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Book Selection Project

Infant and Toddler Care : Book Selection Project

Lesson 6 Overview

One of the most enjoyable and rewarding experiences you can have is sharing a book with a
young child. Children enjoy exploring books by touching them, looking at them, and listening
to them being read aloud. The reader’s enthusiasm and tone of voice, as well as the
circumstances under which the book is being read, are crucial to the child’s enjoyment of
story time.

6.1 Evaluate books intended for young children
Book Selection Project
READING ASSIGNMENT
Your project must be submitted as a Word document (.docx, .doc) or Rich Text Format File (.rtf)*. Your
project will be individually graded by your instructor and therefore may take up to five to seven days to
grade. Be sure that each of your files contains the following information:

Project Name/Title of Paper
Your name
Your student ID number
Name of school
The course number and name
Project number
Date of submission

To submit your graded project, follow these steps:

Log in to your student portal.
Select Take Exam next to the lesson you’re working on.
Find the exam number for your project at the top of the Project Upload page.
Follow the instructions provided to complete your exam.

Be sure to keep a backup copy of any files you submit to the school.

Exploring Books

When you share books and stories with infants, toddlers, and two-year-olds, you’re

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supporting their development in many different ways. First, reading is an excellent way to
strengthen language skills and vocabulary, giving children the opportunity to learn new words
to describe objects, animals, feelings, colors, shapes, and experiences. As they grow, they’ll
begin to mimic the animal sounds and repetitive phrases commonly found in children’s
stories. Exploring books also helps infants to develop their fine motor skills. A baby may
grasp the book, feel its texture, shake it, toss it, or chew on it. In addition, reading involves
pleasant interaction between the young child and an adult or older child, reinforcing its
appeal.

Books are an essential part of any education program. The area of your classroom dedicated
to reading should be cozy and inviting. A child-size rocking chair, cushions, pillows, and
other inviting furnishings are excellent choices for the space. Books shouldn’t be limited to
this area only, however. Looking at books should be encouraged in any area of the
classroom.

Selecting Books

When you select books for your reading area, there are many factors you must keep in mind.
The books you choose must be developmentally appropriate and depict a wide range of
characters from diverse backgrounds. Once you have an appropriate collection of books, it’s
essential to rotate the books on your shelves so that each week there’s a new selection from
which the children may choose. While rotation helps to hold the children’s attention, you’ll
also want to keep a stack of much-loved favorites nearby for repeated readings.

Reading and Age Groups

While a young infant may be capable only of focusing on a bold picture and enjoying the
sound of your voice, older babies and toddlers need more interaction during reading time.
Each age group has its own set of needs, and the following guidelines will help you choose
books that are developmentally appropriate.

Young Infants (Birth–9 Months Old)

Books for young infants should have the following characteristics:

Illustrated with bold, simplistic pictures
Durable and washable

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Constructed of heavy cardboard, vinyl, plastic, or cloth
Made with pages that are easy to turn, such as board books
Interactive, including folds, flaps, and textures to feel and manipulate
Wordless or include one to two words on each page

Mobile Infants (10–17 Months Old)

When choosing books for older infants, remember the following:

Books for this age group should be sturdy.
Older infants are attracted to pictures of things that are recognizable and easily named.
Wordless books should show familiar objects that may be counted or named.
Older infants enjoy rhyming and repetition.
Older infants are beginning to choose books based on content.
Content should be simple, involving topics such as animals, babies, and families.
Books should include one to two words or one short phrase of three to five words on
each page.

Toddlers (18–23 Months Old)

Toddlers are ready for books with the following qualities:

Simple plots and a few simple or short phrases (three to five words) words on each
page
Topics such as families, animals, feelings, or daily routines
Pictures that introduce the concepts of size, shape, and color
The alphabet illustrated with uncomplicated, colorful pictures
Familiar songs, stories, or finger plays that invite participation
Stimulating activities such as finding and pointing out hidden objects

2-Year-Olds

When choosing books for 2-year-olds, look for books that contain the following:

Familiar songs, stories, or finger plays that invite participation
Diverse characters
Stories about themselves or children similar to themselves

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More detailed pictures depicting the characters and their experiences
Concepts such as size, shape, number, and color
One to two short phrases (three to five words) on each page

Remember, when choosing books for any age group, it’s important to consider whether or
not the books you’re choosing show children and families from a variety of cultural
backgrounds and with diverse abilities.

