Friday, August 21, 2026

A Cabinet of Curiosities for Your Dolls

A curious, doll-sized collection to hang on the dollhouse
wall this coming October...
       The wooden trays used in constructing my shelf or "cabinet" are the type used to package wooden flats for decorating and crafting. These are generally sold at stores like Target, Michaels or Hobby Lobby. They are nice enough to keep but what to do with them once these are empty? 
       Before you start you may like to chose to work within a limited color scheme when filling the cabinet. Curiosity cabinets are known for their dark and mysterious looking contents. Some have botany collections: nests, eggs, preserved species and taxidermy. I have also seen some collections that are focused more on rock and gem collections. Perhaps the most clever ones have a few oddities left over from old technologies. Then lastly, some of these cabinets are focused on Halloween paraphernalia.

Supply List:

  • a couple of small wooden trays with compartments
  • black and white clip art of curios old things
  • some plastic bones from the dollar store
  • a few plastic bugs from the dollar store
  • faux wooden printed paper
  • white school glue

Step-by-Step Instructions:

  1. Glue two recycled wooden trays with compartments end-to-end once you are ready to assemble and fill your cabinet of curiosities for your 18 inch dollhouse.
  2. Line the interior shelves with faux wooden paper if you prefer. You could elect to paint your cabinet with dark paints instead.
  3. Then decoupage some spooky clip art inside the shelves. Old jars for potions or strange ingredients. 
  4. I also hot glued in a few insects, a bone and a large bony skeleton hand. Include whatever you like...

A spooky curious collection of clip art for your cabinet!



Cabinet of Curiosities About Identity and Power
by Giovanni Aloi - Atennae

The world's many curios displayed in cabinets, boxes, frames, etc...
  1. Rate Oddities in a cabinet by Diane Shaw
  2. work by mike bennion (slide show)
  3. treasures from enchanted places by Von Pappell
  4. Wanderlust - Joseph Cornell Fernweh 1, 2 & 3
  5. Trausnitz Castle
  6. box by LaBlanche Stamps
  7. moments by BeULaH Bee
  8. Habsburg Wunderkammern
  9. Wayne Bertola - Life and Light (slide show)
  10. time heals all wounds assemblage by Beckie Holso
  11. Salvadoriana
  12. Art21 - Mark Dion
  13. Shadow Boxes & Dioramas 
  14. the midnight party 
  15. IMAGINARY WORLD - by karolin felix
  16. The Cabinet of Curiosities at Warrington Museum
  17. Sandra Evertson  
  18. julie liger-belair 
  19. Tim Holtz configurations box made from chipboard 
  20. found objects by joseph bennett
  21. The Chamber of Wonders 
  22. Mr. Emilton's Cabinet of Curiosities
  23. Tim Holtz Altered Printer's Tray
  24. Rosalie Koldan - creating art with found objects
  25. Professor Lynkhart's Cabinet of Curiosities
  26. nymphlight
  27. g. hanson makes a joseph cornell box
  28. Alice in Wonderland Card House
  29. Kass Copeland
  30. circus junk & stuff by K. Batsel
  31. Richard James
  32. portable museum of curiosity by robert dick
  33. Wondrous Obsessions I & II
  34. ray papka artwork
  35. kunstkammer or cabinets of curiosities
  36. patti harris has a few kustkammer
  37. The Medieval Bestiary
  38. providence by lori vrba
  39. The Wassmann Foundation 
  40. The Private Life of a Doll's House I & II
  41. Paul J. Flick  
  42. sainted mother 
  43. A Small Wunderkammer
  44. Chamber of Curiosities in Paris 
  45. working birds studio
  46. Idols of the Cave 
  47. altered altoid tins 
  48. David Nicholls - Cabinet of Curiosities
  49. gabrielle pollacco - mixed media nature canvas tutorial 
  50. encaustic assemblage by Tracy-Mae Chambers

