Illustrations by Leslie Patricelli.

The icon means that a Spanish language edition is also available.

Board books are designed to survive the wear and tear of babies’ and toddlers’ inquisitive mouths and hands and offer a wonderful opportunity to share with a child snuggled on a caregiver’s lap. The best ones tell a simple story with few or no words, allowing readers to invent their own. Ideally, illustrations are crisp and clear, with limited images on each page, offering plenty of contrast between the background and the pictures. Occasionally, a picture book makes the successful transition to a board format, but be warned that not all picture books are equally engaging as board books. Too much text on the page is distracting and crowded, and the smaller trim size can make illustrations appear crammed on the page, losing detail and focus. The absolute best board books are the ones that withstand the test of time: not only in being indestructible, but also in holding young children’s interest as they explore and point to pictures, exclaiming, “again, again!” when reaching the last page. The following selections do just that.

Boynton, Sandra. Moo, Baa, La La La! illus. by author. 30th Anniversary Edition. S & S/Little Simon. 2012. ISBN 978-1-4424-5410-1. $7.99.
This classic board book, reissued in a slightly larger format, features cartoon illustrations and a rhyming text that are still as silly as ever to read aloud for a giggle.

Brown, James. Farm. illus. by author. Candlewick. 2013. ISBN 978-0-7636-5931-8. $6.99.
Cut-and-relief lino prints showcase six different animals in this nearly wordless text. The black-and-white images are set on colored backgrounds for visual interest, making this a good choice for older babies.

Christelow, Eileen. Five Little Monkeys Jumping on the Bed. illus. by author. Houghton Harcourt. 2012. ISBN 978-0-547-89691-5. $6.99.
The classic fingerplay comes to rollicking life in this adaptation of the picture book. The engaging cartoon art perfectly captures the antics of these exuberant chimps.

Dunrea,Olivier.Gossie. illus. by author. Houghton Harcourt. 2007. ISBN 978-0-618-74791-7. $6.95.
An endearing gosling loves to wear bright red boots. Every day. Rain or shine. What happens when they go missing? This title is a perfect example of a picture book making the successful transition to a board book.

Emberley, Rebecca. My Colors/Mis Colores. illus. by author. Little, Brown. 2000. ISBN 978-0-316-233477. $6.99.
In this bilingual concept book, each spread features simple objects on one side and the color on the other. The vividly hued collage illustrations will attract toddlers.

Flaptastic Colors. DK. 2009. ISBN 978-0-7566-5227-2. $6.99.
What color is the sun? The grass? This lift-the-flap board book features clear photographs of objects to answer each color question.

Fox, Mem. Time for Bed. illus. by Jane Dyer. Houghton Harcourt. 2010. ISBN 978-0-547-40856-9. $8.99.
This padded edition features a larger trim size, making it a better choice than the original, small board book. This version does justice to the beautiful watercolor illustrations of baby animals with their parents at bedtime.

Gravett, Emily. Orange Pear Apple Bear. illus. by author. S & S/Little Simon. 2011. ISBN 978-1-442-42003-8. $7.99.
A spare text (just five words) is cleverly rearranged on each page, and warm watercolors outlined in pen-and-ink will compel readers to look at this title again and again.

Henkes,Kevin.A Good Day. illus. by author. HarperCollins/Greenwillow. 2010. ISBN 978-0-06-185778-2. $7.99.
Thick-lined, watercolor and ink illustrations face each page of large, brief text that explores in simple terms how a bad day can turn into a delightful one.

Hills, Tad. Duck & Goose Find a Pumpkin. illus. by author. Random/Schwartz & Wade. 2012. ISBN 978-0-307-98155-4. $10.99.
This charming, large board book tells the tale of Duck and Goose as they search for a pumpkin to call their own. Gorgeous oil paintings in autumnal hues invite readers into their world.

Hoban, Tana. Black on White. ISBN 978-0-688-11918-8.
––––. White on Black. ISBN 978-0-688-11919-5.
ea. vol: illus. by author. HarperCollins/Greenwillow. 1993. $6.99.
These wordless titles feature high contrast, silhouetted images against white and black backgrounds. Perfect to share with newborns.

