from you!

MEETOUREXPERTSA team of advisers sharedtheir ideas and experiencewith us, helping to shapethis edition of Bookbug.They are (left to right):Kim Hartley (Scotland

officer, Royal Collegeof Speech andLanguage Therapists),Dr Suzanne Zeedyk(senior lecturer indevelopmental

psychology, Universityof Dundee) andDr Moira Leslie(lecturer at Moray HouseSchool of Education,University of Edinburgh)

BOOKBUG ALERT!Bookbug packs are gifted through healthvisitors, libraries and early years settings ataround eight weeks, 18 months and three yearsold. Make sure you know when your next pack isdue by registering online at the address below.You will also receive special emails on the day ofyour child’s birthday, full of book suggestionsand handy tips!

www.scottishbooktrust.com/bookbugalert

Cert no. TT-COC-002217

This guide is available inother formats. For furtherinformation, please emailinfo@scottishbooktrust.com

Bookbug and all illustrationsin the guide by Debi Gliori

Bookbug 3Bookbug

4 Waking up to wordsExclusive interviewwith GMTV presenterLorraine Kelly

7 Sit back and relax…How reading togetherbenefits you and your child

8 Practical tipsfor parentsIdeas to help give your childa loveof reading for life

10 Meaningful marksTips for encouraging yourchild’s first attempts atwriting and drawing

11 Count me inWhy everyday activitiescan help your childunderstand numbers

18 Books we think yourchild will loveWe recommend some ofthe best stories available

20 Where to get booksWhether you areborrowing or buying,here is where to go

22 Bookbug’s LibraryChallengeThe free programmeencouraging childrento love their library

23 Reading all togetherSharing books withdifferent ages

24 Let’s have funtogether!A handy guide to pirategames and activities

CONTENTS

12 Breaking downbarriersRugby star Kenny Loganon how dyslexia affectedhis childhood

14 Reading with blindor deaf childrenMaking storytelling fun forchildrenwith additionalsupport needs

16 Look who’s talkingIdeas to boost your child’slanguage skills

17 Step by stepMilestones to watch outfor in your child’sdevelopment

26 Word powerRevealing themanybenefits of being bilingual

27 Talking yourlanguageCelebrating Scots rhyme

28 Make timefor a rhymeHow music and song canimprove your child’slanguage skills

29 Bookbug SessionsFind out about our free,friendly local events aimedat having fun together

30 Pirate rhymesPirate-themed songs foryou and your child to enjoy

Getting started Supporting your child Books & activities Language & rhyme

4 Bookbug

HOW DID YOU FIND TIME TOREAD TO YOUR DAUGHTERWHEN SHE WAS YOUNG? I wasalways surrounded by bookswhen I was growing up, andI think that influenced how Iread to my daughter. My mumtaught me to read and writebefore I went to primary school,so I had a huge advantage. Froma tiny age all my family weregreat readers and there were lotsof books in the house.

I always have a book in my bagand I’m always reading. I stillhave all my books from whenI was a wee girl. Even when mydaughter Rosie was a baby I readto her – picture books aboutanimals and stories like Each

Peach Pear Plum. It’s great fortheir imagination. Bath timeor just before they go to sleepis a great time to do it. We reade Wind in the Willows, eAdventures of Tom Sawyer, andeverything by AA Milne. It wasgreat to rediscover stories likethat through reading to Rosie.People like JK Rowling havehelped to get kids reading againand I hugely admire her for that.

WHAT WAS YOUR DAUGHTER’SFAVOURITE CHILDREN’S BOOK?She had lots. Each Peach PearPlum, anything by Dr Seuss, likeGreen Eggs and Ham, and EnidBlyton’s St Clare’s books. Shereads the Twilight books now.She’s always reading!

WHAT DO YOU ENJOY READING?I have a huge collection of booksabout Antarctica, which I love. Idid Russian at school so I read

GETTING STARTED

GMTV presenter Lorraine Kelly talks toScottish Book Trust about her lifelong passionfor reading, writing her autobiography – andher most embarrassing moment

Wakingup towords

PHOT

O:NI

CKYJ

OHNS

TON/

GMTV

Even whenmy daughterwas a babyI read to her.Bath time orjust beforethey go tosleep is agreat timeto do it

and reread a lot of Tolstoy andTurgenev. I also like MarianKeyes and Maeve Binchy.

HOW DO YOU RELAX? I do readbooks to relax but I also have toread for work. I’ve always got abook on the go. I like to go backto old favourites. My dad isreally interested in astronomy.It’s fascinating to look backat astronomy books that werewritten in the 1960s and see howthings have changed.

WHAT INSPIRED YOU TOWRITEYOUR AUTOBIOGRAPHY,LORRAINE: BETWEEN YOU ANDME?A biography had come outand that was fine but it was a cut-and-paste job with lots ofmistakes in it. I thought it wouldbe good fun to write somethingmyself. I loved the process ofwriting – talking to my familyand finding out stories fromthem. But writing fiction is a realjob. If I did it, it would have to befor the right reasons – somethingI was devoted to and reallybelieved in.

HAVE YOU EVER THOUGHT OFWRITING CHILDREN’S BOOKSYOURSELF?Children’s books

are incredibly hard to write.It’s a very demanding audience!You have to have a talent forcreating an absorbing storythat’s completely engagingfor children. You need to bestarry-eyed!

OUT OF ALL THE CELEBRITIESYOU’VE INTERVIEWED, WHOHAS BEEN YOUR FAVOURITE?ere are a few! GeorgeClooney and Will Smith arealways a joy to interviewbecause they treat the wholething as fun and make it soeasy for you. Paul O’Grady wasthe surprise host for my 50thbirthday show on GMTV andhe is a delight – funny andgenerous but with thatbrilliant waspish humour.And Peter Ustinov was lovely.He was a great communicator

and an extremely well-read andabsolutely fascinating man.He could communicate withanyone without ever beingpatronising, which is a realtalent. He was a raconteur,writer and actor; he had sucha long and varied career.