One Thanksgiving Day

Grandfather remembers the
old days.
       Once upon a day, our whole family, mother and father, and my sister Editha, and I, and, Aunt Mollie from Big Hill, and the two hired men; and Uncle Charlie and Aunt Jane, Cousin Meg and Cousin Peg, and Cousin Ned and Cousin Fred from the city, all went to grandmother's for the whole day. 
       It was November. Once in school we read that a man named Hood wrote about November, and we knew he and his whole family had never been to his grandmother's for a whole wondrous day or he never could have said it. 
       "No shade, no shine, no butterflies, no bees. 
       No fruits, no flowers, no leaves, no birds. 
       "November!" And Bryant couldn't have had the things in November we had, or he wouldn't have just groaned, 
       "The robin and the wren are flown, and from the shrub the jay. 
       And from the wood-top calls the crow through all the gloomy day." 
       My sister Editha and I never in all our lives saw a gloomy November-
        "Wailing winds and naked woods, and meadows brown and sere."
        The pines and the hemlocks were never naked, nor the evergreen nor the reindeer moss nor the partridge vine, nor the checkerberries. And we thought brown a beautiful color for hair and dresses and roads and caramel candy, so why not for all the meadows, part of the year? 
       Besides, just think of all the vegetables and berries and big fruits that were in the cellar in jars, all treasured up. The leaves were getting ready for spring, and who would think of missing butterflies and wrens, when there was grandmother's, and Thanksgiving and the Pilgrims to think about? Anyway, mother told us she thought November was pearl gray-like, gray pearls, with a shine all through the month because of Thanksgiving. 
       "There is harmony in autumn and a lustre in its sky," agreed father. 
       It was always Thanksgiving when we all went to the Big Gray House of the Apple Orchard all at one time. You see, there were too many of us to all go often. There was grandfather, of course, and Rosy, who helped grandmother with the housework, and two little pale-blue-eyed old ladies that smelled of lavender, who used to go to school with grandmother, and always came over for Thanksgiving dinner and all the rest of us. 
       Grandfather's and grandmother's house was five miles from our house, down the mill road. The stone church was just a little way off. We started very early on Thanksgiving day, because we didn't want to miss anything, and there were heaps of things not to miss. 
       We bumped along in the democrat wagon over the rutty, frozen road, and we kept getting hungrier and hungrier. It looked like snow. It always looked like snow on Thanksgiving day, but it never did snow. It just kept getting more pearl gray and Thanksgiving-y. Editha and I were glad the apple orchard house had stayed gray. 
       You could remember better how old it was. We could call ourselves the seventh generation that had lived there, because we had lived there a whole week one summer, and had had the east front room with the canopy top bedstead and the copper-plate spread with the valance, great blue chest with real linen sheets in it, and the ladder back chairs with rush bottoms, and the yellow maple washstand. 
       Grandmother said there were samples from every generation in every room in the Gray House.
        Weren't we glad when we caught the first glimpse of the old apple tree in the front yard, the one we'd had the board swing in that summer! Then, there was grandmother-father's mother, you know -standing in the front doorway, in a brown-sprigged sateen with a white bib apron with funny little curlicues like stencil stamping running round it, her hair in beautiful white waterfalls over her ears, and her cheeks pink like an old daguerreotype picture. And behind her was grandfather, his face as round as an apple, and as merry-grandfather and his silver headed cane. And in another minute there was Rosy, helping carry in the nut-cakes and jellies mother always brought, and the pile of magazines for winter reading, and the very last of our baby chrysanthemums -russet and gold, from our garden. 
       "Good and early as usual!" chuckled grandfather. 
       "You'll have to put some bricks on these girls' heads," said grandmother. "Come right in and take off your things. Lay them on the sofa. Mollie 'll be here anytime now. Jane and Charlie wrote they might be a little late, because they've taken it into their heads to bring some sort of a surprise. Always up to something." 