Horacek, Petr. Beep Beep. illus. by author. Candlewick. 2008. ISBN 978-0-7636-3482-7. $5.99.
A family takes a car ride to Grandma’s, depicted in sturdy die-cut pages and boldly colored illustrations. The text contains lots of fun action words to act out together while reading aloud.

Katz, Karen. Where Is Baby’s Belly Button?illus. by author. S & S/Little Simon. 2000. ISBN 978-0-689-83560-5. $5.99.
Lift-the-flap pages feature multicultural babies playing peek-a-boo with the narrator in this interactive book filled with vibrant colors and patterns.

Laden,Nina.Peek-a-Who? illus. by author. Chronicle. 2000. ISBN 978-0-8118-2602-0. $6.95.
Rhyming words and bright colors lead toddlers on a peek-a-boo hunt on pages that sport cutout sections, allowing them to preview the next object.

Light, Steve. Trains Go. illus. by author. Chronicle. 2012. ISBN 978-0-8118-7942-2. $9.99.
Rich watercolors and an energetic text spotlight eight noisy train cars and their unique sounds. This is a new classic for train lovers.

Martin,Bill, Jr.Brown Bear, Brown Bear, What Do You See?illus. by Eric Carle. Holt. 1996. ISBN 978-0-805-04790-5. $7.95.
The beloved classic has made an excellent transition to a board-book format that can withstand seemingly endless readings and page turns.

Melling, David. Splish, Splash, Splosh! illus. by author. Tiger Tales. 2013. ISBN 978-1-58925-643-9. $8.95.
In this simple counting book, 10 adorable ducklings line up, ready to take a dip in the swimming pool.

Murphy,Mary.I Kissed the Baby! illus. by author. Candlewick. 2004. ISBN 978-0-7636-2443-9. $6.99.
Another picture book turned successful board book. Black-and-white illustrations offer plenty of contrast to a variety of animals that have fed, sung, tickled, and kissed the baby, with a bright yellow duckling at the end of this sweet story.

Murphy, Mary. Quick Duck! illus. by author. Candlewick. 2013. ISBN 978-0-7636-6022-2. $6.99.
Little Duck hurries and scampers out of the mud, down the hill, and through the reeds–but where is he going? Shown in bright yellow, he pops off the white backgrounds, making it easy for young readers to follow along with his escapades.

Opie, Iona. Humpty Dumpty and Other Rhymes. illus. by Rosemary Wells. Candlewick. 2001. ISBN 978-076-3616-281. $4.99.
These eight beloved nursery rhymes, illustrated in Wells’s signature style, are a satisfying introduction to Mother Goose.

Patricelli, Leslie. Higher! Higher! illus. by author. Candlewick. 2010. ISBN 978-0-7636-4433-8. $6.99.
A little girl being pushed on a swing by her father urges him, “Higher! Higher!” With each turn of the page, she travels higher still, until she reaches the edge of space for a high five with an alien-child also sitting on a swing, no doubt urging his own parent to push him “Higher! Higher!” When she slows down and stops, the child turns to her father with delight, uttering a new word: “Again!” Bright acrylic paintings anchor the spreads.

Rathmann, Peggy. Good Night, Gorilla. illus. by author. Putnam. 1996. ISBN 978-0-399-23003-5. $7.99.
This nearly wordless title follows the zookeeper through his nightly walk of saying good night to all the animals–while unbeknownst to him, the gorilla has swiped his key and is unlocking the cages behind him, allowing a parade of animals to follow him home to bed.

Strickland, Paul & Henrietta Strickland. Dinosaur Roar! illus. by authors. Dutton. 1997. ISBN 978-0525-458-340. $7.99.
“Dinosaur roar,/dinosaur squeak,/dinosaur fierce,/dinosaur meek.” A rollicking and rhyming text featuring playfully colorful dinosaurs introduces the concept of opposites in this silly story.

Sutton, Sally. Roadwork. illus. by Brian Lovelock. Candlewick. 2011. ISBN 978-076-3646-530. $6.99.
Trucks and big machines are the main attractions of this noisy book that features a lot of action-based words that jump off the page, begging young readers to shout them out. Multicolored ink drawings are a perfect match for the text.

