We’re sure approximately 96.3 per cent of parents deal with a child who, let’s say, is choosey about what they want to eat. So choosey, in fact, they may choose to eat almost nothing you put in front of them. The amount of stress that puts on parents can be surprisingly strong. After all, as adults, we eat what we want, we understand benefits and consequences of what we put in our bodies, we understand when we’re famished and when we’re just not that hungry. But for some reason, when it comes to the little humans we’ve created, their diet can become a massive focus of parenting-what-did-we-do-wrong. You want so badly to make all the right decisions in parenting, to ensure your child is well-fed from a variety of nutritious sources so they can grow to be the healthiest, best version of themselves.
So how do we handle this picky phase – (though the term phase suggests it’s a short period of time when in fact it can be years or even a lifetime of challenging food preferences)?
We brought the village together and came up with some suggestions to ease the stress mealtime puts on everyone.
19. If you have the creativity and the time, present the food into characters, scenes or animals your child likes. Search for ideas on Pinterest or Instagram!
20. Don’t answer the question ‘what’s for dinner’. Come up with a silly answer such as “bugs and onions”, or something obvious ‘food’, but don’t give them time to dread dinner.
21. In Piaget’s developmental stages, there’s a phase known as the preoperational stage, where a child’s understanding of conservation is still developing. For example, if you pour juice from a short, wide glass into a tall, narrow one, they might believe the tall glass contains more juice because it looks “bigger,” even when they see the pouring happen. This concept can be cleverly applied to serving vegetables to children. By arranging the veggies closer together, they seem “smaller” to the child, giving the impression that they’re eating less. Conversely, spreading out items like chicken nuggets can create the illusion of a larger portion, making mealtime a bit more appealing to them
22. Everyone at the table eats the same meal, but try to include one item everyone likes. No alternatives, or if you have to, make the alternative something like veggie sticks and hummus. Eating together as a family is also a great way to bond and create lasting memories.
23. The one-bite rule: say something like, “Remember the time you didn’t think you’d like cherries, but you did? Let’s try this sweet potato now, because you might like it. Once you try it you can say, “No thank you!” but you have to at least try it! Then that food is no thank you food.”
24. The ‘silver bowl snack’ to expand their palate, one tiny taste at a time. If your child doesn’t like something, say something like, “well your tastebuds must not be grown up enough for that yet, let’s see what happens next time you try it.” Since children often want to be more “grown up” they may willingly try the offending food again the next time it was offered. If the child decides to try it, make a big deal about how grown up your child is getting.
25. Keep pre-cut vegetables and fruits in a bowl or clear Tupperware container, front and centre in the fridge and — important — then place some on a platter on the kitchen counter in your child’s line of vision all afternoon.
26. Do your children like mashed potatoes? Get more veggies in there! If the mashed potatoes turn green? Well, they’re Hulk potatoes obviously. Are they orange? Then they’re Nemo or insert-your-child’s-favourite-orange-character-here.
27. “We get our children to pick a meal they want to eat for dinner for the week and we buy the ingredients then they all get a night to cook dinner for us, makes them interested in wanting to eat the meal they make for us, and they need to choose something with a minimum of two veggies.” Jess, enrolments officer.
28. Sprinkles also go a long way. Yes, actual sprinkles, or foods that they can shake on like sprinkles. Think seasonings, herbs and chia seeds. If a child doesn’t like the food presented, ask what you can add to make it more exciting. And let them do the sprinkling. Sometimes, it really is as simple as that.
29. While it’s easy to use a smartphone or TV to occupy your child’s attention and you might even see your child mindlessly eat, that’s actually not what you want. You want children to be focused on the food, but also focused on family time and conversation.
30. Relax! Try not to put pressure on them to eat. You wouldn’t want someone constantly commenting on your plate choices and habits. Mel, operations manager of Little Scholars, said her son has been picky since he was two years old. When she spoke to a nutritionist, she said “as long as he was eating 20-25 different foods throughout the week he would be OK.” While it can feel stressful, your child is likely getting the nutrients they need, whether you’re offering fresh, frozen, tinned foods, you’re trying your best, your child is flourishing, and one day, this will just be a memory!
For anyone who’s ever tried to learn a new language, you can probably attest to the fact it’s challenging. You think in one language and translate into another. There are new tenses, jargon, sentence structures, plurals versus singular words, never mind having the muscular movement necessary to form words with your mouth, the confidence to speak – we could go on and on. Now imagine what it could be like for a baby or small toddler?
There are benefits of course for children learning their mother tongue, or even a second language compared to adults learning language. According to German researchers, the melody of newborn babies’ cries is shaped by the sounds of their native language, which they hear in utero. Babies even babble in their first language. Wait, what? Meaning, from a very young age, they start copying the sounds and rhythms of the language they hear around them. This means they begin to use the same ups and downs in their voice (intonation) and the same timing as the language spoken at home. Plus, when babies babble, they often use the most common sounds (like consonants and vowels) from their family’s language. As babies continue to develop, their babbling starts to sound more like conversation, referred to as jargon, with a rhythm and tone resembling adult speech.
Fascinating, isn’t it?
So, how can you help your baby learn to speak? First, remember babies all develop at different ages and stages, so while some of their peers may be speaking, others may be more focused on movement, fine motor skills or something completely different.
Babies learn to communicate by listening to the people around them, especially their parents. They will:
Chatting with your baby is important, and it’s even better when it’s just the two of you. When it’s just parent and baby, without other adults or children around, baby talk can really work its magic. And when your little one tries to chat back, give them your full attention – it shows them you’re interested in what they have to say, and they’ll be encouraged to keep going.
It’s important to note that too much screen time isn’t great for babies’ language development. Australian and international guidelines suggest that children under two should ideally have no screen time, except maybe for a bit of video chatting. After all, your baby will find you way more interesting than any screen!
It’s great to use that sing-song baby talk voice, as babies love it. But don’t forget to mix in some regular, adult conversation too. Hearing how words are used in everyday talk is a big part of how your baby learns language.
You might know by now that it’s Little Scholars philosophy that children learn best through play. So with that in mind, we had some ideas about how you can play with your baby and help him or her learn to speak at the same time.
Sasha is a lead educator in one of the toddler studios at Little Scholars Burleigh. She says the Abecedarian Approach is one of her favourite tactics for supporting language development, especially when she’s reading with just one or two children.
“It’s a great way to have back and fourth conversation, for example ‘I can see a horse, can you show me where the horse is?’ or ‘I can see you’re pointing to a monkey, can you find anymore monkeys?’ another one could be ‘I can see you’re point to a dog, what noise does a dog make?’
“It’s not only conversational reading,” Sasha continues. “But also just communicating throughout experiences, if a child is stacking a block on top of another block communicating that action that the child is doing.”