WHO IS YOUR FAVOURITECHARACTER, EITHER FROM ACHILDREN’S BOOK OR A BOOKFOR ADULTS? I loved Winnie thePooh. He was cheeky and a rebel– I really liked that. But myfavourite character of all timewould have to be Raskolnikovfrom Crime and Punishment.

WHAT’S BEEN YOUR MOSTEMBARRASSINGMOMENT ONGMTV? I was coming down thestairs on one of the shows and Ijust fell over! I have an earpieceso that the producers can tell methings while we’re on air and all Icould hear in my ear was themhowling with laughter! Whensomething like that happens youjust admit it and go with it. Istood up and I’d skinned myknees. I said, “Does anyone haveany ideas about how to helpsomeone who’s skinned theirknees?” And lots of people sentin suggestions.

WHATMADE YOUDECIDE TO STAYIN DUNDEE ANDNOTMOVE TOLONDON?GMTV have allowedme to stay up here – they’ve beenfantastic. I do the Monday andTuesday shows live in Londonand then record two days. So I’monly away from home for twodays. It has meant that Rosiecould go to school in Scotland.I feel very lucky to be able to livehere. I love London but it’s greatto be able to live in Scotland andbe with my family – it’s thebest of both worlds. �

Bookbug6

GETTING STARTED

My favourite places in ScotlandOrkney and BarraI am currently readingSouth by Ernest ShackletonI always wanted to grow up to beJo from Little WomenMy earliest memoryBeing outside our single end inthe Gorbals when I was abouttwo, bawling my head off because

I had a scratchy woolly hat on!My daughter’s first word“Dada”, swiftly followed by “no”!

Lorraine'schildhoodexperiences ofbooks influencedhow she read toher daughter

Effects on yourchild’s brainand body

Emotionalbenefits

Bookbug 7

When your child cuddles up toyou, their body produces ahormone called oxytocin(sometimes called the ‘cuddlechemical’). This brings a feelingof contentment and security, areduction in the heart rate and asense of calmness and relaxation.

If story time is part of a predictableevening routine, this will be goodfor the development of theamygdala, which is a part of thebrain that processes emotions.

Every time your child enjoys timereadingwith you, important neuralpathways in their brain are beingstrengthened.

This is an opportunity to shareexperiences and have fun together.You can link events in the story withyour child’s feelings, and explorenew emotions by talking about theexperiences of the characters.

Your child will be anticipating yourattention. If they point to a picture ofa dog in a story, and say “Dog!”,they may turn to look at you andexpect a positive response. If you say“Well done!” or “Yes, that’s a dog”,you help reinforce their confidence,and emphasise a sharedunderstanding between you.

If you aren't a very confident readeryourself, don’t worry. Make up somestories about the pictures. The mostimportant thing for children is thatthey are having an enjoyable timewith you.

Sit backand relaxCuddling up together to read a story brings a surprising rangeof benefits for children and parents, as Suzanne Zeedyk explains

Learning anddevelopment

You and your child are giving jointattention to the story in bothpictures and ideas. This is an idealsetting for learning new wordsand concepts. You can also relatewhat you read to things your childhas recently experienced.

Dr Suzanne Zeedyk issenior lecturer indevelopmentalpsychology at theUniversity of Dundee

Bedtime stories help to establish anunderstanding of boundaries. Youcan do this by telling your child howmany stories you’re going to readand then saying before the last one,“Okay, we will read one more storyand then we’ll say goodnight.”

1ITDOESN’T HAVE TO TAKE LONG! You justneed a few minutes every day to readtogether. Sit your child on your knee or

anywhere close to you, and simply turn the pagesof a book, chatting about the pictures.

2IT’S FUN Reading to your child helpsyou both enjoy special quiet momentstogether every day – and it’s the perfect

time to have a cuddle!

3EVERYONE CAN HELP Encourage everyoneto share books with your child –grandparents, carers, older brothers and

sisters, and friends. ey could also recommendfavourite stories, authors or places to get books.

4READ ANYTHING Choose something thatyou like to read. It doesn’t matter what youpick – it could be stories, poems, comics or

rhymes. If you enjoy reading, your child will notice.

5READ TO YOUR CHILD AT BEDTIME It’s agreat way to end the day on a calm, positivenote for both of you. Your child will sleep

better if they feel relaxed and so will you!

6BOOKSMAKE GREAT PRESENTS Suggestto friends and relatives that they buy yourchild a book as a gi 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.

7TAKE A BOOKWITH YOUWHEREVERYOU GO You can look at it with yourchild when you’re waiting for the bus,

visiting the doctor or sitting on a train. Childrenare better behaved when they have something tofocus on, and reading a storybook is ideal.

Practicaltips forparents

Followouradviceand giveyour childa love ofreadingfor life

Bookbug8

GETTING STARTED

of ensuring that booksbecome a central partof your child’s life.

9JOIN YOUR LOCALLIBRARY Childrenare never too

young to join. It’s freeand you can borrow agreat selection of books.Let your child pick booksthey like – and choose a fewyou’d like to read too.

10BOOKS ENCOURAGE WRITING Sharingbooks together will inspire your childto begin drawing, writing and coming

up with their own stories. Encourage your childto do this by sending a pirate postcard to agrandparent.

11WATCH YOUR CHILD BECOME A BOOKLOVER It won’t be long before your childbrings their favourite books to you,

asking you to read with them. Children lovereading the same book again and again and

knowing what happens next – so enjoy itwith them! Follow their lead and lookfor interesting new details on the page.

12ANDDON’T FORGET –READING TO CHILDRENGIVES THEM A HEAD START

IN LIFE Sharing books with your child willhelp develop their listening and languageskills. ey will also find learning to read

much easier when they start school. �

8BOOKS DON’T HAVETO STAY ON THEBOOKSHELF! Make

sure books are easy for yourchild to find and pick uparound the house. Why not puta few inside your child’s toy boxtoo? Or under their pillow, or inthe bathroom? It’s a simple way

Bookbug 9

My experience…Alison (28), mum to Gemma (four),and Rory (18 months)“My kids both like books with texturesto touch or little doors to open. They likebooks with strong rhythms and brightlycoloured pictures. I found it hard atfirst when the older one wanted thesame books again and again but Irealised that this really helped herunderstand the stories. Now she has

started wanting to make her own little‘books’ by sticking her drawingstogether. When I was heavily

pregnant with my second child, bookswere a lifesaver. When I got exhausted in

the afternoons I would snuggle up withmy daughter and read whilegetting a lie-down!”