Wilson, Karma. Baby Cakes. illus. by Sam Williams. S & S/Little Simon. 2006. ISBN 978-1-416-90289-8. $7.99.
Diverse babies snuggle the same teddy bear throughout and get lots of hugs, smooches, tickles, and love in this beautiful, interactive rhyme perfect for bedtime sharing. The pastel-hued illustrations are irresistible.

Yoon, Salina. One, Two, Buckle My Shoe: A Counting Nursery Rhyme.illus. by author. Random/Corey. 2011. ISBN 978-0-375-86479-7. $6.99.
This counting book offers an updated look at a classic nursery rhyme, set among the vibrant colors of a big-top circus tent. Die-cut windows create visual interest and offer a preview of the following spread as images transform from one object to the next.

Lisa G. Kropp is the youth services coordinator at the Suffolk Cooperative Library System in Bellport, NY.

Photograph by Rebecca T. Miller

“The most exciting time for a kindergarten teacher is when a kid looks up and says, ‘Hey, I can read!’” This is my favorite line from a conversation between two educators at the daylong “Fostering Lifelong Learners” event held April 25 at the Cambridge (MA) Public Library. The speaker, Jim St. Claire, a 39-year veteran of the classroom, teaches at the Amigos School in Cambridge, a dual-language immersion program. His counterpart on the stage was Anne Mackay; with 13 years under her belt, she’s a lower school reading specialist at nearby Buckingham Browne & Nichols School. The two shared many insights to apply in working with babies and toddlers.

The day itself was structured to reflect the partnerships needed to give wee ones and their caregivers what they need to arrive at that “aha!” moment. It was organized by SLJ’s sister publication, The Horn Book, in collaboration with the Cambridge Public Library, and Reach Out and Read, a nonprofit that integrates early literacy training into pediatric examinations. The goal of the event, sponsored by Penguin, DK, Junior Library Guild, and Charlesbridge, was to foster early learning—be it in the library, the doctor’s office, at daycare, or at home.

Mackay, for her part, noted the need to build the ability to hear the sounds in words—calling that the “biggest predictor of reading later in life.” She also stressed teaching early print concepts, comprehension of plot, and the development of writing skills. “Encourage parents to get rid of markers,” she said. Instead, use chalk, on the blackboard or sidewalk, as it gives “a ton of feedback” and “really works fine motor skills.”

Technology, too, has its place. “Kids can get a sense of mastery if they know more than the teacher,” said St. Claire, “but we have to be aware of the kids who don’t have tech.” Mackay acknowledged that the digital age has changed many things, not all for the worse, adding, “there are lots of good apps.”

Meanwhile, we at SLJ were developing this special issue dedicated to early learning. I was excited to see so many of the themes of the Lifelong Learners event dovetail with what we were planning. From the essential tastiness of board books (“Built to Last,” p. 28) and the tactile pleasure of play at Brooklyn Public Library (“Read, Play, Grow,” p. 24) to the thoughtful development of apps at Sesame Workshop (“The Early Bird,” p. 18), may the ideas presented here inspire you toward achieving your own “aha” moment in your work with the youngest among us.

SLJ’s new look

Print readers will see a few changes in the magazine this month. They derived, in part, from our migration to the K4 cross-media publishing platform and WordPress content management system. This issue was produced via K4, which will enable us to be more nimble across print, e-newsletters, and the Web.

A migration like this inspires an evaluation of what we do, where, and why. For SLJ, it meant a reconsideration of aspects of the all-important reviews section. A small fix: book titles are enhanced to be more readable. A pragmatic but difficult decision: we will no longer produce the review index, which had appeared in each issue. We recognize the value of this index, especially to researchers, but now offer the BookVerdict database of reviews to subscribers as an alternate way to find SLJ reviews. A vast improvement: fiction and nonfiction now have their own sections, with more specific grade-level groupings.

Faced with creating new templates, our creative director, Mark Tuchman, seized the opportunity to update the look and feel of the magazine with new colors and tweaks to the layouts of everything from the contributors’ page to the stars page. We hope you approve.

