Engaging Reluctant Readers: Bridging Play and Books

As early interventionists, we know that play is the foundation for learning. We use routines and playful experiences to foster development and teach new skills. For many children, reading a book can be a joyful experience – the colorful pictures, the attention from an adult, the soothing sound of their voice.

However, some toddlers, especially young ones, may not readily sit still for a tradition story time. They may not be engaged. They may not be interested. My experiences have given me the chance to notice that those children-the ones who don’t like circle time because they can’t sit through a book—they can sit down and enjoy a book for a short amount of time.

You have to make that short amount of time COUNT.

Make sure the book you are reading…

LOOKS interesting…

SOUNDS interesting…

and CONNECTS to something they already know.

That connection to the familiar thing will keep their interest a little bit longer each time.

By playing with activities directly connected to a book, the play activities reinforce the book and the book reinforces the play. Reading the same book over and over and including sensory-rich engaging experiences will continue to reinforce each other, strengthening those learning connections.

Tip: Connect Play to the Book

To pique a child’s interest in a book, bridge the gap between the story and their everyday experiences.

• First, Connect Play to the Story: Choose a key element from the book and design a play activity around it.
• Then, Introduce the Book: After the play activity, read the book together. The child will have a frame of reference for the story, making it more meaningful and engaging.

Here are some other ideas to incorporate into your Early Intervention Activities

• Picture Vocabulary: Introduce new words by pointing to pictures in the book and naming them.
  • Bring those real-life objects into the classroom or provide a realistic play version of it so that the child can have a real-life experience with that new word. For example play doctor kit with a story about a doctor.
• Songs and Movement: Sing familiar songs with actions or create simple songs inspired by the book.
  • For example, if you are reading a book with a boat in it, you can include the Row Row Row Your Boat song the next time you’re changing their diaper.
  • BONUS: Books that are Set to their Own Songs: Pete the Cat I Love My White Shoes has its own song that can go with it. My kiddos looooove this song. There is sheet music if you are musically inclined and have someone willing to perform for your kiddos.

• Verbal Imitation: Encourage the child to imitate sounds or phrases that are repeated in the story from the story. For Brown Bear Brown Bear what do you see, that phrase would be “what do you see?” or “looking at me” and sound effects–add sound effects if they are not already in the book.

• Snack Science and Sensory! Explore food or natural objects related to the story (e.g., if the book is about apples, explore the texture and taste of an apple).
  • With Pete the Cat I Like My White Shoes, he steps in lots of stuff: strawberries, blueberries, mud, and water. each of those are inviting for kids to explore.

• Art Activities: Use art materials to create something related to the story.
  • My favorite fine motor skill activity that can be adapted to fit any book any theme is this one.

By connecting play activities to book sharing, we can make reading a more enjoyable and meaningful experience for even the most reluctant toddlers.

Amazon Links

References

The Learning Groove. (2013). Pete the cat: I love my white shoes. https://www.thelearninggroove.com/pete-the-cat-i-love-my-white-shoes