SHARInG storybooks andrhymes with children fromday one is great fun. It isalso likely to have a

positive impact on their earlyliteracy development.

Talking, reading and writingare all connected, so as well asfrequent book-reading, yourchild will benefit from lots ofopportunities to explore and playwith different writing materials.

Try to involve your child asoen as possible in activities suchas writing shopping lists, birthdaycards and notes. As your childsees you writing, reading backwhat you have written and talkingabout why you are writing, theywill probably want to have a go atwriting too. Praise andencourage your childwhenever you seehim or herexperimentingwith writingwhileplaying.

Talking withyoung children

about their

mark-making and early attemptsat writing is an important firststep in helping them understandthe connections betweenreading and writing.

You are unlikely to be able to‘read’ any of your child’s earlypieces of writing! Very earlyattempts will take many forms –they might look like randommarks or scribbles on the page.Later, you might be able to pickout shapes that look like inventedor recognisable letters, perhapsfrom your child’s name.

Whatever your child produces,show that you are interested in itand that you feel it is important.You can do this by having a

conversation about what theywere thinking about when

they did the writing, andby asking them to read italoud to you. By joiningin this enjoyable writingplay with your child andtalking together, you

will begin to find outwhat he or she

understands about writing.is will give you ideas abouthow to support and developthis interest.

Young children’s mark-makingand early attempts at writing arefascinating. Collect examples asyour child is growing up and youwill have a precious keepsakefrom these important first yearsof development. �

Dr Moira Leslie is a lecturer atMoray House School of Education,University of Edinburgh

GETTING STARTED

MeaningfulmarksYour child’s early attempts atwriting can be fascinating andfun. Moira Leslie explains whatyou can do to encourage them

Top tipsMake special books with yourchild using photographs of family,favourite toys, pets, your street…the list is endless! Make up thestory together and let your childsee the words appearing onthe page as you write theircontribution. Your child will lovesharing these books and willprobably try to read them to you!

Put together a special boxof interesting writing materialsand involve your child in choosingwhat to put in the box. Paperfolded into different book shapeswill encourage your child tohave a go at creating theirown little books.

Maya, 22months,drawing a playpark (below),and an envelopeon which shehas written hername (above).Note the ‘m’

Bookbug10

WHEn MY first grandchild was threeweeks old, my younger daughter andI were visiting just before bath time.Calum was lying kicking on his bath

towel. His admiring audience sat close in, faceswithin his view. He looked from one adult face toanother in turn. en 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 growup with a useful grasp of mathematics

and numbers? Opportunities to developbasic numeracy surround us in oureveryday lives. Parents and carerstypically chat to even very youngchildren about the mathematical tasksthey themselves undertake.

Almost every activity during theday provides opportunities to talkabout numbers with little ones. ese

can include:• Writing a shopping list with ‘how many’ of each

item is needed• Pressing the button for the right floor in the li• 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 e Very Hungry

Caterpillar which make numbers, counting andsequencing 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.

ese everyday activities indirectly and quitenaturally help little children to enjoy ‘the languageof maths’ from an early age.

Most children will soon notice if there is abanana short at teatime, if there aren’t enoughsweeties to go round or if one foot has lost its sock.

With the help of their parents, children willnaturally develop a playful understanding ofnumber, colour, shapes, groups, one-to-onematching, counting, classifying and sequencing.A child who uses number concepts in thesepractical ways is already a mathematician!

A strict or formal approach to numeracy is notneeded with the youngest children. But an adultwho notices maths and numbers in everydaythings can help children to be observant too,to count, to use number names and to have funin a practical way. �

Bookbug 11

Everydayactivitiescan helpyoungchildrengrasp thebasics ofmaths,explainsProfessorAline-WendyDunlop

Countme in

Professor Aline-Wendy Dunlopis chair ofchildhood andprimary studiesin the Faculty ofEducation,University ofStrathclyde

HOWOLD WERE YOUWHEN YOUFOUND OUT THAT YOUWEREDYSLEXIC? I was 16 or 17. I livedthrough my childhood thinkingI was thick. It wasn’t until ateacher helped me aer schoolthat I understood. e onlything I was told was that it wasn’tabout being stupid. My teacherstarted telling me about peoplewho were dyslexic who had beenvery successful, like WinstonChurchill and Jackie Stewart,and that made me feel better.e first book I read was Lassie,which is probably aimed at anine or ten-year-old child. attook a year to read. I was so tiredby trying to read it – I couldn’ttake it in.

WHAT WAS IT LIKE WRITINGYOUR AUTOBIOGRAPHY, JUSTFOR KICKS? e best thing aboutthe book was actually doing it –I wrote about and talked aboutthings I’d never opened upabout before. It was a journey.When I got to the part aboutschool I didn’t want to continuewith it because it was such a sadpart of my life. But then I gotinto it again. Talking aboutdyslexia and seeing how otheryoung children cope with it has

made me understand it betterand feel good about it.

WHAT KIND OF SUPPORT DOYOU THINK DYSLEXIC CHILDRENNEED TO BE GIVEN BY THEIRFAMILIES? It’s really importantto recognise that every childis different. My wife Gabby andI have twins, a girl and a boy.My daughter, aged four, takeseverything in like a sponge, butwith my son you have to sit downand really talk to him. e mostimportant thing is praise – talk tothem, help them understand,spend time with them, and bepositive. I don’t shout at them, Ispeak to them. I try to treat themas if we’re players in a rugby team

– you go and help them!Communicating with your kidsis essential. I don’t think I couldhave told my mum or dad that Icouldn’t read; I was so frustratedas a kid and it hindered me.Children need to be able to speakand be heard by their mums anddads and teachers.