Rebecca T. Miller
Editor-in-Chief
rmiller@mediasourceinc.com

In the Pierce County Library System (PCLS) in Tacoma, WA, that she serves, Anderson-Newham is known as a force for foundational learning, due to both her groundbreaking B.L.O.C.K.S. program (Blocks Let Our Children Know Science) and “Our Children are Ready for Reading,” a study conducted in partnership with the University of Washington that involved training home child care providers in early literacy skills. B.L.O.C.K.S. teaches critical literacy, math, and cognitive skills to even the littlest learners through hands-on play and other engaging activities, while the study earned PCLS an Urban Libraries Innovation Award. Anderson-Newham has also been lauded for her efforts to work with her peers on initiatives to meet Washington’s curricula guidelines for early childhood education.

In this sixth of a dozen planned interviews with the youth services librarians named as Mover & Shakers this year, Anderson-Newham talks to School Library Journal about the importance of collaboration and a good sense of humor to her work, why play is key to kids’ learning, her inspirations and passions, and her top early learning picture books of all time.

You have a theater degree and worked as an actor/writer in New York City for 10 years before relocating to Washington and becoming a storyteller and librarian. How did you know that early learning and literacy were the right fit for you?
My undergraduate degree was in developmental psychology. In 1999 there was a training for librarians here in the Northwest called “Amazing Minds” [led by] Judy Nelson, a librarian colleague of mine; the purpose was to bring youth services librarians up to speed on the incredible research that was beginning to coalescing on the importance of early learning. That rekindled my interest in child growth and development. The next year, PLA/ALSC launched Every Child Ready to Read, which gave early learning a priority for all libraries. From then on, I found my attention turning more and more to early learning and ages 0–8. There’s something about those wee-ones that inspires and energize me! Their growth and development is really what I am most passionate about.

What books are on your all-time top lists for early learning and literacy?
The Empty Pot by Demi (Harcourt, 1985).
The best book about ‘honesty’ ever!

How Are You Peeling? Foods with Moods by Saxton Freymann (Scholastic, 1999).
Incredible introduction to talking about feelings and the food photographs are inspired.

The Three Billy Goats Gruff by Paul Galdone (Clarion, 1973).
Truly sublime retelling of the popular folktale.

Pattern Fish by Trudy Harris (Millbrook, 2000).
Introduces patterns, encourages interaction, and is very funny.

Say Hello! by Rachel Isadora (Putnam, 2010).
Repetition, diversity, humor, and child appeal.

Blue Sea by Robert Kalan (Greenwillow, 1979).
Perfect introduction to size differences, plus children love this book.

Little Blue and Little Yellow by Leo Lionni (Astor, 1959).
Color blending and emotions! Lionni was a genius.

Shades of People by Shelly Rottner (Holiday House, 2009).
Beautiful photographs and incredible vocabulary around skin color. I’ve had some wonderful discussions with children about skin color after sharing this book.

What new books in this category are your favorites?
Z is for Moose by Kelly Bingham (HarperCollins, 2009).
Making the alphabet silly and fun.

One Gorilla by Anthony Browne (Candlewick, 2013).
Incredibly fun, new counting book.

Grumpy Goat by Brett Helquist (HarperCollins, 2013).
Not only can you talk about feeling grumpy, but it celebrates the much maligned dandelion.

This is Not My Hat by Jon Klassen (Candlewick, 2012).
I love books that contain some wordless pages encouraging children to contribute to the story.

The Duckling Gets a Cookie by Mo Willems (Hyperion/Disney, 2012).
Executive Function skill-building wrapped in hilarity. Mo Willems talent is a great gift to children!

What are you reading right now for yourself?
I am reading three books at the moment—don’t all librarians have several reads going at once? Spirit’s End by Rachael Aaron (Orbit, 2012), the fifth book in a super fun fantasy series; The Fault in Our Stars by John Green (Dutton, 2012)—love him! Plus, my book group chose this as our current selection; and Will in the World: How Shakespeare Became Shakespeare by Steven Greenblatt. (W. W. Norton, 2004). Once a theatre wonk, always a theatre wonk.