Nikki, the lead educator in the nursery also at our Burleigh campus, says utilising one-on-one periods during routines and rituals, such as nappy changes, washing hands and faces, sunscreen times, are a great time to be talking to the children about what they have been and are doing, ‘we are putting our sunscreen and hats on so we are sun-safe to go outside,’ for example. They also name body parts during the process.
“We always warn the children if we are about to touch their bodies in order to help them, like for nappy changes or sunscreen application, and dictate what is happening to them, so we are verbalising every step,” Nikki says.
“We also talk through the steps at rest times as we place the children in their cots or walk into the cot room, saying ‘we are going to rest our bodies and have some sleep now, I will see you when we wake up and we will do ___’. Basically, we are constantly narrating to the children their every move,” Nikki says.
At our Deception campus, Hayley, lead educator of the toddler studio, does the same thing, but adds a little twist.
“I do a lot of singing, and turning things into songs!” says Hayley. We think that’s a great idea, research shows that singing can help with language development, memory, and even emotional regulation. Singing also has many physical benefits, like improving breathing and posture, and help with early literacy.
“I also think it’s important to be at the child’s level. Talking clearly, and using simple sentences, as well as showing interest when they are speaking to you,” Hayley adds.
Social media can be a great source for parents, so when it comes to baby speech, we’ve got a few we recommend.
Firstly, for all things child-development and early learning, @littlescholarsearlylearning
Then specific for children’s speech development tips, tricks and support, we like these Instagram accounts:
Remember, if you’re worried about your child’s speech development, talk to your GP who can advise or help you with next steps to support your child.
Speech development chart information from Speech Pathology Australia
If you’re a parent of more than one child, or spend time with children of varying ages, you may already see the benefits of those children interacting with each other. In early learning, while we arrange for children of similar ages or development together most of the time, we do make time and space for children to spend time with older and younger children. Why? There’s a lot of research supporting children of various ages and abilities spending time together. We’ll look at a few of these studies and hear from some of our Little Scholars educators who can attest to the advantages of mixing things up!
As an early education provider, we tend to group children together who share similar abilities, who are at similar stages of development or of similar ages. The benefits of this include:
Keeping children together of similar also means they’re stimulated appropriately at each age. Educators can tailor the curriculum to meet the specific developmental needs and milestones common to that age group, making learning more targeted.
As well, being with peers at the same developmental stage allows for more accurate assessment of a child’s progress and needs, aiding in early identification of any learning or developmental challenges, and children of the same age often share similar interests and play preferences, making it easier to form friendships and social bonds.
With a narrower age range, the skill gap between the most and least advanced children in the class is reduced, making group activities more cohesive, and children may feel more at ease and less intimidated when surrounded by peers who are at the same developmental stage, boosting their confidence in social and learning situations.
It also allows educators to be able to use age-appropriate language and teaching methods that resonate with the entire room, making instructions and lessons more effective.
It’s of course true that within ages of studios, for example the nursery, the milestone range can be large – a six month old infant isn’t at the same place a 12-month-old is, and even a 15 month old, but they’re similar enough in their needs that it makes sense to group them together. Our educators plan experiences that focus on movement skills, language development, fine motor development, and strengthening of developmental milestones based on the interests of the babies and research.
For toddlers, who are roughly 18 months to three years old, most are walking by this stage, some of them are learning to speak, sharing with other children and becoming potty trained. For toddlers, the curriculum includes a lot of opportunities for little ones to move their bodies and expel some of that endless energy, but a big focus is on communication and language development, which is why we help your child get to know sounds, words and language, including early literacy and numeracy and social and emotional development.
Then of course, there are our three to five-year-olds, who are further developing their language and literacy skills, fine and gross motor development and more. They are learning to work together in groups as well as individually, all in the build-up to formal schooling.
This is all to say there’s important reasons why our little scholars generally are grouped within similar ages and abilities in their studios. But this does not mean we don’t want them interacting with other children! The opposite, in fact.
The idea to mix aged groups in early learning is of course not a new concept. Here’s two of many theorists of early childhood who supported the idea of bringing children together of mixed age and abilities.
Maria Montessori, the founder of the Montessori method, was a strong advocate for mixed-age classrooms. She believed that older children could serve as role models for younger ones, fostering a sense of community and collaborative learning.
“One of the most important aspects of our education system is the use of the mixed age group which allows all the children to find what is suitable for them, irrespective of their age, and which allows the younger children a graded series of models for imitation, and the older ones the opportunity to reinforce their own knowledge by teaching what they know.”
Now, Montessori classrooms often have children of varying ages working together, which she believed promoted social and emotional development.
Lev Vygotsky, a Russian psychologist, also supported the idea of mixed-age play through his theory of the Zone of Proximal Development (ZPD). According to Vygotsky, children can learn more when they interact with peers who are slightly more advanced than they are. This aligns well with the concept of mixed-age play, where older children can guide younger ones, helping them to reach higher levels of understanding and skill.
Theo (5) and little sister Mila (3) often get to spend time with each other at our Nerang campus, despite their age difference!
The benefits to having children visit with different age groups are plentiful.
Older children provide leadership and support to younger ones, enhancing skills and confidence for both.
At all of our campuses, there are several sets of siblings. By allowing siblings to interact, it can help younger ones adjust to the care environment.
Even if children don’t have siblings at their campus, mixing with younger children gives them the chance to take on ‘big sibling’ roles.
The benefits also include:
Fosters tolerance and diversity, benefiting children with developmental delays as well.
“I believe that children should have the ability to socialise with children of various age groups,” says Claire, the educational leader at Little Scholars Nerang. “Allowing opportunities for siblings to group together while at the service can assist children to feel a sense of belonging and ease separation anxiety throughout the day.”
For younger children, they can learn from a peer more knowledgeable than themselves, it teaches them problem solving skills and more, says Claire. For the older children, it teaches them nurturing, patience and understanding.
Claire shared a story of one mixed age grouping of two children who weren’t related.
Jacob and Finn are six years apart, share a birthday and have a unique bond at Little Scholars Nerang
“Jacob and Finn are six years apart. Finn began his Little Scholars journey at four months old and took an immediate liking to Jacob aged six at the time. Throughout their friendship, Jacob has assisted Finn to learn how to talk, build and walk. Finn shows great excitement to see Jacob each day by looking for him and can now ask where he is. Finn and Jacob spend time reading and playing together. Jacob uses the abecedarian approach of see, show, say when reading to Finn to build his cognitive skills more specifically language. Each morning and afternoon they spend time together and Finn continues to develop his skill set.
Mixed age grouping for children struggling socially
In 1990, a study in the United States looked at how being in a group with children of different ages could help preschoolers who were having a hard time making friends. The study had 24 children who were either acting out or keeping to themselves. These little ones were put into one of three groups:
The results showed that the children who played with younger, socially skilled children improved the most. They were more likely to make friends and were less likely to act out or keep to themselves.
So, this study tells us that mixing children of different ages can really help those who are struggling to make friends. It can boost their social skills and help them get along better with others.