The Child Book Project

The Child Book Project is a hands-on activity that relates to early childhood education.

Goal

The goal of this project is to help you expand your understanding of the material contained in
your textbook and study guide and to apply your knowledge to some practical situations in
an early childhood education environment.

Procedure

This is a project of discovery. You’ll choose five age- and developmentally appropriate books
that you would use with infants, toddlers, and two-year-olds.

You’re required to select books as follows:

One (1) book intended for young infants (birth-9 months old)
One (1) book for mobile infants (10-17 months old)
One (1) book for toddlers (18-23 months old)
Two (2) books for two-year-olds

Finding Books

Finding books can be done a number of ways, including through a local library, browsing
bookstores, online, and now YouTube and other websites have readings of many favorite
and new children’s books. First, look at this website for ideas on good books for infants and
toddlers: Great Books to Read for Infants and Toddlers. (www.naeyc.org/our-work/families/gr
eat-books-read-infants-and-toddlers) Don’t ignore favorites that have been around for
decades—they remain popular for a reason.

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Be sure to search for infant/toddler (birth-2 years) age groups on sites such as these:

Amazon (www.amazon.com/)
Barnes and Noble (www.barnesandnoble.com/)
International Children’s Digital Library (en.childrenslibrary.org/)
Storyline Online (www.storylineonline.net/)
Caldecott Medal & Honor Books, 1938–Present (www.ala.org/alsc/awardsgrants/bookm
edia/caldecottmedal/caldecotthonors/caldecottmedal)
Newbery Medal Books (www.ala.org/alsc/awardsgrants/bookmedia/newberymedal/new
berymedal)

Select your books, then read through them or search for them on YouTube or other sites for
readings so that you can fully experience the book.

NOTE: No purchase of any book is necessary to complete this assignment.

Taking Notes

For each book you select, make notes that will support your essay writing and compile the
information:

The title, author, publisher, illustrator, and year of publication. Double-check all
information for spelling and accuracy. Book titles should be identical to the book cover
and italicized in writing. For example, Ten Little Fingers and Ten Little Toes.
A brief summary of the book’s content that provides a clear understanding of what the
book is about. This may include characters, setting plot, illustrations, rhyme, theme, and
anything else you believe your instructor should know about the book. Your summary of
the book must be written in your own words; do not copy, quote, or paraphrase the book
publisher’s or book seller’s synopsis of it.
Record at least three features of each book that you believe make it appealing. You’ll
need to identify and explain one feature for each of the following:

1. Children in the age group
2. Parents/guardians of children in the age group
3. Caregivers of children in the age group.

Be specific and share your honest assessment of the book’s appeal. The age group

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information provided above can be used to support you in this process.

Writing Your Paragraphs

After you’ve collected all the information for each book, begin writing your assignment. Your
completed essay will consist of 12 fully developed paragraphs of 4 to 6 sentences each. No
bulleted or numbered lists should be included in the essay.

Your essay will include:

An introductory paragraph that explains the importance of reading and using books with
infants and toddlers. This paragraph should also explain how you located and selected
your five books and include your thesis statement as the last sentence of this
paragraph. A thesis statement tells the reader what the purpose of this essay is and
provides insight into what the body of the essay will discuss.
Two paragraphs for each book (10 body paragraphs total):

A summary, in your own words, of the book selected. The summary should provide
a clear understanding of what the book is about and can include information on the
book’s characters, setting, and plot. Be specific and use the notes you took while
selecting your books to support you in this process. This paragraph should include
the title, author, illustrator, publisher, and publication date for the book and should
identify which age group the book best suits.
An explanation of specific features that make the book appealing to children in the
age group, parents or guardians of children in the age group, and caregivers of
children in the age group. Remember that you must select and discuss at least one
appealing feature for each of the above.

A conclusion that tells the reader what you learned from this assignment. What has this
project taught you about choosing books for infants, toddlers, and two-year-olds? How
will you be able to apply this information in your own personal or professional life?

Writing Guidelines

1. 1. Type your submission, double-spaced, in a standard print font and size. Calibri 11,
Arial 11, and Times New Roman 12 are all recommended fonts and sizes. Use a
standard document format with one-inch margins.