What were your programming goals at PCLS when you first got there?
They had a fairly new early learning program going. I was actually terrified when I first started! I had been a children’s librarian in a branch and I knew exactly how to do that. But an early learning librarian? Uncharted waters. I remember sitting down with Judy Nelson (now my boss) that first week and asking her exactly what her goals were for me, and she replied, ‘I want you to grow the program.’  I know I had a deer-in-the-headlights-look as I sat there thinking ‘What does that mean?’ The level of freedom and opportunity she was placing at my feet was terrifying. But it was also invigorating and incredibly exciting! And lucky for me, she was there to offer inspiration and support.

What are you most proud of at PCLS?
I’m really proud of the community partners that we have gathered and what they have taught us about early learning. And I’m very proud that we have inextricably woven the library into the early learning system of our county. For example, we are just finishing up a partnership on a county-wide oral health project. Cavities create huge issues for a large number of children, and our coalition worked with the Washington Dental Service Foundation to create an awareness campaign. We created kits for providers to check out from the library, bookmarks of appropriate books, a songbook of silly songs to sing, and our librarians presented oral-health themed storytimes twice a year at most of our branches, where each child received a happy teeth ‘goody bag.’ Our partners were very enthusiastic in their praise for our contributions and it definitely strengthened our reputation with them.

Can you tell us more about the B.L.O.C.K.S. program?
Judy Nelson and I both became fascinated with the learning possibilities inherent in free block play. I had attended some amazing trainings at early learning conferences about preschool math and block play and Judy presented at an Every Child Ready to Read gathering in Montana, which included a training on play and blocks. The library in Montana had a unit-block cabinet and Judy felt there had to be a way to bring blocks to our libraries. She approached a colleague at the Puget Sound Educational Service district about a potential partnership; fortunately, the idea captivated our foundation board and they generously provided the funding for us to purchase large, portable, locking block cabinets and large sets of blocks for seven of our branch meeting rooms.

Children build a zoo at a Pierce County Library System “Block Party.”

We began the project with a training for the librarians and teachers on supporting block play and then once a month, seven ECEAP classrooms (Washington State’s version of Head Start) visit the branch nearest them for a ‘Block Party.’ We do a storytime and then we build together, always looking for ways to support the children’s learning—math, engineering, social emotional, literacy and language. Blocks are amazing tools for early learning! Plus, these parties are really, really fun. We also sponsor once-a-month Block Parties that are open to the public. The librarians at those branches use the blocks for free play after storytimes as well. We’re hoping to use the ECEAP teacher’s assessments of the children’s learning to gauge the effect of focused library block play.

One unintended but delightful consequence of the partnership with ECEAP [programs] has been that some of them have used the Block Parties as their monthly parent events. Holding these events at the library has provided us with a wonderful chance to reach many families who are not library users. Coming to the branch to play with blocks is very non-threatening and fun. In fact, one of the teachers was so thrilled by the level of play and interaction occurring between parents and children at the Block Party that she’s determined to make all parent events play events!

What are some of your top ways for kids to get hands-on with learning in your library?
A few years ago, we added a play component to storytimes, creating 16 themed play boxes that circulate through our branches. The librarians do a regular storytime and then open the play boxes. Inside are games, play objects, real objects—lots of things related to the theme. We call them Story Play Times and they provide children with an opportunity to play together at the library in a hands-on, self-directed way. I had wanted to add play to storytimes for a long time; librarians do such a great job of developing literacy and language skills at storytime, and since social emotional learning happens best during free play, adding a play component gives us a more whole-child approach.

Children build a log cabin at a Pierce County Library System “Block Party.”

In our children’s areas, our librarians have been quite creative in adding hands-on opportunities for learning: mailboxes to encourage letter writing, flannel boards for tactile learning, and housekeeping areas for free play. Plus, our libraries have been able to add incredible interactive learning structures and elements through generous donations of Friends groups and individuals.