HAVE YOU ENCOUNTEREDPREJUDICE ABOUT BEINGDYSLEXIC AS AN ADULT? In thepast the hardest thing for mewas telling people. But now if Ican’t spell someone’s name I justask them, even if I have to askthem three times – by the thirdtime I’ll definitely be able towrite it down. I’m lucky – if I say

Bookbug12

SUPPORTING YOUR CHILD

BreakingdownbarriersRugby player Kenny Logan talksabout fatherhood, his first book –and why being dyslexic doesn’thave to hold you back

The onlything I wastold was thatit wasn’tabout beingstupid

I’m dyslexic people areinterested because I’m in themedia. I le school withouta qualification and I didn’t goto university, but I’ve done okayas a rugby player and then inbusiness. In the business worldthere are many people who aredyslexic or who can’t read butthey’re hugely successful andhappy in their careers. It doesn’thave to hold you back.

WHAT WAS THE NICEST THINGTHE RUGBY COMMENTATOR BILLMcLAREN EVER SAID ABOUTYOU? He used to call me “a sonof the soil, a little farmer boyfrom Stirling”! I had a lot ofrespect for him; I grew uplistening to him, and he was oneof the biggest influences on myrugby career. He was the nicestman, and such a big figure inScotland – he was loved. Whenyou travelled around the world,the first question from otherrugby players would always be,“Have you met Bill McLaren?”His commentary was so honest;he made you feel like you werepart of the game.

WHAT HAVE BEEN THEHIGHLIGHTS OF YOUR RUGBYCAREER? Four things stand out.Winning the league for StirlingCounty in 1994/95. Winning theFive nations in 1999 playing forScotland – not many people getthe opportunity to play for theircountry and win for yourcountry. Moving to [Englishprofessional rugby union team]London Wasps – going to a bigclub and having such an impact.And the amount of good peopleI’ve met through my rugbycareer has been very special.I look back at rugby and enjoyand appreciate everything that ithas given me. �

DYSLExIA,as literallytranslated,means a

difficulty withwords. It can resultin childrenstruggling to learn toread and write.

Dyslexia has othercharacteristics inaddition to poor literacy

development. It tends torun in families and canaffect spoken language

development, co-ordination,memory skills, organisational

skills, and the processing ofinformation received via theears and/or the eyes.

Unfortunately it is morecommon to hear about the

negative aspects of beingdyslexic rather than the

success achieved by many whoare affected by it. It is a subjectthat can cause much anxietyfor parents.

EXCEPTIONAL CREATIVITYRecent research refers todyslexia as a ‘difference’in the way the brain deals

with learning, rather thansomething wrong with brainfunction. Many people who aredyslexic have exceptional talentsas a result of such difference.

In very young children it isnot possible – or desirable –to conclude that they maybe dyslexic. This is becausechildren develop different skillsin a time frame that varies fromchild to child. Sometimes

children may produce wordswith a jumbled sequence ofsounds, saying things like‘vigenar’ instead of ‘vinegar’ –

but all children will do thisat some point whilelearning new vocabulary.

LISTENING, SEEINGAND DOING

Young childrenshould have lots of

opportunities to hearand repeat words,

rhymes and stories.is helps buildup theirvocabulary and

tune in to words, regardlessof whether or not they may

be dyslexic.e more exposure children

have to books, the betterprepared they will be to learn toread – 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, touchingbooks, talking about thepictures, and pretend writingand drawing of stories will makethe experience a multi-sensoryone. is means children willlearn and remember better byusing the skills of listening,seeing and doing.

Such a multi-sensoryapproach works for all childrenand is particularly important ifdyslexia is a possibility.

So even if children haveproblems reading at some point,early immersion in language willhelp them overcome difficulties.Parents and carers, therefore,have a crucial role to play inengaging their children in thejoy of books. �

Bookbug 13

Exposure to books is essentialwhen learning to read – andparticularly helpful for childrenwho may be dyslexic, writesKathleen Clark

Kathleen Clarkrecently retiredas a seniorlecturer at theUniversity ofStrathclydewhere she wascourse directorof the Mastersprogramme inEducationalSupport. Herspecialist areais dyslexia

BOOKS CAn spark children’s imaginations,reassure them and help them relax. Pageswith shapes and textures can develop yourchild’s confidence in using their hands.

Learning to hold a book and turn pages is animportant skill for the future. Most importantly,books can be fun!

SHARING BOOKS WITH BLIND ANDVISUALLY IMPAIRED CHILDRENIf your child is blind or partially sighted, sharing astory with them can be a happy, positive andhelpful thing to do.

Listening to your voice as you read and singgives blind and partially sighted children a feelfor 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 otherwiseabsorb by seeing the world around them. Sobooks about things your child has recentlyexperienced, 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. ey arelots of fun and mean other family members canjoin in too.

HOW CAN I MAKE SURE MY CHILDFEELS 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 andencourage them to choose which books to read

• Adding tactile pictures or text stickers can helpblind or partially sighted children find theirfavourite books

• If you’re using touch-and-feel books, rememberto talk through what a child is about to feel sothat unexpected textures do not come as a shockwhen 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 withfamily names

• Get your child to say what will happen next orfill in missing words

• Put your body into the position of the characterin the story and let your child climb around youto get a ‘picture’ of what is happening

• Add sound effects and use your voice playfullyto pretend that you are different charactersin the story

• Encourage your child to take on a character’srole and act out the story.

SHARING BOOKS WITH DEAF AND HEARING-IMPAIRED CHILDRENWHICH BOOKS SHOULD I CHOOSE?

• Very young children like books that arehighly visual and colourful with clear,uncluttered images

• Touch-and-feel books with different textures aregreat fun

• Look for books that relate to experiences yourchild has had

• Start with books that have flaps, patterns ortextures to enjoy.

Bookbug14

SUPPORTING YOUR CHILD

Readingwithblindordeaf

childrenChildren with additional support needs can

enjoy books as much as anyone else. Here aresome suggestions for how you can help

HOW CAN I MAKE SURE MY CHILDFEELS INVOLVED?• ink about how to sit so your child is at your

level and can see your face so you can establishgood eye contact

• Make sure there is enough light so your face andthe book can be seen clearly

• If you don’t use BSL (British Sign Language)try using gestures to support the visualcommunication between you

• Take your time so children can see the pictures,text and your facial expressions

• Try propping the book up in front of youfacing the child, even if you have to read thetext upside down!