       "I'm thinking," said grandfather mysteriously, "the surprise has something to do with Ned.” 
       Ned was our oldest cousin, and most grown up. Ned was in college and knew ever so much. He was very tall and straight and called us little girls, when anybody could see we weren't little at all. 
       "Smell the turkey," cried Editha. 
       "Smell the good old cedar fire," cried father. "You girls going to eat so much you'll have to roll on the old woolen carpet this year?" 
       That reminded Editha and me that we were hungry. We didn't even stop to look in the Chippendale mirror with the gold eagle on top. We didn't even stop to slide off the haircloth sofa, or look up our names in the old family Bible. We ran into the kitchen and whispered to grandmother. Grandmother had a beautiful smile, like, well, like Thanksgiving. She put it on when we whispered. "Raisen cake," she whispered back. "Apple pie sweetened with molasses, brown bread with raisins in it, fried cakes, and brown sugar cookies. Help yourselves, but you can't have another thing till dinner-time." 
       "There's always the box of hard checkermints in my room on the bureau," chuckled grandfather at her elbow. "And plenty of lemon drops. I'm thinking Rosy'll give you some of the anise sticks her young man brought her. I guess you young folks won't starve." He added, "Want to peek at the pies?" 
       Did we? 
Peeking at the pies!
       Sitting in spicy rows on the "buttery" shelves mince and squash and pumpkin, lemon, dried peach and dried apple, cranberry, cream and custard, and dozens more. Plenty of them for the family and plenty for Thanksgiving treats for other folks. Just as Editha and I finished fixing the centre piece, all kinds of vegetables from the cellar piled on a great pewter platter, up the path came Aunt Mollie, arms full of fruit-cake and jams. Up the path came the hired men, arms full of books for the winter reading, and the next minute up the road in the station carriage came Uncle Charlie and Aunt Jane and all the cousins, and boxes of candy, and oranges and white grapes and pink grapes and purple grapes, and the surprise, Ned's surprise. 
       She was a lovely girl who looked like a big beautiful doll, and she was just as quiet and bashful as one, too, at first. She was all dressed in a garnet dress trimmed with gray fur, and, what do you think, on her ring finger was a gray pearl ring Ned had given her, and in her arms was a box of great puffy hot-house chrysanthemums, yellow and white, for grandmother. 
       I couldn't help looking at her, every once in a while, all through church time in the little stone church, even while we sang, "We thank Thee, Heavenly Father,” “I praise Thee, Lord, for blessings sent," and "Let The Creator's Praise Arise." Ned's Gray Pearl Girl sang like a lark we used to hear in our very own meadow at home. Uncle Charlie must have told folks about her beautiful voice, because, just before the proclamation, she sang a solo, the one about the Pilgrims, you know- 
       "Ay, call it holy ground, 
       The soil where first they trod! 
       They have left unstained,
       what there they found,— 
      Freedom to worship God." 
       The President's proclamation was wonderful. It made you feel so grown-up and so small at the same time. It was about the vintage being ripe, and the harvest heaping, and families being together, and it said something about the "season of mellow fruitfulness." Editha and I wished Mr. Hood and Mr. Bryant could have heard it. People got up and told how thankful they were, too, and somebody called November, "The Sabbath of the year." 
       Walking back to grandmother's, we were all very quiet, counting things we were glad about, and when we got there, there was grandmother in her best gray dress with the white fichu, and grandfather in his gray suit, with his gold-headed cane, and Rosy, and the two little pale-blue-eyed old ladies that smelled of lavender, and, dinner, waiting for us. 
       “Thy bounty shines in Autumn un- confined. 
       And spreads a common feast for all that live.' 
       Make every day a Thanksgiving Day," said grandfather with bowed head.
       We thought about that, while we were taking jellies and jams and pies and cakes and fruit and magazines to folk who, (maybe like Mr. Hood and Mr. Bryant), didn't have beautiful apple orchard houses, and own folks, and a new cousin with a gray pearl ring, singing "The Breaking Waves Dashed High," and the Pilgrims, and so many other things to be thankful for. Oh, you felt as if you were fairly bursting with joy! Myrta Little Davies