What advice would you give to librarians seeking to launch similar programs?
Think seriously about what outcomes you desire and then search out and employ tools to help you measure those outcomes effectively. Libraries need to keep building in proof of our programming’s worth. I will often get very excited by a project, but when I think about how I’m going to measure its outcomes, it changes my approach. Documenting positive outcomes will help promote the great work that libraries do.

Who do you collaborate the most with? Does that come naturally to you?
We are very fortunate to have an actual Department of Early Learning! And we also have a vibrant early learning coalition in Pierce County (called First 5 FUNdamentals). We collaborate with a lot of groups—Child Care Aware, the educational service district, school districts, the health department, the tribes, and early learning organizations. Our early learning program also works quite extensively with child care providers, offering trainings, storytimes, and the circulation of materials and information.

What is the feedback like from kids and parents who participate in your programming?
We do lots of presentations for parent groups through ECEAP and Head Start, and also through MOPS groups at churches. So we converse with parents all the time; that is really what makes it all worthwhile, connecting with children and parents and providers and sharing the wonder of reading and stories and libraries. Lately, we have been partnering with our local Child Care Aware on a series of play programs for parents and Family, Friend and Neighbor care.

After the fourth in the series—a music program, where we sang and danced with scarves and ribbons—one Spanish-speaking mother approached us and made a point of thanking us in English, telling us that the programs had been very good for her child. I felt like the luckiest person in the world that day! I get to read and play and sing and dance, and have mothers thank me for it!

Children get creative building and playing at a Pierce County Library System “Block Party.”

What is next for you and why?
We would like to see block cabinets in all of our meeting rooms. They really are perfect places for block play, what with low pile carpet and all that open space. Some of the block sets would have to be a bit smaller, but watching the children create these amazing structures in the library has been incredibly inspiring. I’m in the process of expanding the program to home child care providers. The large unit blocks are not very practical for many home child cares and these parties will also offer them a chance to network with other providers as well as give their children a chance to build.

And I have a book coming out! It’s called, Cooking Up a Storytime, essentially a cookbook for storytime creation being published through ALA. I’m very excited about that. My current position has connected me with early learning professionals outside the library and I’ve learned so much from them, I’m hoping to share with my fellow librarians.

What’s on your career wish list? What would you love to do that you haven’t done yet?
I’d like to serve on a committee for ALA. I’d like to put together a funny and memorable library program with librarians from around the country to present at NAEYC. I am very excited to continue writing.

What was your reaction to being named a Mover & Shaker?
It was wonderful and flattering, but so much of what I get to do here is collaborative, to be singled out made me feel like I was cheating somehow! But it made my mother and father very proud; I love that.

You were pegged as an “Innovator.” Is that how you view yourself, too?
The advantage of having a great team [is] we toss [ideas] around—some we pursue, some we drop. Sometimes we fail, sometimes something amazing happens. But after being a youth services librarian for a long time, it seems to me that all youth services librarians are innovators! I’m constantly amazed at what other libraries are doing and what other librarians are creating. There is moving and shaking all over the place and I’m just proud to belong to such a group.

And truthfully, if I was to give myself a label, I think it would be ‘jokester.’ Silliness is my creed. Humor and fun are so much a part of who I am and have worked so well for me in the trainings that I provide and in the programs that I present. I am absolutely certain that learning happens much more effectively and memorably when you’re laughing.

What reactions and feedback have you gotten on being named?
My daughter created a Facebook post that made me cry. It was unbelievable to read the beautiful posts from friends from my past. It made me want to celebrate people that I love even if they aren’t called out as a Mover or Shaker. We get so busy with our day to day lives; we forget to tell people how great they are. And I know and work with some truly remarkable people!

What are the best professional development experiences that you have ever had?
Attending sessions at the NAEYC Institute has had an incredible influence on my work. Where once I focused almost exclusively on early literacy, attending made me realize that early learning is all bound together—literacy, math, science, social/emotional, physical; it all happens. My focus moved from the skills of early literacy to pondering the development of the whole child. Of course we want children to learn to read, but our ultimate goal is for them to grow up to be healthy, compassionate humans.