Complex play in mixed age groups
Another American study found that children in mixed-age classrooms were more likely to engage in complex play modes than children in same-age classrooms.
Over a course of 18 months, there were 47 children who participated. The researchers, from George Mason University, used a variety of methods to collect data, including direct observation, parent questionnaires, and teacher reports.
One of the key findings of the study was that children in mixed-age classrooms interacted more with their same-age peers over time. The researchers suggest that this is because children learn from each other. For example, older children may teach younger children new skills, and younger children may help older children to develop their social skills.
The study also found that older children in mixed-age classrooms became more like younger children, and younger children became more like older children. This is known as bidirectional socialisation. The researchers suggest that bidirectional socialisation may benefit both older and younger children. For example, older children may learn to be more patient and nurturing, and younger children may learn to be more independent and self-reliant.
Overall, the study provides evidence that mixed-age classrooms can have a positive impact on children’s social and behavioral development.
Vocabulary growth in mixed-age groups
A Danish study found that children in mixed-age classrooms had greater gains in vocabulary growth than children in same-age classrooms.
The researchers followed the same group of children over time. The study began when the children were two years and nine months old and ended when they were six years and 11 months old.
The researchers didn’t specify how many trials they conducted, but they did report that the study included 2,743 children. The minimum age difference between children in the same classroom was six months, and the maximum age difference was 24 months. The researchers found classrooms with a maximum age range of 24 months were associated with the greatest gains in vocabulary growth.
To measure children’s vocabulary development, the researchers used a standardised vocabulary test. They gave this test to the children at the beginning of the study and again at the end of the study.
The researchers did not directly observe how the children interacted with each other. However, they did collect data on children’s social interactions through teacher reports and parent questionnaires.
Overall, the study provides evidence that mixed-age classrooms can support children’s language development. However, more research is needed to understand the specific mechanisms through which mixed-age grouping benefits children.
How teachers support mixed age groups
Another study, this time from Sweden in 2022, focused on how preschool teachers implement curricula in different age group settings. The study involved 3,340 children between the ages of two years and nine months and six years and eleven months, from multiple preschools and was based on interviews with teachers.
The study aimed to answer two main questions:
In age-homogeneous groups, teachers felt they could focus on specific age-related goals, whereas in mixed-age groups, the curriculum was more flexible, allowing children to learn at their own pace. The study concluded that both age-homogeneous and mixed-age groups have their own sets of advantages and challenges when it comes to implementing the curriculum.
Researchers focused on the impact of mixed-age groups on children’s development, particularly in vocabulary. The study found that mixed-age groups could be positively linked to individual children’s development, especially in vocabulary.
Advantages of mixed-age groups:
Disadvantages or challenges:
The study suggests that mixed-age groups can be beneficial for children’s development, but they require a specific type of teaching approach.
As you have now read, the benefits of mixed-age play in early learning are plentiful and supported by a wealth of research and educational theories. While it’s common to group children by age or developmental stage, there’s undeniable value in allowing children of different ages to interact. Studies have shown that this kind of grouping can enhance social skills, encourage more complex play, and even boost vocabulary development. Our educators at Little Scholars witness these benefits daily and incorporate mixed-age interactions into our curriculum.
However, it’s not just about mixing ages for the sake of it; it’s about creating a dynamic learning environment that caters to the individual needs of each child. Whether it’s older children mentoring the younger ones or everyone learning to communicate at different levels, the advantages are clear. But it’s not without its challenges; it requires a nuanced approach from educators to ensure that each child’s developmental needs are met. So, while there’s no one-size-fits-all approach to early education, the evidence points towards the value of a mixed-age setting in helping our little scholars grow into well-rounded individuals.
The Case for Mixed-Age Grouping in Early Education (1990) by Lilian G. Katz, Demetra Evangelou, and Jeanette Allison Hartman
The social and behavioral ecology of mixed-age and same-age preschool classrooms: A natural experiment (2002) by Sarah Caverly and Adam Winsler.
Does mixing age groups in early childhood education settings support children’s language development? (2017) by Nina S. Mounts, Jaipaul L. Roopnarine, and Peter B. Smith.
Teaching and learning in age-homogeneous groups versus mixed-age groups in the preschool (2022) by Lena O Magnusson and Kerstin Bäckman
As the year draws to a close, our thoughts eagerly turn to the holiday season—a time for rest, cherished moments with family, and often, travel adventures with our little ones in tow.
Travelling with young children, whether by car or plane, can sometimes be a challenge for parents. But fear not, we’ve curated a list of our top activities to keep your little scholars engaged and happy on the journey! To keep the excitement alive, we’ve taken a leaf out of seasoned parents’ books: consider keeping these activities hidden and, for an added touch of magic, wrap them up like gifts to be unveiled en route.
At Little Scholars, we emphasise the importance of parental supervision for these activities. While we champion supporting local businesses, we must note that we cannot vouch for the compliance of their products with Australian safety standards. So while some of our suggestions may include links to Amazon, a third-party retailer, we also include reputable brands known for their strict adherence to safety regulations.
We’re putting this at the top of the list, because they can fit on children of most ages. And, many parents might consider children’s headphones a necessity after a few hours of Cocomelon or The Wiggles on repeat. For children, specially designed ones for their small heads can help block out a bit of outside noise and help them enjoy their music, or children’s audiobooks or podcasts. Parents should look for ones that limit volume to no more than 85 decibels, and there are plenty of wireless or wired options and colours.
This fun and challenging game is perfect for ages 3 and up. The set includes two launch pads and targets, six mini bean bags, two pegs to keep score, and all of the fun that comes with it. Get ready for some friendly competition!
You can find versions of this at Kmart, and Target for $10-$15.
Connect 4 on the go with this compact version of the classic Connect 4 game! You and your opponent get 21 checkers apiece and the chance to get 4 in a row. But you both get the chance to block the other’s attempts to connect with your own checkers.
You can find this online at Amazon, Catch.com.au,
Bring your childhood nostalgia to the next generation with Polly Pocket. Though heavily marketed at a girl’s toy, we think this is a great sized travel toy for any imaginative child, and the range of options are nearly endless, though the same can be said for the price point, which can start around $20 and go up.
Found in stores such as Kmart, Big W, Toymate and online at Amazon
Children can play with these bendable sticks anywhere — on airplane tray tables, in the car, at restaurants, and more.
The individual packs come with a puzzle or shape for the little ones to make with the Wikki Stix. You can also buy kits, like the Wikki Stix Traveler playset that comes with even more activities.
Found in a variety of packs online on Amazon
Also known by other names by various brands, such as ‘Model Magic’, essentially it’s a children’s modelling clay, a slightly different texture to playdough, but its non-crumbling texture makes it less messy than playdough, perfect for driving or flying and keeping mess to a minimum.
Wooden threading toys are a great way to practice fine motor skills, problem solving, creativity, mindfulness and more!
You can find them for less than $10 at Kmart or Officeworks.