Read History About Thanksgiving:

Two Ghosts

 Two Ghosts: A Recitation.

A tall, white ghost, one Hallowe'en,
Went prowling through the town.
It chased a couple of small boys
Until they tumbled down.

It peeped within a window small,
Where an old spinster sat,
She screamed, and fainted dead away,
Beside her old black cat.

Moving with stealthy feet and slow,
It toward the graveyard sped-
The proper place for ghosts, of course,
Among the silent dead.

Another ghost came forth that night,
In another part of town.
Weeping and wailing it advanced,
Swift over vale and down.

Moaning and groaning in despair,
It frightened many a child.
Each, screaming, ran, while onward still
Did glide the spectre wild.

Toward the graveyard of the town
Its spectral face was set;
And, at the very entrance gate,
The other ghost it met!

It surely was the place for ghosts-
The very time and season;
Yet both ghosts screamed, and turned and ran!
What could have been the reason?

Thursday, August 20, 2026

Build a butterfly net and bug house for 14 inch dolls...

        If you have Wellie Wisher dolls, Hearts 4 Hearts dolls here is a special summertime craft you can make for these 14inch dolls to enjoy. Gather the following supplies: a sheet of butterfly stickers, light weight cardboard like an empty cereal box, a bit of recycled plastic from a grocery container, some decorative paper, and white school glue. You will also need one tiny brad for the door of the bug house.

This butterfly house for a doll is made with a sticker, simple cardboard cut-outs and a 
recycled piece of plastic sheeting cut from a grocery-store cake container. The
butterfly is glued to a stick from our garden. 

Instructions for The Bug House:

  1. Now cut a rectangle from the scrap cardboard in the size you would like the bug house to be. Round off the top corners making the rectangle into an arched shape. Place this cut-out on top of a second piece of cardboard and trace around it with a pencil. Cut the second shape out to match the first. These two pieces will be the walls of the bug house. 
  2. Paste on some decorative paper to cover the walls.
  3. Use a hole punch to make a door for the butterflies on one end. 
  4. Cut a small roundish door to cover the hole punched into the side of the bug house. Attach it using a tiny brad.
  5. Cut a third rectangle from the cardboard to make the floor of the house. Also cut and paste a decorative covering for the floor of the construction.
  6. Position the walls at either end of the floor and tape these in place. 
  7. Cut long half inch stripes of cardboard to attach on the inside edges of the walls and floor of the bug house; see photograph. 
  8. Before taping a window to bend up and over the arched walls, glue inside of the house a twig from outside and glue onto that stick a butterfly sticker. 
  9. Now cut and bend on the plastic sheet to make a window for the butterfly home. You can use a clear Scotch brand tape to hold this window in place. 
       In order to make the butterfly net, collect a clean net bag from your parent's groceries. Often times garlic is sold in the small white bags. This is where our version came from. You will also need masking tape, a wooden skewer and a hot glue gun for this craft. Adults need to help young children use a hot glue gun, however.

Use recycled netting that comes from the store. This 
netting once cradled a pear; not it has new imaginary
 life in a clever child's toy.
Instructions for The Butterfly Net:
  1. Carefully cut off one end of the white net.
  2. Gather this new opening up using sticky masking tape. 
  3. Fold over the tape to seal the ends of the netting inside. 
  4. Use more tape to stick a wire onto the ends so that these may be bent into a circle. 
  5. Glue together the ends. 
  6. Cut a skewer the length your dolls would prefer and then hot glue it to the opening of the net. Just do this for one place on the wire. You can pinch the end of the skewer between two edges of the  wire with a bit of hot glue. Ask an adult for help if you are too young to use hot glue.
  7. Paint the masking tape edges and wooden skewer if you like to match the decorative paper used on the butterfly house. 
More Backyard Fun for Dolls:

