Bilingual Education

Books For The Young Child

Last Updated Oct 5, 2008 02:53 PM

There are many commercially available books featuring textures. These are usually cardboard books and therefore very suitable for use with the young child. The illustrations are clearly contrasted to the background and the language content is simple, based on a familiar childhood theme such as “At The Beach” or “Farm Animals”. These books are very suitable for the child with vision impairment. The strong visual contrast makes them interesting for the child to look at, and the textures give information through touch.

The child who is blind will be more reliant for interest on the language and the textures. He or she will find the firmer textures attractive and interesting.

However, the softer textures on the page may need to be carefully introduced, as these are not always initially pleasant to the touch for a young child who is blind.

There are also books featuring a push out shape, similar to a jigsaw puzzle. These are strongly coloured, making them easy to see and attractive for the child with vision impairment. The texture of these is firm, making them pleasant to the touch for the child who is blind. Each page can also be used individually as a puzzle.

As well as developing listening, language and concept skills, early exposure to books allows the child to learn about how to hold a book and turn a page.

The child who is blind may benefit from a small marker being placed at the top of each right hand page, so they can feel for that before turning the page.

For a baby who is blind, having a basket full of familiar everyday objects such as a favourite toy, a brush, a ball or a cup can be a way of introducing language concepts. The child can be helped to identify one object at a time by touch. Objects can later be grouped together in a set, such as a bib, a bowl, a cup, and a spoon. These could be given to the child one at a time to be identified, then used together to tell a simple story about the child’s everyday experience.

Just as a child with sight is exposed to print through a variety of means such as advertising and street signs, newspaper headlines and book titles, the child who is blind should have the opportunity to experience Braille prior to having formal Braille teaching. The text of a favourite book can be transcribed into Braille so the child is able to "read" along. A favourite toy or book, and the child’s own cup, bowl, spoon and toothbrush can also be labelled to allow incidental exposure to Braille.

For the child with vision impairment, it is important that picture books are visually appropriate. Clearly outlined, simple pictures against an uncluttered, contrasting background are best. Books featuring photo pictures of real, everyday objects may initially have more meaning. A small photo album with photos of familiar people, toys and household objects may also appeal. For the slightly older child, books with strongly coloured simple drawings such as the Spot series, Maizie books and Rod Campbell's flap books are very suitable.

The child's interpretation of a picture may need to be checked, as he or she won’t have the same ability as an adult to see the fine degree of detail. Talk about the pictures and check the child’s understanding before expecting them to correctly identify pictures.

Looking at books and reading together provides an important beginning to language understanding. It can be a fun and pleasurable activity for the child with vision impairment or blindness. Correctly choosing the book for the child’s needs is an essential part of this process. If possible, it is best to consult the child’s service provider for more information about his or her individual needs.

See also Bilingual Education 394 1 - 5