The tangram is a challenging puzzle consisting of seven magnet flat shapes, called tans, which are put together to form shapes. The objective of the puzzle is to form a specific shape (given only an outline or silhouette) using all seven pieces, which may not overlap.
You can find a lot of options of these at online stores such as Amazon, Temu, for about $12 and up
Colouring is always a great activity for children, and these triangular crayons are perfect for flights! You can put them on the tray table with confidence, knowing they won’t fall off and go rolling down the aisle.
They’re also great for helping young ones practice their writing grip!
Find them on catch.com.au, Officeworks, and triangular coloured pencils at Kmart
A classic child’s activity!
Some great ones include puffy sticker activity books, but children will love any of them, and the variety is endless. You can find them in your child’s favourite characters, including Bluey, Peppa Pig and Paw Patrol.
These are easily found in Target, Big W, Kmart and online stores.
Another idea! Sometimes, the frustrating thing about stickers generally is that once they’re stuck the first time, they’re not likely to stick again. And children love to peel them off and try to stick them again. In the car or on a plane, reusable stickers are great so children can create new play while buckled in.
You can find them at Amazon, Officeworks
Gel window clings are a great activity for babies or young toddlers. Those who are deep in their repetitive schema phase will love to peel these off and replace them again and again. They can be found in a massive variety of styles, and a variety of places in shops and online, Big W, Dymocks, Amazon and more!
These are great for toddlers, as they enhance fine motor skills in toddlers. As little ones engage with the various features of the board, they develop their hand-eye coordination, fine-tune their dexterity, and build finger strength. These skills are crucial for everyday activities such as fastening buttons and handling cutlery. And, these generally have enough to keep them busy for a while!
Find them on Amazon, Kmart, Temple & Webster, Target
These come in a variety of options, from invisible ‘ink’ markers to water brushes, these mess-free colouring books are great for little ones!
For the water brush colouring books, by using the refillable water brush you can watch bright images and activities appear right before your eyes using nothing but water! After bringing these scenes to life you can let them dry and enjoy the mess-free magic again.
Found at Target, Amazon, Big W, Kmart, Officeworks and more!
Ok, we know this is a pretty broad spectrum, even for babies, but it’s worth sharing a few ideas.
These toys can bring a lot of interest to babies, exposing them to various textures, colours and patterns, and sounds. We’d suggest bringing out one they haven’t seen before to really draw their interest.
We love this one from Baby Bunting, which is a truly physical toy by promoting pulling and pushing, it also would be nice for aching chompers.
These Playgro animals, which can be found at a number of retailers from Big W to Target to Baby Bunting, are a hit with babies, are generally compact enough to be stored in a nappy bag or carry-on, and can often be hung from other objects, like car head rests.
These toys are great for any age, but they probably work as a slightly longer pass time for younger children.
These pop-its can go from simple design to ones that have games built in, such as ones that light up telling you where to touch next. They can be found in most department stores, online stores and often shopping centre kiosks.
Babies love things that spin, so getting a few different fidget spinners that you can stick to windows or table trays are sure to be a winner!
Find them at Kmart, catch.com.au, Baby Bunting and more!
Fear not parents, we are also including some creative, budget-friendly travel activities:
The Little Scholars School of Early Learning recently joined forces with Southern Cross University for an innovative project, looking at how children engage and interact with social robots. NAO is a social robot that has been programmed to interact socially with people and this digital tool has the potential to serve as an educational aide in early learning settings.
Little Scholars’ Yatala campus was buzzing with excitement as it welcomed Dr Michelle Neumann, Research Assistant Ruby-Jane Barry, and of course, NAO. The visits were part of an educational initiative that captivated the preschool and kindergarten children, as well as educators. The children couldn’t wait to see if Dr. Neumann and NAO had arrived and would dash to the parent lounge to check, educators reported.
The children had the opportunity for one-on-one interactions with NAO, participating in games like ‘Simon Says’, Q&A sessions, and activities focused on literacy.
Dr. Neumann, who leads the project, is an associate professor in early childhood education at Southern Cross University. She believes that this is a frontier that early learning is just starting to venture into.
Interestingly, Dr. Neumann’s journey into early childhood education began after becoming a mum to five children. With an honours degree in science, she decided to pivot her career towards education and early learning. She went back to university, earned her Graduate Diploma in Education, Bachelor of Primary Education, and then completed her PhD focusing on early literacy development. Her dedication has earned her a recent award for research excellence from Southern Cross University, recognising her work in early literacy, digital technologies (tablets, apps, social robots), child development, parent-child interaction.
While NAO has been used to support children’s learning about STEM (Science, Technology, Engineering, Maths) and coding, social robots also have the potential to be used to support language, literacy and social learning in the classroom, according to Michelle
“As a physically embodied version of a screen, a social robot may help young children from a range of diverse backgrounds develop their language and social skills,” Michelle said.
“Michelle and Ruby were so approachable and more than willing to let our little scholars meet NAO,” says Raylene, lead educator in the senior kindergarten room. “I was fascinated with NAO’s abilities, and the potential social robots could have in a classroom setting. As a lead educator, the benefits of having an additional learning assistant was something I was happy to advocate for, so I was quick to start drumming up more families to participate in the visits.”
Raylene said she had a lot of conversations with children preparing them for NAO’s visit, even conversations that maybe one day, the children might have robot friends to help their teachers in the classrooms.
“This was super exciting for the children. I did have to remind them and to the families that it wasn’t happening straight away, but the concept was well received. Families enjoyed the debates of whether it would take jobs from educators, and I enjoyed discussing this with them. By day two, Michelle and Ruby were needing to organise additional days to attend the service due to the influx of families wanting to participate,” Raylene said.
Raylene said on the first day, it was evident that although the children were excited, there were also plenty of nerves. Most of the children participated well, with a small handful quite shy, she said. As the program continued, the children got used to seeing Michelle, Ruby and NAO in the parent lounge, those children who were a little shy to begin with looked eager to have another turn.
“This was obvious in my own son Tannen. Tannen was one of the few who participated on day one. The whole lead up was a confident ‘I’m having a robot friend’ until he got his robot friend,” Raylene said. “After his turn he told me he didn’t like it a lot because it was scary, however as the days went on, and more friends started to participate, and NAO became a familiar face, all of a sudden he was eager to come to the door to see if they were there yet, and talk to other children on the way in to see if they were going to go and play games with NAO that day. This is the way it unfolded for several children,” Raylene said.
After a few one-on-one visits to introduce NAO to children, Michelle made a final visit to introduce more campus children to NAO and play some games.
“You could see the comfort of the children who were already familiar with NAO, and it acted like a scaffold for the children who hadn’t had the chance yet to interact with him. Comments from children like ‘Oh, that’s just NAO’ and ‘I already played this game and it’s really fun’ to encourage peers along were incredible to hear because it was listening to four- to five-year-olds comforting each other and being confident with the experiences they had just had,” Raylene said.