Wednesday, August 19, 2026

Discovering Sounds

       After the beginner has progressed to where he is acquiring a list of recognizable words and is adding other words with ease, he is ready to be helped to the key of word recognition, namely, phonics, or recognition by sound. Unlike her predecessors, a modern teacher starts help in phonics with words which are interesting to children and which lend themselves to phonic analysis. In one first grade there were four T names: Thomas, Terry, Teddy, and Tim. Wouldn't it have been absurd for the teacher to have overlooked this situation, and taught her children, by way of introduction to phonics, the consonant B when there wasn't a name beginning with B in the group? Instead, this teacher put all four T names on the board, and asked the children to take a look and see if they noticed something interesting. Her class noticed the four T's, and had fun loudly exploding the T sound. They also added other words they knew which began with T. In teaching phonics, the trick of associating the appropriate sound with the symbol is what should be stressed. 
       Many playful experiences of children help develop a keener ear for sound, and a greater interest in the relationship of sound to language-making rhymes and jingles, for example. These may be written for children to see. This will help some ready youngsters observe word endings which rhyme. 
       During these initial stages children make discoveries which should be given more recognition than a busy teacher or parent often finds time for. A serious reader comes up to the teacher, book in hand, and with eyes wide with surprise, says, "Look, here are two words almost alike-some and same." Or, "This word begins with the same letter my name does, W." Such discoveries are important moments in life. They should not be chilled with, "Why, of course, didn't you know that?" or "I'm busy now; don't interrupt me." The more a child discovers and mulls over in the process of learning to read, the greater his satisfaction and the surer his accomplishment will be. This, of course, means that the adult must take time for short periods of individual help to look at a word here, listen to a response there, and still be able to go ahead with the work at hand, accepting the interruption with as little to-do as possible. This is artistic teaching and guidance. 


       Leapfrog has it's own channel at Youtube. This company has been around for a very long time and they know "how" to make learning to read fun! But so does Sesame Street and Scholastic Kids.

Return to the "Reading Is Fun" Index Page

Getting Acquainted With Words

       While this understanding of the purpose of materials is being developed, other important learnings are taking place. Perhaps the number one job for most teachers is helping children learn the techniques of remembering words so that unaided they can recognize them and really learn to read by themselves. This is an indispensable part of learning to read, but it best develops if it is acquired while the foregoing points with regard to reading environment and understanding guidance are also being nurtured.
Learning together.
       Let's look at this business of helping children master words and grow from two or seven word readers to book readers. A child who looks at a given word sees it as a design of lines going up and down, with some circles and components resembling circles. For a child, it does not necessarily have to be a group of letters in proper order. For example, Susette, who doesn't know a single letter, will go to the blackboard where a list of ten names is written, will point to her own and say, "This says Susette." Although she may not specifically recognize the prominent capital S, or the crossed T's, she knows and doesn't forget "Susette" she reads her name in the true sense of reading. Later, when she writes, the letters and their proper sequence become important. She doesn't have to be able to spell her name in order to read it. In the same manner she learns to recognize other words, some long like "Halloween," others short like "baby.” She sees them as distinctive pictures or patterns. 
        In a classroom, what one child knows is eagerly demonstrated to others: therefore there is a great exchange of learning. Bob will learn his name and Polly's too. Under the teacher's direction the children look at the words: "Today is Alice's birthday." The teacher helps them read what the words say. They discover which word is "Alice," which is "birthday." Looking at words, repeating them, and noticing their interesting features, such as length, height, number of letters repeated, similarity to other words known, is how words are recognized. Children remember words by meeting them often. 
       Equipped with only a minimum of words, a child is often eager to try the real business of reading a book. Simple books, the pre-primers, are published for this stage. Many first grade rooms are supplied with a dozen or more different pre-primers so that children will have ample experience in reading simple books. The teacher may read a short passage to two or three children as they look on; then they will try, with whatever memory and word recognition they are able to apply, to start reading a book! Again and again, a child rereads the one or more pages he has mastered. At this stage of reading growth every available older person is stopped and asked, "Do you want to hear me read?" And immediately after a first audition the adult is asked, "Do you want to hear me read it again?" This voluntary reading over and over again is the best kind of practice, and, interestingly enough, it is self-imposed by the child, if the relationship between child, other children, and adults is a friendly one.