2. Include a Title Page in APA format that includes your full name, the name and number

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of this assignment, the name and number of this course, the name of the school, and
the date of submission. Refer to the Sample APA paper for ECE Students on the Early
Childhood Learning Resource Center.

3. Be sure to cite all sources used to support your writing using in-text citations in the body
of your essay and a References page at the end; use APA format for both.

4. Review the grading rubric that follows this selection to ensure all portions of the
assignment are satisfied.

5. You’re encouraged to access an review the course resources available on the Early
Childhood College Programs and Courses Learning Resource Center for additional
guidance on completing this assignment:
https://pflibrary.pennfoster.edu/earlychildhoodcenter/college (pflibrary.pennfoster.edu/ea
rlychildhoodcenter/college)

To learn how to cite sources in APA format, please review all available APA resources on the
Early Childhood Learning Resource Center:
https://pflibrary.pennfoster.edu/earlychildhoodcenter/college. (pflibrary.pennfoster.edu/earlyc
hildhoodcenter/collete)

Grading Criteria/Grading Rubric

Use the following guidelines to ensure that your project meets all the requirements of the
assignment. The selections will be evaluated according to the following criteria.

Grading Rubric

Exemplary Proficient Fair Poor

Introduction: The introductory paragraph
explains the importance of reading and using
books with infants and toddlers. The student
has also explained how the books were
located and selected for the assignment. The
student has included a brief sentence that
explains what the reader will learn in the
essay.

Conclusion: The conclusion explains what
the project has taught the student about
choosing books for infants, toddlers, and
two-year-olds and how the student will be
able to apply this information in their own
personal or professional life.

10-7 6-5 4-2 2-0

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Book 1: The student has selected one book
appropriate for young infants (birth-9
months) and has written two fully developed
paragraphs.

The first paragraph clearly identifies the book
title, author, illustrator, publisher, and
publication date of each book and provides a
detailed description of the book.

The second paragraph identifies and
explains one feature of the book that
appeals to young infants, one feature that
appeals to parents or guardians of young
infants, and one feature that appeals to
caregivers of young infants.

16-15 15-14 12 14-13

Book 2:

The student has selected one book
appropriate for mobile infants (10-17
months) and has written two fully developed
paragraphs.

The first paragraph clearly identifies the book
title, author, illustrator, publisher, and
publication date of each book and provides a
detailed description of the book.

The second paragraph identifies and
explains one feature of the book that
appeals to mobile infants, one feature that
appeals to parents or guardians of mobile
infants, and one feature that appeals to
caregivers of mobile infants.

16-15 15-14 14-13 13-0

Book 3: The student has selected one book
appropriate for toddlers (18-23 months) and
has written two fully developed paragraphs.

The first paragraph clearly identifies the book
title, author, illustrator, publisher, and
publication date of each book and provides a
detailed description of the book.

The second paragraph identifies and
explains one feature of the book that
appeals to toddlers, one feature that appeals
to parents or guardians of toddlers, and one
feature that appeals to caregivers of
toddlers.

16-15 15-14 14-13 13-0

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Book 4: The student has selected one book
appropriate for two-year-olds and has written
two fully developed paragraphs.

The first paragraph clearly identifies the book
title, author, illustrator, publisher, and
publication date of each book and provides a
detailed description of the book.

The second paragraph identifies and
explains one feature of the book that
appeals to two-year-olds, one feature that
appeals to parents or guardians of two-year-
olds, and one feature that appeals to
caregivers of two-year-olds.

16-15 15-14 14-13 13-0

Book 5: The student has selected a second
book appropriate for two-year-olds and has
written two fully developed paragraphs.

The first paragraph clearly identifies the book
title, author, illustrator, publisher, and
publication date of each book and provides a
detailed description of the book.

The second paragraph identifies and
explains one feature of the book that
appeals to two-year-olds, one feature that
appeals to guardians of 2-year-olds, and one
feature that appeals to caregivers of two-
year-olds.

16-15 15-14 14-13 13-0

Overall Formatting and
Mechanics: Grammar, spelling, and format
are appropriate, including components of
APA and professionalism.

10-8 8-5 5-3 2-0

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