Have several simple, unfamiliar books, flap books, or books with texture or sound buttons available. Observe the child looking at the books independently and with an adult.
When sharing a book with the child, the adult can demonstrate what can be done on each page. Give the child wait time to see if the child imitates the actions.
The child pretends to “read” familiar books.
The child is now actively exploring books and understanding the actions indicated in the pictures. The child is ready to be introduced to different types of books. Books with flaps, tabs, texture and buttons encourage the child to explore new options and add actions and sound effects to books. The child learns new spatial and sequencing concepts. For example, “Where’s the puppy?” (Child lifts the flap.) “That’s right! Under the blanket!”
North Carolina Department of Public Instruction, 2015
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