       Do sight words right! Susan Jones Teaching channel talks about "how" to do sight words the scientific way. Learn to do Phoneme Mapping, Use a Multisensory Approach and Compare Sort Match.


Learning New Tricks

        Children need to turn to books for fun, adventure, information, in short, for the same satisfactions for which adults turn to books. Therefore, a wise teacher helps children find fun, adventure, and information in books. She may do this by reading to them. Miss Brown, telling first grade children how to care for a pet kitten which had been given the group, finished by saying, "I found out about all this in the book called Cats and Their Care." As the children examined the book-written for adults-and looked at the pictures, they grew in the fundamental understanding that books help us find out what we want to know. 
       Comments about books by young children reveal this understanding of their value. "Here's a book with interesting and informative pictures." "This is a funny book to make us laugh; even the pictures are funny." "Look at the big words in this book. It's about turkeys. I can read two whole pages." "This book is about a puppy, and he's just like our puppy at home." "If you want to find out about airplanes, here's a good book."

Carpenter Rebus

        Children will enjoy helping their parents and/or teacher read about carpenters aloud. They can read the tiny pictures while listening and watching a parent read the words aloud in between.


The Carpenter 
by Maude M. Grant

Upon the hill the tall trees stood,
With an axe men chopped them down.
The logs were take on a raft
To the saw-mill in the town.

There buzzed the big saw blades all day long;
The cut the logs so round.
And soon a pile of neat, smooth planks,
Out in the yard were found.

The carpenter came with his ruler
And measured round about;
And then the best and smoothest planks
With great care he picked out.

With saw and hammer then he went
Most busily to work;
He pounded nails and used his plane
The good man was no shirk

And soon the little house was done,
Complete in every way,
Windows, shutters and door, even a gate in front,
All neatly painted gray.

Tuesday, August 18, 2026

Craft a Felt Swedish Tea Ring for Christmas

Finished and plated doll-sized Swedish tea ring.
       When I was a young girl, my mother loved to bake. One of her favorite things to bake for Christmas was a Swedish tea ring. This took nearly all day to make because it needed to rise several times before baking. This little craft brought back positive memories for me; I hope you will enjoy making one for your own 18 inch doll friends...

Supply List:
  • a variety of four shades of felt sheets
  • sharp scissors
  • needle and threads
  • metallic beads
Step-by-Step Instructions:

  1. Roll four colors of brownish felt together starting with one of the long horizontal side. Make certain the felt sheet on the bottom of the stack is the warm brown color of the outside the Swedish tea ring after baking. 
  2. Use a tight binding stitch to keep the roll intact all along the inner edge of the tea ring.
  3. Stitch together end to end of the felt roll to make an "O" shape.
  4. Now score the felt every half inch along the outer edge using sharp scissors without cutting all the way through to the inside center of the tea ring. You should see a spiral on the inside sliced cuts. This will make the tea ring look like it has cinnamon inside of the fancy bread roll.
  5. Cut some curvy shapes from a cream colored felt to make it look like icing. Sew this on to the top of the tea ring using matching thread.
  6. Then sew on beads green and red to represent Christmas candied fruits.
  7. Purchase a decorative plate to display your doll's fancy felt tea ring at a party during the holidays.

More Special Christmas Treats for Dolls:

Monday, August 17, 2026

Serving Cardboard Crackers and Dip for 18" Dolls

Yummy crackers, cheese, cucumber and salmon spread
for your next doll party. The dips are for those who like
jalapenos or fresh tomato Bruschetta.

        Our dolls are always in need of crackers and cheese to serve to guests whenever they either visit for the holidays or just for those occasions when they are stopping by to say "hello" and  play a board game, do a puzzle or watch a movie on a Friday night. 
       To make a cheese and cracker tray like ours, you will need a old cracker box with photographs of doll sized crackers printed on it, masking tape, a recycled jar lid, extra thin cardboard, white school glue, black tissue paper and a selection of acrylic paints.