• Encourage children to talk about emotionsby looking at the character’s expressions

• Get your child to say what will happen next andfill in missing words and sounds• Repeat the same stories againand again.

is will help developlanguage and bereassuring for your child.

MAKE IT FUN• Try using real objects andprops to act outthe story

• Use funny facial expressions to keepchildren entertained

• Play at dressing upas characters andusing puppets

• Make a ‘story sack’ and fill it with interactivematerials to bring a book to life. �

Not all these suggestions will apply to your childbut they may be a useful starting point.

Bookbug 15

Gabriel, who has ahearingimpairment,enjoying a bookwith his dad

Very youngchildren likebooks thatare highlyvisual andcolourfulwith clear,unclutteredimages

For further advice, contactTHE LIVING PAINTINGS TRUSTA free service that offers specialisttouch-and-feel books.Contact: 01635 299771;info@livingpaintings.orgwww.livingpaintings.org

CLEARVISION A library service fortouch-and-feel Braille and Moon books.Contact: 020 8789 9575;info@clearvisionproject.orgwww.clearvisionproject.org

SCOTTISH BRAILLE PRESSContact: 0131 662 4445www.royalblind.org/scottishbraillepress

SPEECH AnD language iscentral to the way parentsand children make aconnection with one

another. By talking to your childand responding to what they sayand do, you are creating a bondwith them that will last yourwhole life.

Speech and languagedevelopment needs to happenbefore your child can make astart on reading and writing.Although children developcommunication skills atdifferent rates, there are lots ofthings parents can do to help.• Having a dedicated time each

day to talk about what hashappened will help your child’smemory. It’s also a chance forthem to practise talking about

things outside the ‘there andthen’.

• Use pictures or objects to helpfocus children’s attention – forexample, illustrations in booksor puppets acting out stories.

• Talk about or play gamesinvolving opposites, like ‘onand off’ or ‘big and little’.

• Join in with your child’s pretendplay – and let them take thelead. Try to comment on whatthey are saying and doing ratherthan asking lots of questions.is not only reinforces theirlanguage skills, but also showsthem that you are interestedand listening to them.

• Reversing roles with a child,where they are the mummy ordaddy and ask you to do things,can be great fun. is sort of

activity helps children developlanguage for new situations.

IF YOU HAVE CONCERNS ABOUTYOUR CHILD’S SPEECH,LANGUAGE ORCOMMUNICATION...Let your health visitor know orask your local speech andlanguage therapist for anappointment. You can find yourlocal speech and languagetherapist through your healthboard, nursery, GP or in thephone book. �

Bookbug16

SUPPORTING YOUR CHILD

Lookwho’s talkingTop tips for developing your child’s languageand communication skills by Kim Hartley

More advice, ideas and tips...The tips above come from Talking Point(www.ican.org.uk/talkingpoint/), a website full ofideas, advice and useful resources to help childrendevelop speech, language and communication.Talking Point was produced by experts from the RoyalCollege of Speech and Language Therapists, I CANand AFASIC.

Join in withyour child’spretend play– and letthem takethe lead

Kim Hartley isScotland officerat the RoyalCollege ofSpeech andLanguageTherapists

NORM

ANAD

AMSL

BIPP,

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Stepby stepAll children develop at different stages, but here aresome milestones to watch out for – while parentsgive us their perspective on learning

Three yearsAt 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 daughtermade us all laughwhen shemastered saying her ownname in full and then greeted

everyone shemet in the street bytelling themwhat it was!Wepraised her a lot when she got itright – and she thenmoved on

to learning her address!”

Four yearsAged four your child may:• Speak in a more straightforward, confident and

direct way, for example “I did that before”, “Ineed 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 – toldme to say somethinggeneral like ‘Tellme about yourdrawing’ whenAshley draws apicture, rather thanoffending her bythinking her dogis a giraffe!”

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Five yearsAt 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 neverthought the two boys would get along,but now the older one is so protective.My partner and I have encouraged this

by giving Sammoreresponsibility andinvolving him in thingslike choosing clothes andstories for his brother.

Now the little one’s becomethe sidekick in Sam’s

superhero games!”

These areguidelines only,and may notreflect yourchild’sbehaviour orstage ofdevelopment.Talk to your GPor health visitorif you haveconcerns

ALFIE GETS IN FIRSTWritten and illustrated by ShirleyHughes Alfie, his mum and babysister arrive home aershopping. While his mumstruggles with the pushchair,Alfie rushes inside and slams thedoor. So now Alfie’s stuck insideand mum and baby are stuckoutside without a key! Sooneveryone in the street becomesinvolved in trying to rescue Alfie,but he’s got plans of his own...

MOON RABBITWritten and illustrated NatalieRussell Little Rabbit likes living in

the busy city. But at night whenshe’s all alone she looks up at themoon and wonders if there’ssomeone else out there. en shemeets Brown Rabbit in the park,and he’s just the friend she hasbeen wishing for. But how longbefore the bright lights call LittleRabbit back to the city? Anunforgettable story withstunning illustrations.

THE ELEPHANTOMWritten and illustrated by RossCollins What’s a small girl to dowhen a mischievous,bothersome Elephantom just

won’t leave her alone?Luckily, Granny has theperfect solution... Edgyillustrations make RossCollins’ wry comic tale ofa pesky ghost pet aninstant hit!

THE INCREDIBLE BOOKEATING BOYWritten and illustrated by OliverJeffers Henry loves books somuch that he eats them! Heloves to devour books of everyshape and size – though red ones

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BOOKS & ACTIVITIES

Bookswe thinkyour childwilllove… Our guide to some

of the best storiesavailable

are his favourite. e morebooks Henry eats, thesmarter he gets – until oneday it all starts to go a bitwrong. e humour of thisbook will appeal to children,especially little boys.