Michelle said one day she’d love to introduce a full program which sees social robots in more early learning classrooms. But, she says, these are still relatively early days. Social robots are a work in progress, and she acknowledges they’re limited in what they can currently do. She’d love to also work with children who would benefit from additional language and literacy support. For that to work, NAO’s voice recognition needs development as it would need to have the ability to understand a spectrum of language milestones, she said.
“It would take a lot of time, guidance and professional development for educators… and a lot of support to be able to use the social robot in its current form,” she said. “But they’re working on AI generated social robots and these innovative opportunities may make using social robots more usable in the classroom.”
And, the robots are not cheap. NAO can cost up to $20,000 AUD, which she acknowledges would be financially prohibitive to many early learning settings. Michelle says her hope is that more research to can be done to better understand the role that social robots could play in supporting young children’s early learning experiences. With emerging advances in robotics, it may be possible that the production costs of these devices could one day become a more affordable educational tool.
The collaboration between Little Scholars and Southern Cross University has opened up new avenues for early learning, showcasing the potential of integrating social robots like NAO into educational settings. The overwhelmingly positive response from both children and educators alike underscores the limitless possibilities this technology could offer. As we look to the future, the hope is that advancements in AI and robotics will make these educational tools more accessible and tailored to the unique needs of early learners. This pioneering initiative serves as a testament to the boundless curiosity and adaptability of children, and the commitment of educators like Michelle and Raylene to push the boundaries of what’s possible in early education.
Jae Fraser, founder of Little Scholars, wholeheartedly supports the NAO project with Little Scholars.
“This is such an exciting project for our little scholars to engage in,” he says. “Introducing social robots to Little Scholars, isn’t just a leap in technology; it’s a giant step in nurturing young minds.
“We look forward to where this will go, and how we can use resources like this to continue the learning journey for Little Scholars.”
Additional information
The potential of social robots in early learning includes:
Potential barriers and obstacles for social robots in early learning:
Each child comes into the world with a unique temperament, or personal way of engaging with their surroundings. One key aspect of this temperament is how a child reacts to new experiences and people they haven’t met before. While some children are naturally at ease and dive straight into unfamiliar settings, others are more reserved and require additional time and support from attentive adults to feel secure in new situations.
We’ve all encountered them, the little ones who hang back a bit, observing the world from a safe distance before stepping in. Perhaps they clam up and don’t say a word, even when they’re encouraged to say hi. Whether it’s at a family gathering, coming to Little Scholars for the day, a playdate, or even in their own home, these children often take their time to warm up to both familiar faces and new acquaintances. While it’s easy to label them as ‘shy,’ ‘reserved,’ or even ‘standoffish,’ these terms can be misleading and, at times, unfairly stigmatising. The implication with terms like these often is that there’s something wrong with the child or some problem they need to outgrow.
Understanding the nuances of a slow-to-warm-up temperament is crucial, not just for parents but for anyone who interacts with children. These children aren’t necessarily shy or unsociable; rather, they have their own unique way of engaging with the world around them. And contrary to some misconceptions, their reserved nature isn’t a sign of rudeness or obnoxiousness. These children simply need time to observe a situation, time to figure out how things work, space to decide whether they feel comfortable with someone, and respect for their right to move at their own speed. In fact, if they feel pressured to change, then they can turn into shy people, as shyness often is based in a fear of being judged negatively.
Research tells us the brain grows tells us that children learn best when they feel safe and relaxed. Feeling safe helps their brains become more flexible, making it easier for them to learn new things. On the other hand, stress and worry can make learning more difficult. So it’s important to create safe and comfortable spaces where children can focus on learning. For all the reasons above, children who warm up to others gradually are precisely those who could benefit the most from a little extra understanding and support from parents, caregivers, and other trusted adults in their lives.
One American study evaluated the usefulness of slow-to-warm-up temperament as conceptualised by Thomas and Chess in predicting child and maternal parenting behaviors, with a particular focus on its conceptual link to child inhibition. The study included 1,072 mothers and their children in the NICHD Study of Early Child Care and Youth Development. The study found that slow-to-warm-up temperament in infancy did predict later inhibition. Specifically, ‘shy’ toddlers whose mothers are overprotective or overly forceful demonstrated more inhibition in childhood than shy toddlers whose mothers do not demonstrate such parenting styles. The study also found that maternal sensitive and stimulating/supportive parenting was associated with less shyness in early childhood for children who were slow-to-warm-up in infancy.
It also found slow-to-warm-up infants with high quality interactions with their mothers may be less likely than slow-to-warm-up infants with low quality interactions with their mothers to demonstrate inhibition in early childhood. So while it may be hard for parents who are not slow-to-warm up themselves to understand their child’s feelings, it’s important for them to understand what their child needs to feel comfortable. The style of parenting used with a slow-to-warm up child can affect them long into childhood and beyond.
So, how can we create an environment that not only respects their natural disposition but also empowers them to overcome feelings of anxiety or discomfort? How can we help them muster the courage to engage more freely with others, enriching their social experiences and emotional development?
Children who are slow to warm up often feel more at ease when they know what’s coming. This could be anything from going to a friend’s birthday party to a visit to the dentist. You can help them get ready by:
Before going into a situation you suspect might be hard for your child to warm up, prepare them for what they can do when they get there by saying something like, ‘when we walk in, it may feel like a lot of people are there, when everyone comes to say hi, if you’re not ready, you can smile and wave.’
When in the moment where your child is still assessing the situation they’re in, you could say to your child something like, ‘You don’t have to answer, but if you want to, here’s a game. If you’re having a good time at this party, touch your nose, if you’re not, stomp your feet!” This helps warm the child up without feeling like they have to speak and help them get past the feeling of ‘freezing up’ and you might even get a smile out of them.
Being someone who is a little more gradual in building comfort around others is not a negative trait, and it shouldn’t be treated as such. Children who are slow to warm up possess a unique set of strengths that make them truly special. Not only are they keen observers, picking up on nuances that might escape others, but they also demonstrate exceptional impulse control, carefully considering their actions before taking the plunge.
While they may have a selective circle of friends, their loyalty to those with whom they connect is unwavering. Their empathetic nature allows them to tune into the feelings of others, making them excellent listeners and compassionate companions.
Once they find their comfort zone, these children are every bit as joyful and adventurous as their peers. Additionally, their cautious approach often makes them excellent problem-solvers, as they take the time to assess situations thoroughly. Their introspective nature also lends itself to deep thinking, allowing them to engage meaningfully in activities and conversations.
There’s an opportunity there to lift up the cautious child as you observe them in these situations. Maybe by telling them you admire how they read the room before they move forward, or highlighting when they took a big step of approaching someone first, then asking them how they felt afterward. This shows your child you’re always in their corner, and helps them build up those feelings of safety and confidence.
Kristen, a lead educator in the early learner studio at Little Scholars Pacific Pines, says that building relationships through play is key, especially when a child starts with us for the first time.