Step-by-Step Instructions:
  1. Wash off the jar lid till it is squeaky clean. Let dry.
  2. Cover the lid with masking tape. Take care to smooth it out and press away all of the wrinkles and trapped air bubbles.
  3. Brush on a layer of white school glue.
  4. Then layer a solid colored black tissue paper on top of the glue. Press out the lumps and bumps and then let the covered lid dry.
  5. Cut out the photos of doll-sized crackers from the box used to sell real ones in. 
  6. Arrange, stack and glue the crackers to the inside of the jar lid.
  7. Cut little strips of cardboard and roll these to make tiny container-like cups for dip.
  8. Glue these onto the platter. 
  9. Paint the inside of the "dip" condiments with green and red paint. 
  10. Serve up these delicious looking snacks to all of your doll's friends on Friday night movie dates and at holiday gatherings!
More Party Dips, Cheese and Crackers:

Saturday, August 15, 2026

Getting Learning Started

       Many schools, when admitting children for their first year, ask questions about the child's background in order to have a better understanding of him. This is not done so that the teacher may restrict the child to his preschool learning, but rather to help her provide materials which meet the needs of the child at his particular stage of growth. For some children, large and small picture books may be the first books which they will have a chance to handle. For others, books with simple stories printed in large type may be more satisfying. Some youngsters will scribble with crayons, fascinated by the idea of using a variety of colors. Others who have passed this phase will settle down and write, even announcing, “I am going to write my name." Each child within this wide range of growth should be an acceptable entrant to school if he is in good health and of the designated age for admission. 
       The responsibility primary teachers have is a large one. It is up to them to guide large groups of children in such a manner that those who are normal retain their eager attitude toward exploring new fields of learning. For those who have already been pushed too hard, or who are overly shy, or fearful of doing the wrong thing, the task is a more difficult one. They will have to be carefully helped in order to recapture the fun of again trying their wings. 
       The classrooms which we see today have toys and games, paints, plenty of pictures, books, posters, and nooks or corners for individuals to work on building, playing, or writing. These classrooms are designed to inspire the children who come to them, to stimulate and to warm them with the sheer delight of living and learning. In them, children will be busy doing worth-while things; they won't be bored by patiently sitting at their desks, with folded hands, waiting for their teacher's next direction.

Return to the "Reading Is Fun" Index Page

Friday, August 14, 2026

Help When Help Is Sought

The show-off parent.
       Marked beginnings are made toward reading by some children even before entering kindergarten, usually by those who learn to talk early, and who have had an opportunity to enjoy stories in books. At the age of four, they may recognize letters, want to write O's or A's, copy their older brothers' and sisters' names, and learn to write their own names. Parents may wonder if it is right to help them when they ask, "How do you make a T?" A sensible plan is to offer the child help when he asks for it, and show him how to get fun out of his exploration. Give him a crayon rather than a hard pencil, and provide a large sheet of paper and a good surface on which to write. 
       It is very important that the observing parent doesn't become too proud over early signs of literacy. It is the parent, hoping he is guiding a budding genius, the one aiming to have his child read at four, who constitutes a threat to a child's security. The show-off parent is not only a bore to all of us, but is endangering his own child. Children must be accepted by their contemporaries, enjoying work and play with them, and they will not be accepted if they are forced by their parents to stand apart and think themselves smarter than their playmates.
       A child who is tutored by an overambitious parent may grow up thinking it is smart to be different, to be superior to his neighborhood and school fellows. Grave emotional problems too often result from his attitude-an attitude which so frequently begins with the child's perfectly normal urge to imitate those with whom he lives, who read and write. So the counsel is: help when help is sought, but don't exert pressure. Another suggestion: these interests with young children are sporadic; they wax and wane quickly. When a child loses interest in writing and looking at books, the best course is to accept it as normal behavior. Later on, he will come back with renewed eagerness to these experiences; he will want to read and write. We will find that although he may have forgotten some previously learned skills, he will soon, and happily, acquire others.

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