MEGGIE MOONWritten by Elizabeth Baguley andillustrated by Gregoire MabireDigger and Tiger spend all theirtime in the Yard. no one elsedares to come there – it’s theirplace. en one day someonearrives, wanting to play. Worsestill, it’s a girl! But when Meggiebuilds a fantastic racing car andthen an amazing pirate ship,they have to admit she does havesome brilliant ideas...

A NEW HOME FOR A PIRATEWritten by Ronda Armitage andillustrated by Holly Swain Pirate Jedis seasick and doesn’t want to bea pirate any more. So he packs uphis things and heads for dry land.On his adventure he encountersa cast of animals all needing hishelp. Together they meet FarmerTed who is fed up with life on dryland, so he and Jed decide toswap! A gentle adventure aboutfriendship, fun and finding yourplace in the world.

THE SELFISH CROCODILE BOOKOF NURSERY RHYMESWritten by Faustin Charles andillustrated by Michael TerryA superb collection oftraditional nursery rhymes withan animal twist. Accompaniedby a fantastic audio CDnarrating the poems with lots ofamazing animal sounds, this willmake a much-loved and much-listened-to collection foryounger readers.

LITTLE BOATWritten and illustrated by ThomasDocherty Little Boat is anindependent and determinedvessel who sails bravely on,whatever dangers he may face.Docherty perfectly captures theemotions of a little traveller, witha great sense of movement andperspective, and a limited buthighly effective colour palette.You really get the feel of the hugeocean in all its moods from thisdelightful story. �

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Where togetyourbooksAs a parent you know that reading with yourchildren can encourage a lifelong passion forbooks – but where can you find the rightstories to read to them?

LIBRARIESMost libraries have a children’s book section.ese days, libraries aren’t stuffy places wherechildren must stay silent. ey’re warm andwelcoming, with a big range of books to interestyour child. Library staff can give lots of helpfuladvice about choosing children’s books – so don’tbe afraid to ask them!

Joining a library for free also means you canread lots of different books that won’t cost youanything. Most libraries don’t charge fines forchildren’s books and you can usually borrow morethan enough books to last you until your next visit!So make the most of it – try out lots of differentstories and themes with a whole range ofcharacters and settings to see what your childenjoys most.

If you use the internet, you can find your nearestlibrary at www.scotlandsinformation.com. ewebsite gives information on opening hours andaccess for disabled visitors, alongside contact detailsand links to the library catalogue. As well as allowingyou to borrow books for free, all of Scotland’slibraries offer free broadband internet access.

NURSERIESnurseries recognise the importance of reading andsharing books. Some have libraries for the childrento borrow books from. is encourages your childto make their own choices about what to look at,and means they can learn early on about howlibraries work. e nursery is also an idealenvironment for your child to talk to their friendsand teachers about stories they’ve read, or makethe stories part of their play.

CHARITY SHOPSCharity shops are a cheap source of books forchildren – and a good way of givingsome money to charity. Althoughthe books will be second-hand, most childrencare more about thecolours, pictures,words and charactersin a story thanwhether the book hasbeen a bit chewed byanother child!

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BOOKS & ACTIVITIES

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.

BOOKSHOPSMost large bookshops, such as Waterstone’s andBlackwell’s, have extensive children’s booksections, oen with well-trained staff who can helpyou choose the right book for your child. e

children’s section is usually arranged in age orderto help you find your way around. ere are also afew specialised children’s bookshops aroundScotland – if you have internet access, look onlineto find one near you. �

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Contact your local libraryFor information on opening hours,locations or joining instructions foryour local libraries, please call yourlocal authority’s library headquarterstelephone number, listed here, or visit

www.scotlandsinformation.com

Aberdeen 01224 652500Aberdeenshire 01651 872707Angus 01241 435103Argyll and Bute 01369 703214Clackmannanshire 01259 722262Dumfries and Galloway 01387 253 820Dundee 01382 431500East Ayrshire 01563 554300East Dunbartonshire 0141 775 4501East Lothian 01620 828220East Renfrewshire 0141 577 3500Edinburgh 0131 242 8000Highland 01463 235713Falkirk 01324 506800Fife 01592 583204Glasgow 0141 287 2999

Inverclyde 01475 712323Midlothian 0131 271 6668Moray 01343 562600North Ayrshire 01294 212 716North Lanarkshire 01698 403 200Orkney Islands 01856 873166Perth and Kinross 01738 444949Renfrewshire 0141 887 2723Scottish Borders 01750 20842Shetland Islands 01595 743868South Ayrshire 01292 272247South Lanarkshire 01698 454545Stirling 01786 432383West Dunbartonshire 01389 772137West Lothian 01506 776336Western Isles 01851 708631

These days,librariesaren’t stuffyplaceswherechildrenmust staysilent.They’rewarm andwelcoming

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BOOKS & ACTIVITIESBOOKS & ACTIVITIES

The LibraryChallengecertificates willhelp celebrate yourchild joining theirlocal library

BOOKBUG’S Library Challenge is a freeprogramme that encourages children agedbirth to four to discover and enjoy theirlocal 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 Challengecollector card. Every time you visit the library thecollector card will be stamped, and your child canexchange four stamps for one of our beautifullyillustrated Library Challenge certificates.

Your child’s name will be written on thecertificate to encourage them to feel proud thatthey have become a member of their local library.

ere are five different limited-editioncertificates to collect. So start collecting now– it’s never too early or too late to join your locallibrary... and it’s FREE! �

Bookbug’sLibraryChallengeFive easy steps to starting Bookbug’sLibrary 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!

JUNE, MOTHER OF FINN (FIVE),BRODIE (THREE) AND COLL (ONE)I like our bedtime-story routine– the children each choose onebook (although sometimes theytry to sneak in two!), and wecuddle up on the couch, one oneach side and the little one onmy knees. As I read the story, I

tend to point out some detailson the picture or relate them tosomething we did recently, sothat Coll feels included eventhough he might not followeverything. And sometimes theolder two end up talking aboutstuff they did at school ornursery even though they said

they couldn’t rememberanything when I asked themearlier! It’s nice to feel we’resharing something all together.