“Play is the language of children,” Kristen says. “We are always on the child’s level offering support and companionship without expecting them to return or respond immediately. Through observations and learning stories we share how we celebrate even the smallest achievements such as a child engaging in a group activity alongside peers.”
Kristen says family involvement is really important, as our families know our little scholars best.
“We remember that every child is unique, and the key to helping slow-to-warm-up children is individualised attention and care. We work closely with families to bring children’s interests and special talents from home into their Little Scholars environment.”
Raylene, lead educator at our Yatala campus, agrees.
“One of the most useful, however overlooked strategies that I’ve used in my time as an educator is to build strong relationships with parents. When children see their parents positively engaging with a person, they begin to see that person as someone they too can connect with. Having a good relationship with families also provides the platform to initiate open, meaningful and welcomed communications whether it’s light social banter or a need to develop collaborative care strategies for their child.”
Ray also says it’s important for educators, parents and other people who interact with children to attune themselves to the child’s temperament.
“As educators it’s crucial to ensure that we are attuning to the children in our care at every stage of their life so they feel recognised and supported to become the capable little humans they were born to be at a pace that is natural for them.
“We can do this by being intentionally present in our interactions, which in turn gives us the opportunity to identify their emotional cues whether it’s from their words, behaviours or body language. We can continue developing this safe space for children and support them to feel seen, heard, understood and validated by ensuring we are genuinely responsive; actively listening to them and addressing their need in a way that allows them to feel content. It’s about not only recognising, but facilitating for each child as the individuals they are to build a trusting relationship and safe environment.”
Understanding and supporting children with a slow-to-warm-up temperament is a collective effort that involves parents, caregivers, and educators. At Little Scholars, we’re committed to creating an environment that respects and nurtures each child’s unique way of engaging with the world. By taking the time to understand these special little ones, we can help them flourish, turning their cautious observations into confident explorations. Rather than treat your child’s temperament as something that should be excused or apologised for, we should celebrate the strengths of these thoughtful, empathetic, and deeply introspective children, and offer them the understanding and support they deserve. After all, they might just be the careful thinkers, loyal friends, and compassionate leaders of tomorrow.
Everyday life is full of risks and challenges, and at Little Scholars, we believe children need opportunities to develop the skills associated with managing risk and making informed judgements about risks from a very young age. Risky play helps to develop important life skill learnings such as; building resilience and persistence, critical-thinking skills, self-confidence and even extends their frustration tolerance.
We get it—no one wants to see little ones get hurt. It’s almost instinctual to hover nearby in case they stumble or to call out ‘be careful!’ when they’re taking risks. But could this actually be sending the message that we don’t trust their capabilities or instincts? Historical trends show that since the 1960s, there’s been a shift in how we view children. Once considered competent, responsible, and resilient, the modern perspective leans more towards constant supervision and protection. What used to be unrestricted and often unsupervised outdoor play has transitioned to structured, closely watched, and frequently indoor activities.
A lot of research has been devoted around the world to risky or adventurous play, and how parental attitudes as well as other factors played a part in children’s activities.
By participating in adventurous play, children are more likely to engage in activities that elevate their heart rate and breathing, leading to increased energy expenditure. This can help children meet the recommended guidelines for MVPA, which is at least 60 minutes of moderate-to-vigorous physical activity daily.
‘Educators facilitate gradual exposure to controlled risks, allowing children to develop confidence and judgment, ultimately empowering them to make informed decisions when navigating different situations.’
-Kristen Guymer
Adventurous play also offers opportunities for children to develop and enhance their motor skills, coordination, balance, and strength. These physical skills are essential for overall physical development and can contribute to improved physical fitness.
Furthermore, adventurous play provides children with opportunities to explore their environment, take risks, and challenge themselves. This type of play promotes creativity, problem-solving, and decision-making skills, as children navigate and overcome obstacles. It also fosters a sense of adventure, independence, and self-confidence.
Overall, adventurous play can be a fun and engaging way for children to meet their daily MVPA requirements while promoting physical fitness, skill development, and personal growth.
“We emphasise the importance of careful observation, encouraging children to identify potential hazards by looking, listening, and even touching when safe,” she says. “Educators also foster critical thinking by asking questions that prompt risk assessment, such as, ‘What could go wrong if…?’ We promote collaboration and communication, allowing children to discuss and share their perceptions of risk.”
Furthermore, Kristen shares, educators facilitate gradual exposure to controlled risks, allowing children to develop confidence and judgment, ultimately empowering them to make informed decisions when navigating different situations.
Before embarking on Bush Kinder experiences or similar activities, educators guide children through risk assessments:
Hayley Yates, a lead educator at our Yatala campus agrees that discussions with children previously help prepare for and mitigate risk.
“We support risky play through our discussions with the children,” Hayley says. “If it’s something that has a big risk, example climbing trees, we talk about what we should look out for when climbing, how big the branches need to be to be safe and things of that nature. For both the younger and older children we use language like ‘Notice how this is this? Another example would be walking on slippery rocks, I would say ‘notice how that rock is wet? That might be slippery’, then giving them the option to continue to that rock or a different one.”
Hayley says through important discussions educators are guiding children by asking questions and role modelling safe behaviours.
At Little Scholars, we believe that spending time in nature has numerous benefits for children, including improved physical health and strength, enhanced cognitive development, and better emotional regulation. Through our Bush Kinder program, children have the opportunity to connect with nature on a deep level, learn about the environment, be challenged beyond the classroom, and engage in meaningful, hands-on experiences.
During our Bush Kinder sessions, children have the opportunity to engage in a range of activities, from nature walks and bird watching to building shelters and learning about indigenous culture. Children climb, scramble, jump and more in nature’s playground.
In this natural environment, children encounter diversity, novelty, challenges, and even some calculated risks. Their senses come alive as they engage with sticks, tree holes, water, rocks, sand, and dirt—nature’s abundant toys.
Our Bush Kinder educators are highly experienced and qualified in outdoor education and child development. They are passionate about providing children with meaningful learning experiences in a safe and supportive environment. We take the safety and security of our children very seriously. Our Bush Kinder program is conducted in a safe and secure outdoor environment, with strict protocols in place to ensure the well-being of all children.
But risky play is not limited to bush kinder.
Our outdoor areas are thoughtfully designed, including forts and equipment, all with intention of helping children navigate risk, endure challenges and build motor and fine motor skills.
Helena Vairy, an educator at our Ormeau Village campus, shares an example of how she helps children assess risk and how to complete ‘risky’ tasks safely.
“The way I like to teach children to access risk are by providing them with the materials which are needed and seeing how the children act on these,” Helena says. “
“The other week myself and a couple of the Kindergarten children set up the sandpit I placed the crates in a line and stacked one on top of the other. One child Mahli said ‘this looks like a runway maybe we can walk and then jump off the crates.’ What a great idea this was, the children were nervous at first but I stood right next to them to help. I asked the children, ‘do you think you can jump off the crated and land with your feet flat?’ I then demonstrated and the children too were off jumping.