What do you think are the big issues and challenges for youth services right now?
I worry deeply about how the economy is affecting our libraries and communities. Healthy communities need infrastructure. They need investment and commitment and labor. And healthy children need healthy communities. I’m proud to pay my taxes. I cherish the community that my taxes help support: schools, parks, hospitals, and libraries! The political climate at the moment seems narrow and short sighted, in my opinion. I sincerely hope that in our rush to acquire, we don’t lose so many of the things that give our lives fulfillment and meaning.

What do you think youth services should look like going forward?
I would hope that we will keep our lens focused on our humanness. That we provide space for children to come together to laugh, learn, and play—and that we strive to remain significant and caring adults in the fabric of their lives.

Jean Marzollo and Robie H. Harris.

Lovers of children’s picture books and early literacy advocates—including a pediatrician, a jazz singer, and numerous published authors and illustrators—gathered earlier this month in New York City for “Literature for Early Childhood: What Do You Need to Know?” a day conference sponsored by the Bank Street Writers Lab. The event brought together child development experts, educators, and creators of children’s literature.

Keynote speaker Dr. Perri Klass, a pediatrician, opened the event with text from Goodnight Moon by Margaret Wise Brown—who was an early member of the Writers Lab—to the delight of attendees and staffers such as Bank Street Center for Children’s Literature interim director Jennifer Brown.

Klass also shared insights about her training of doctors for the Reach Out and Read literacy partnership, where she serves as medical director. The organization’s mission is to work with doctors who in turn give new books to their patients along with advice on the importance of reading aloud to children. The goal of these efforts is to eventually reduce the socio-economic reading divide.

In her training of physicians, Klass says she emphasizes brain developmental stages and things that should be observed both with the child and parent. For example, when a six month old babbles, he or she is requesting interaction—and parents should respond by reading aloud. By this simple act, a child’s imagination is stimulated, language is developed, and a love of books is fostered, she says. Klass also notes that “rich kids hear more words” and a gap in vocabulary begins at 18 months.

The conference turned from the scientific to the creative during “Creating Books for Early Childhood,” a panel discussion between Amy Hest, author of Charley’s First Night (Candlewick, 2012); Robie H. Harris, author of Who Has What? (Candlewick, 2011); Jean Marzollo, author of I Spy School Days (Cartwheel, 1995); and Nina Crews, author of The Neighborhood Mother Goose (Greenwillow, 2003).

The group discussed the creative processes involved in writing a book for children, and how it is unique and particular to each individual. According to the authors, Amy Hest brings herself back to childhood when she writes and never tests any of her books with children before publication, although Jean Marzollo reads funny passages aloud with kids to see which get laughs. And for her part, Robie Harris said she depends upon her illustrator to provide the humor.

Attendees were then treated to a musical interlude: a jazz rendition by Louise Rogers of Chris Raschka’s Charlie Parker Played Be Pop (Scholastic, 1997). Rogers and storyteller Susan Milligan then went on to demonstrate how to combine music and reading for kids in their presentation, “Jazz Mosaic: Ideas to Help You Bring Music into Your Classroom Every Day.” One idea that really resonated with the crowd: playing a blues instrumental as background muisc while reading Judith Viorst’s Alexander and the Terrible, Horrible, No Good, Very Bad Day (Atheneum, 1987) with kids.

After some autographing for attendees, the day culminated with closing keynote speaker Laura Vaccaro Seeger, a Caldecott Honor recipient for Green (Roaring Brook, 2012) and First the Egg (Roaring Brook, 2007). First the Egg  was also named a Theodor Seuss Geisel Honor Book

Laura Vaccaro Seeger autographs copies of Green (Roaring Brook, 2012).

Seeger spoke about the craft of her writing as well as the distinctive use of die cuts in her artwork. She also noted how that technique forces the reader to see an image one way and then another.

The inaugural event was a success, according to Brown, who tells School Library Journal that she hopes it will be the first of many such events for the Writers Lab. “We could not have been more pleased,” she says. “The event stressed the essential need for books in early childhood literacy and development.”

The Bank Street Writer’s Lab was created in 1937 to encourage quality writing for children. Its membership has included authors Margaret Wise Brown and Edith Thacher Hurd.