ROSS, FATHER OF SAM (EIGHT),JAMIE (SEVEN), ROWAN (FOUR)AND OLLIE (TWO)Having four children, I find it’sbeneficial for the older ones toread to their younger brothersand sisters. My seven and eight-year-old love the status this givesthem in the family, of beingconsidered capable andresponsible. And it helps outMum! It’s very good for theirconfidence and theirdevelopment. I’ve noticed itencourages more expression intheir reading voices. My four andtwo-year-old just love cosying upeither with their mum or theirbig brothers, as at that age theyjust love stories! I think it helpsstrengthen the family bond. �

Bookbug 23

Top tips for storytelling• Sit somewhere comfortable. Snuggle up

with your child and make sure you arewarm and cosy

• Throw yourself into it. Relax, enjoyyourself and have fun

• Read slowly. Put lots of expression intoyour voice and use gestures, funny facesand sound effects such as animal noisesor a train tooting

• Get your child involved. Look at thepictures together, point to objects andcharacters and encourage them to guesswhat they are

• Talk to your child about the book afteryou’ve finished reading it. They mightenjoy using characters or ideas from thestory in their own playing, drawing orconversation.

Readingalltogether

Parents'perspectives onsharing bookswith more than

one child

Let’shave funtogether!

TAKInG THE time to talkto your child, play with themand get creative together isgreat for all aspects of their

development, and will give thema head-start at school.

Here are some suggestions tohelp you begin your journey ofdiscovery...

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BOOKS & ACTIVITIES

Treasure HuntThe idea Put pirate hats on and hunt forhidden treasure!The adventure Hide some items aroundyour house, and ask your child to findthem. You could even draw them a mapto follow, or give them some clues towork out.The benefits Children this age love achallenge, and an afternoon spentindoors is the perfect time to create amystery for your child to tackle.

Pirate ShipThe 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.

Making things and playinggames doesn’t need tocost anything, especiallyif you have a little pirateto entertain!

Bookbug 25

I-spy with my Pirate EyeThe idea Make a telescope togetherThe adventure Cardboard tubes fromkitchen roll or tin foil make instanttelescopes for pirates – get creative withglitter and glue and go for a trip to thebeach to see if you can spy any ships orsea-monsters on the horizon!

The benefits Creating the telescope boostsyour child’s creativity and gives them achance to practise their co-ordinationskills. At this age they love nothing betterthan pretend play and make-believe, socreating props to help them in theirpirate play will be the cause ofmuch excitement!

Ship-Shaped Lime and Coconut CookiesThe idea Cookies in the shape of ships

The adventureINGREDIENTS:

2 egg whites100g caster sugar160g desiccated coconut1 tsp grated lime zest1 tbsp lime juiceMETHOD: 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.

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 anexciting adventure for your child, byreading the recipe together, making yourlist for the grocery store, travelling to theshops, finding the ingredients on theshelves, and then finally making thefood together.

This guide is available in other form

ats. For further

information, email info@scott

ishbooktrust.com

HOWCHILDREN LEARN ABOUTLANGUAGEere is strongevidence that young childrenabsorb more than one languagequickly if they hear enough ofeach language. But there are otherimportant factors in the way theylearn. For example, children whoare learning a new language gothrough a phase where theyunderstand what’s being saidaround them but say very little. Sobe patient – these children maysimply need time to listen andbuild up the new language theyare learning in their brain.

MYTHS AND MISINFORMATIONere are a lot of wrong ideasabout bilingualism. Many peopleare still convinced that havingtwo languages is somehow a‘burden’. But we know fromresearch that this is completelyuntrue. e infant brain canaccommodate even threelanguages, and babies candistinguish their languagesat the age of just four months.

Bilingual children are verygood at separating languagesand there is no evidence thatthey are confused between onelanguage and another. ere aredifferent ways of balancing thetwo languages – for example,children speaking their nativelanguage at home and English atnursery. e most importantthing is to expose the child toboth languages in situationswhere they feel motivated to usethem. is could be by sharingbooks with their parents,or listening to songsand stories in anotherlanguage. Libraries oenhave bilingual books foreveryone to borrow!

AN EXTRA RESOURCE Parentswho come to Scotland from

abroad can feel thattheir language is an

obstacle to livinghere. Many believethey have to speakEnglish at home.

In fact, that’s wrong –maintaining their nativelanguage is an advantage. Havingtwo languages has many mentalbenefits for children: research

has found that it helps themdeal with complexity and

develop their concentration.Children who are learning an

additional language should beviewed as having an extraresource, rather than a problem!

A DIFFERENT POINT OF VIEWInteraction between bilingualand monolingual children [whospeak one language] is beneficialfor both groups. It opens up their

minds and makes them moreaccepting of others. Bilingualchildren have an advantagebecause their understanding ofanother language makes themaware at an early age that otherchildren can have a differentpoint of view. at’s something allchildren have to learn eventually!

BENEFITS OF RHYMING Someparents find that rhyming andsinging can help children pickup a new language. is may beto do with the fact that a childexposed to two languages ismore aware of the sounds andstructure of language, andlistening to rhymes allows themto use this sensitivity and skill inan enjoyable way. Manynurseries introduce children toforeign languages. Using rhymescan be a very good basis fordoing this. �

Professor Antonella Sorace isdirector of Bilingualism Matters,a service that gives advice andinformation for bilingual families,based on current languageresearch. For more information visitwww.bilingualism-matters.org.uk

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LANGUAGE & RHYME

For many young children inScotland, English is not their nativelanguage – but as ProfessorAntonella Sorace explains, beingbilingual should be seen as abenefit, not a burden

Wordpower

IS BIRTH TO THREEA GOOD TIME FORCHILDREN TO LEARNABOUT SCOTSRHYME? epre-school stage iscrucial because it setsin stone the child’sattitudes to language.Oen children aredeveloping theirlanguage confidenceand their first steps inlanguage are entirelyin Scots. But in many caseswhen they go to school thatstops and Scots is no longerused. It’s much harder tochange that at primaryschool, particularly forboys. e new Curriculumfor Excellence makes clearstatements aboutcelebrating the Scots

know them. We need to holdon to that shared experienceScotland has had forgenerations. ese rhymes areimportant – they’re part ofScottish folklore. ere’s amassive demand from nurseriesfor books with Scots rhyme anda real sense of how much youngchildren and parents love it.