We love this story because it shares how children lead their own learning experience, consider risks, and support and encourage each other.
All of our campuses have recently introduced woodworking stations, designed to help children exercise their creative and critical thinking skills. It allows them to express their ideas and figure out solutions to their projects. It’s also a great way to introduce risky play, as the risks are managed and educators are actively supervising, but woodworking teaches children about safety and understanding risk.
“As they pick up their hammers, they’re getting ready to work on their pincer grip,” says Katie, educational leader at our Parkwood campus. “Things like that prepare them for school. In order to prepare to help the children use these safely, we’ve been having group discussions and asking them different questions about how to use the tools, what they think the tools do and what they can make in the future.”
It’s clear that risky play isn’t just about letting children run wild; it’s a calculated approach to help them develop essential life skills. At Little Scholars, we’re not just about keeping your little ones safe; we’re about preparing them for life. Our educators are trained to guide children in assessing risks, making it a learning experience that builds confidence and safe judgment. So, parents, it might be time to loosen the reins a bit. Let’s trust our children to make informed decisions, even if it means resisting the urge to shout, ‘Be careful!’ every so often. After all, life is full of risks and challenges, and what better time to learn how to navigate them than in the formative early years? You’ll be amazed at what they can achieve when given the freedom to explore, assess, and conquer.
We know you want to give your child the best possible start in life. We foster nurturing relationships between our educators and your child, building and gaining their trust so we can support your child as they take on risks and challenges safely and confidently. Book a tour today to get started!
Further reading:
We know it can be hard to come up with easy, quick things to do with your children, so we thought we’d share a favourite of our little scholars. Learn how to make your own moon sand in minutes with a few of these kitchen staples!
Preparation Time: 5 minutes
Cooking Time: None
Did you know that clay is not only a fun material for children to play with but also incredibly beneficial for their development?
What’s fantastic about clay is its open-ended nature. There’s no right or wrong way to play with it, giving children the freedom to explore and express themselves. Whether they’re rolling it into balls, flattening it into pancakes, or creating intricate sculptures, each action reveals something unique about them. It could be their level of focus, their creativity, or even how they approach problem-solving.
Benefits include:
These are all important skills for children, especially as they prepare to move into formal education. The benefit of using clay is that it’s a natural, moldable medium that can be used as a cement, an adhesive and even a paint.
Paul R White, an American clinical social worker, has been using clay as a therapeutic tool for over 30 years. In his book, CLAYtherapy, he talks about how clay play can naturally facilitate meaningful conversations between children and adults. He developed numerous unique aids and techniques that have assisted him in teaching children to cope with stress, express feelings and to solve problems, including through the use and manipulation of clay. White also presented a paper on clay therapy to the World Congress of Child Play Therapy and Child Psychotherapy in London, England.
He has used clay in his practice as an ice breaker, as an aggression reliever and as a primary tool in treatment.
In his book, White says “Through mutual clay play, a conversation between child and counselor automatically emerges. Dialogue doesn’t have to be forced or fabricated, but happens naturally when the counselor is revealing, demonstrating and teaching this dynamic and engaging clay process and the child is asking, learning and experiencing his or her own trial and error. This manner of interaction links the adult with the child through a hands-on, verbal, nonintrusive, problem-solving counselling process.”
Lisa Terreni, a senior lecturer in early childhood education, also champions the use of clay. She believes it gives children another language for expressing their thoughts and ideas.
“From many anecdotal observations of children using clay I feel strongly that, apart from teaching young children the physical skills required to use the medium successfully to create three dimensional artworks, using clay gives children another language for expressing their thoughts, ideas and emerging working theories about their world,” she said in a blog post for Early Arts.
Marvin Bartel, a professor of art at Goshen College in the United States, says in a blog post on his website that ‘clay is so fascinating that some children work for long periods without any adult motivation to maintain their interest. It can be a great way to extend the attention span of some children.’
According to experts from Pennsylvania State University, children will show many parts of themselves through clay experiences:
One of the lesser-known but incredibly important benefits of clay play is muscle development. When children manipulate clay, they’re actually engaging both fine and large muscles, which is crucial for their physical development.
Anxiety
One study in Iran aimed to examine the impact of clay therapy and narrative therapy on reducing anxiety levels in pre-school children. The study involved 30 kindergarten children who were divided into three groups: 10 in the clay therapy group, 10 in the narrative therapy group, and 10 in the control group. The study found significant differences in anxiety levels among the groups. Both the clay therapy and narrative therapy groups showed a reduction in anxiety compared to the control group. The clay therapy group had a mean score of 3.63, and the narrative therapy group had a mean score of 2.83, both of which were significantly different from the control group’s mean score of -0.71. However, there was no significant difference between the clay therapy and narrative therapy groups in terms of anxiety reduction.
The study concludes that both clay and narrative therapies are effective in improving self-esteem, school performance, and sociability of the children, as reported by the parents.
Psychosocial Wellbeing
Another study out of Kenya, looked at how clay play supported children who lost access to schools during the pandemic, affecting children’s right to education and their psychosocial wellbeing.
The study, published in the East African Journal of Arts and Social Sciences, looked into the psychosocial effects of the COVID-19 pandemic on children and how play, particularly with painting and clay modelling, can be a therapeutic and educational tool. The paper argues that these forms of play can help children cope with the stresses and traumas induced by the pandemic, while also promoting cognitive and social learning.
The study argues that play with art forms like painting and clay modelling can be powerful tools for cognitive and social learning. They can also serve as therapeutic activities to counter depression and violent behaviour. Activities such as clay modelling and painting are described as non-serious activities that free the mind and are excellent for expression. Clay is described as a malleable material that can be easily manipulated, while painting offers a colourful medium for expression.
The study suggests that these art-based activities should be integrated into the curriculum, especially for children aged four to six, to enhance their psycho-motor and creativity development.
Fine Motor Skills
An Indonesian study investigated the impact of constructive play with clay on children’s fine motor skills. The small study by researchers from STKIP Kusuma Negara included two groups of 11 children each, one as the experimental group and the other as the control group. The study used test observation techniques for data collection and employs both descriptive and nonparametric statistical analysis. The results indicated a significant difference between the two groups, suggesting that constructive play with clay positively impacts children’s fine motor skills.
In the study, the authors highlight the physical aspects of working with clay.
“Working with clay fosters large muscle and fine motor control. Clay is fairly resistant and will need to be kneaded and worked to make it pliable. Children can stand or sit while using clay. Standing provides the advantage of a whole-body muscular reaction to the clay. Hard clay provides solid resistance the child must overcome. This will involve using the shoulders, arms, hands, and fingers. Playing with clay develops large muscles and fine motor control because the clay is quite resistant and kneaded to make it soft.”
The benefits of clay play in early childhood development are supported not only by expert opinions but also by a growing body of scientific research. From fostering creativity and social skills to enhancing both fine and large muscle development, clay play serves as a multifaceted educational tool.