WHAT ARE THE BENEFITS OFLEARNING ABOUT SCOTSRHYME? It enhances children’sawareness of language – bothScots and other languages – andcontributes to improving theircommunication skills. ey canuse both Scots and English; itdoesn’t have to be one or theother! It helps them find outabout their country and othercultures. ere are so manypeople out there who see howchildren’s learning experienceshave been improved by usingScots. It’s a national asset andwe should safeguard it. �

Matthew Fitt is the director ofItchy Coo, which has published35 new titles in Scots sincelaunching in 2002. Alongsideoutreach education work in schoolsto promote Scots language, ItchyCoo created the ‘Katie’ books,a series of stories in Scots rhyme

language. It’s usually the nurserythat values Scots rhymes butsometimes the parents feel thattheir children shouldn’t learnthese rhymes in school. ey canbe very concerned that the childwill learn Scots ‘slang’ instead ofEnglish! ere’s a prevailinganxiety about language, andthat’s a shame.

WHAT ARE THE BEST WAYS FORCHILDREN ANDPARENTS TO ENJOYSCOTS RHYMETOGETHER? e keything is to have funwith the language!ere’s a lot to begained from enjoyingthese wonderful simplerhymes and stories.It’s all literature, it

scans and it’slyrical. It can beenjoyed with themost importantpeople in anychild’s life –Mum and Dad.By reading andreciting theserhymes we’realso sharing themwithin a widercommunity; mostpeople in Scotland

Bookbug 27

My experience…Ania, mother of Patryk (18 months)“My partner and I are from Poland butour son Patryk was born in Scotland, andwe’d like him to be bilingual. Since hewas born, books and music have becomevery important to us. I love singingrhymes to him; it’s great fun. I can seehe loves listening to me singing andwatching me making faces – I thinkit helps him have a better understandingof words and he is even starting to copythe ‘moves’! I noticed that Patryk prefers

Polish rhymes when at home with me,but enjoys rhymes in English at ourweekly meetings at the library. Most ofthe time I sing the rhymes I used to singor loved myself as a child – it brings backgood memories. We also listen to lotsof great nursery songs or lullabies onCDs that I buy in Poland. And with theinternet, I can quickly and easily find newrhymes and songs for us to learn together.For me, rhymes are the most amusingways to make kids read, write and havefun. It’s time well spent!”

TalkingyourlanguageMatthew Fitt discusses the value oflearning about Scots rhyme fromthe earliest age

BaBIES aNd young children love musicand hearing you sing. From around 24weeks in the womb babies can respond tosounds and work out what kind of music

they like. ey may kick or move about in time totheir 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’. Researchhas shown that babies learn best from this kind oftalking. Babies and toddlers enjoy the regular beatof the words, the rhythm and the melody.

THERE ARE MANY BENEFITS FOR CHILDREN WHOENJOY MUSIC AND SINGING REGULARLY• ey learn language more easily• Reading and spelling are easier to learn when

they reach school• It encourages their creativity• ey 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 loverepetition – and it helps them learn

• Choose songs to suit the situation. Sing livelyaction songs when your child is energetic andrelaxing lullabies at bedtime

• Make up songs for everyday routines like gettingdressed, brushing teeth or going out shopping.

• Enjoy being together! �

By Sarah Duncan, RhonaCruickshank and Gretel McEwen,speech and language therapists,NHS Grampian

LANGUAGE & RHYME

Using music and song helps your child developtheir language skills – and it’s a great way foryou to communicate too

Make time fora rhyme

Babies andtoddlersenjoy theregular beatof the words,the rhythmand themelody

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BOOKBUG SESSIOnSare fun, friendly and freeevents for babies, toddlersand their families to

enjoy together. e sessions,which include songs, stories andrhymes, are a great opportunityto spend some relaxed, qualitytime with your little one.

e sessions, availablethroughout Scotland, aregenerally held in libraries or

other community venues.Coming to the sessions is anexcellent way of meeting otherparents and children inyour local area. eyoffer your child lotsof benefits, helpingto build up theirconfidence andsocial skills, andgiving their speech andlanguage development areal boost!

For more informationor to find out whereyour nearest Bookbug Session istaking place, please visitwww.scottishbooktrust.com/bookbug or ask at your locallibrary. We look forward toseeing you there! �

“When I first came to thesesessions I was sufferingfrom postnatal depressionand they helped me

enormously”

“My daughter and Ilove the sessions andshe sings the songs all

week long! It’s reallybeneficial for her and hashelped her speech”

“I wish we had discoveredBookbug Sessions with myfirst daughter – it’s greatand we love it!”

“Bookbug Sessions are afantastic resource and greatcompany for mums as well”

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BookbugSessionsOur Bookbug Sessionsaim to boost children’slanguage development– and give parents achance tomeet othermums and dads

Row, row, rowyourboatRow, row, row your boat gently down the riverIf you see a polar bear don’t forget to shiver

Row, row, row your boat gently down the streamIf you see a crocodile, don’t forget to scream

Row, row, row your boat gently in a puddleIf you see a nice Bookbug, don’t forget to cuddle

It’s apirate’s life forme!(Sung to the tune of The farmer’s in his Den)

It’s a pirate’s life for meA pirate’s life for me

Aye, Aye CaptainIt’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

Pirate rhymes

Cruinneanbeag reamhar(HumptyDumpty)Cruinneanbeagreamhar, ‘nashuidhaira’bhallaThuit e ‘na sgailleagan ‘s chaidh e ‘na chlaraibhChaidh eich agus marcaich an righ ann an cabhaigAch dh’fhailich orr cruinnean beag reamhar a’ charadh

ThreecrawsThree craws sat upon a waw

Sat upon a wa’, sat upon a wawThree craws sat upon a wawOn a cauld and frosty mornin

‘

Apiratewent to seaA pirate went to sea sea seaTo see what he could see see seeBut all that he could see see seeWas the bottom of the deep blue sea sea sea

ILLUS

TRAT

IONS

DEBI

GLIO

RI