References:
Have you ever wondered how the books your children read can influence their growth and development? If not, you’re not alone, and it’s never too late to start paying attention. As parents, we all wish for our children to grow up as thoughtful, intelligent, resilient, and kind individuals. Regardless of their gender, we want to create equal opportunities and experiences that will shape their future through formal education and into adulthood. At Little Scholars, we understand that our actions today in educating and caring for children have a profound impact on the future, no matter how big or small they may seem, and that includes the books we share.
There’s been a lot of research looking at how children’s books portray gender identity and equality. For example, a recent 2021 study titled “Gender equity in early childhood picture books: a cross-cultural study of frequently read picture books in early childhood classrooms in Australia and the United States” dug deep into the representation of gender in commonly-read picture books across eight early learning centres in both countries. The study involved 44 educators and 271 children, and its findings shed light on the impact of gender bias in literature on young children.
The research revealed that gender bias in literature such as picture books can have significant effects on children’s beliefs and attitudes. Boys may develop a sense of entitlement, while girls’ self-esteem and occupational aspirations may suffer. As well, these books can inadvertently teach children that girls are of lesser value than boys. Even a 2016 report by UNESCO found persistent gender bias in textbooks, which can negatively affect girls’ motivation, self-esteem, and participation in school, possibly limiting their career expectations.
The study carefully examined the themes and messages conveyed by the books (not named), both overt and subtle, in relation to gender and gender roles. It considered language, illustrations, emotions, attitudes, needs of characters, as well as activities, roles, and relationships portrayed in the stories.
The researchers looked at the use of gender-specific or neutral names, pronouns, and labels, along with language related to characters’ roles, appearance, occupations, and personality traits. For instance, females may be described or portrayed as beautiful, nurturing, or dependent, while males are shown as powerful, clever, or independent. They also considered the clothing worn by characters, their positioning on the page, and the activities they engage in were also analysed. These aspects contribute to shaping the image of gender roles in children’s minds. The study examined how female characters are often portrayed as passive, emotional, and dependent on males to solve problems, while male characters are shown as strong and competent. The portrayal of characters within a family dynamic was examined, including the division of household and career responsibilities between genders.
Another study, Children’s Book Illustrations: Visual Language in Picture Books, includes a section that discusses character development through illustration, and touched on character’s gender preference. While one study referenced from 2011 revealed male characters outnumbering female in picture books, some illustrators who were interviewed stated that about 20 years ago, the situation was reversed and there was a significant push for including more male characters into picture books to encourage boys to read more.
If this has you thinking about some of the books, often classics, that you have in your home and that you’ve read with your child, we don’t want you to feel guilty as you view them with a new lens! The next time you read them, it’s an opportunity to have a discussion about the book – why you love it, perhaps what might be outdated thinking, and that can spur on some wonderful conversations about gender equality that would serve boys and girls well.
It’s not all doom when it comes to children’s literature and the effect they can have on children! In recent years, there has been significant research and evidence that shows how children’s books that empower young girls can have a positive impact on their development and self-esteem as they grow. Here are some key points supported by research:
By bringing empowering children’s books into their ‘reading diet’, parents, educators, and caregivers can play a huge role in shaping the confidence, aspirations, and character of young girls. These books have the potential to leave a lasting impact, contributing to a more empowered and equitable generation of women in the future.
There are so many wonderful books that do support female positivity, gender equality and encourage young girls to break any glass ceilings that get in their way. But, we encourage young boys to enjoy these books, and parents to have similar conversations with all children – we can’t change the future without acknowledging the past and making change now. Here’s 10 empowering books we’ve chosen, but please let us know if there are more you think we should have in our campuses! (and where we could, we’ve linked to Gold Coast and Brisbane Libraries!)
Cloudette by Tom Lichtenheld
Sometimes being small can have its advantages. But what about when you want to do something big, like help a giant garden grow, or make a brook babble? This charming book gets at the heart of what it means to make a difference no matter your size. Young children will find much to relate to as they follow Cloudette on her pursuit for greatness.
Dear Girl by Amy Krouse Rosenthal and Paris Rosenthal
This book serves as a love letter written for the special girl in your life; offering a gentle reminder that she’s powerful, strong, and holds a valuable place in the world.
Ada Twist, Scientist by Andrea Beaty
Ada Twist is a story about the power of curiosity in the hands of a child who is on a mission to use science to understand her world. This book is a celebration of STEM, curiosity, perseverance, and passion.
Rosie Revere, Engineer by Andrea Beaty
Ok, we couldn’t choose between these two Beaty books. Both scream ‘you can do anything’ which is exactly what we want our children to believe after reading books. These books, besides their important messages, also have great flow, rhyming and expressions, making them fun for parents to read out loud (over and over)
Malala’s Magic Pencil by Malala Yousafzai
Malala Yousafzai, the youngest recipient of the Nobel Peace Prize shares a story from her childhood in Pakistan that shows younger readers the world view that allowed her to hold on to hope even in the most difficult of times
Mae Among the Stars by Roda Ahmed
Inspired by the life of Mae Jemison, the first Black woman to travel in space, this beautiful picture book will encourage young girls to reach for the stars, to aspire for the impossible, and to persist with childlike inspiration
You’re Fabulous As You Are by Sophie Beer
This new book celebrates gender expression in all forms, whether it’s wearing sparkly tutus or stomping around in big black boots, to having messy fun or needing quiet time.
You’re Fabulous As You Are tells children it’s okay to choose any colour or change your mind, and encourages them to be completely and unashamedly their fabulous selves.
Her Body Can by Kate Crenshaw
Her Body Can is a book of self-love and body positivity declarations for all young girls. Its aim is to encourage our young girls to love themselves and their bodies for exactly who and what they are.
Someday by Alison McGhee
Someday is the story of what every mother wishes for her child: a chance to live life at its fullest to experience great joys, to stretch, to grow, to understand sorrow, to have a future to have a someday.
From brave and bold to creative and clever, this book celebrates all personalities and their potential.
As parents, educators, and caregivers, we can choose books that promote equality and challenge gender stereotypes. By offering children a diverse range of literature, we can empower and encourage them to become open-minded, respectful, and compassionate individuals. At Little Scholars, we are committed to fostering an inclusive environment and nurturing a generation that values equality and embraces each person’s unique potential.
Further research
At Little Scholars School of Early Learning, we’re dedicated to shaping bright futures and instilling a lifelong passion for learning. With our strategically located childcare centres in Brisbane and the Gold Coast, we provide tailored educational experiences designed to foster your child’s holistic development.
Let us hold your hand and help looking for a child care centre. Leave your details with us and we’ll be in contact to arrange a time for a ‘Campus Tour’ and we will answer any questions you might have!
Let us hold your hand and help looking for a child care centre. Leave your details with us and we’ll be in contact to arrange a time for a ‘Campus Tour’ and we will answer any questions you might have!
