גם בסיפורים קלילים ומחורזים עשוי להיות טמון מסר ערכי ומשמעותי. כדאי לנצל את הספר לשיחה, להבעת דעה ולשאילת שאלות כמו “כיצד לדעתכם אתם הייתם מרגישים במקרה דומה?”
סבא שמח לחזור עם כוכביו, הוא קורא להם אוצר ומעריך אותם יותר מכסף. בעקבות הסיפור תוכלו לשוחח עם ילדיכם ולשאול: “מה גורם לכם שמחה ולא ניתן לקנות אותו בכסף?” לצייר ציור? זמן סיפור לפני השינה? ואולי חיבוק בוקר טוב? גם אתם ההורים יכולים לשתף – מהו האוצר שלכם?
אם היה לכם עץ דמיוני משלכם – מה היה צומח עליו? לבבות? בלונים? ואולי גם כוכבים? תוכלו לצייר ולגזור את הצורה שדמיינתם, לקשט ואפילו לכתוב בתוכה משאלות או זיכרונות משותפים. את התוצאה אפשר לתלות על עציץ, על ענף, או על עץ בסמוך לביתכם.
המשורר לייב מורגנטוי 1905-1979, יליד העיירה פינסק שבפולין, כתב את השיר ביידיש בשנת 1938. יורם טהר לב תרגם אותו, והוא הולחן על ידי נורית הירש ויצא לאור בביצועה של חווה אלברשטיין בשנת 1969.
Books that describe familiar experiences in children’s lives are an opportunity for a glimpse into their world. While reading, you should pay attention to what the children notice most, the questions they ask, and the characters with which they identify. Sometimes, books make it easier to discuss things that happen in real life.
Discuss with and ask the children: how do you think Birt felt when Shu joined their game? Have you ever played with a friend and had another person ask to join in? Have you ever asked to join other children?
Good friends can make a simple box into a palace, boat, or spaceship. You can suggest inviting one or several friends over for some joint arts & crafts time. Perhaps they will discover what else a box can turn into – with a little imagination, a pair of scissors, some markers, but most importantly – lots of togetherness.
Playacting is a great way of learning about the experience of others while expressing feelings and sensations. You can act this story out with the help of various family members or toys. Take turns playing each role, so that you can experience the story from the different characters’ perspectives.
When children first learn to read, they put tremendous effort into following the sequence of letters and flow of words. When they listen to adults — who are close to them — read to them, they can free themselves of the effort, and indulge in imagining the story or discovering new things about the book. It is, of course, recommended that children be encouraged to read on their own, but, at the same time, you should also keep reading together.
Have you ever tried building or planning something that didn’t quite come out the way you intended? How do we feel when things don’t come out quite the way we planned? What can help us in such cases? You can share with your children your own experiences when things didn’t quite go as planned, and what heled you cope.
Listen to this episode called A Great Idea, which is part of a podcast called Yarden and Didi in Pajamas in partnership with Kan Podcasts, Keren Grinspoon Israel and the Israeli Ministry of Education.
What happens when we plan first and then build? Or when we build without planning? You can try it both ways using items you have collected, Lego pieces, or anything else you have at home, and see how you feel and what the result is each time.
You can play an imagination drawing game. Take turns describing to the rest of your family as follows: In my imagination I see something that does… It has a… and it’s the color of… – while the rest of your family follows your description and draws it on paper. What does each drawing look like? How fascinating!
שיר מולחן שהופך לספר מאויר מעניק לקוראים הזדמנות לחוות אותו באופן שונה, להבין או להכיר אותו מחדש. לכן, בקריאה ראשונה של ספרים מסוג זה, כדאי לא להתפתות “לשיר את הספר” אלא להקריאו כסיפור לכל דבר.
שאלות מעודדות שיח ומחשבה. תוכלו להתבונן באיורי הספר ולשאול: מה עושה הילד בכל עמוד? כיצד הוא נראה בתחילת הספר? ובסופו? בהשראת האיורים אפשר להביט יחד בתמונות שלכם מפעם, לראות כיצד גדלתם מאז ולשאול שאלות – מה עשיתי בגיל שנה? ומה אני עושה עכשיו? מה גיליתי ולמדתי מאז?
בספר שאלות רבות ולהן תשובות מגוונות ומשעשעות. הספר מזמין גם אתכם להעמיק ולחקור יחד; תוכלו לשאול את ילדיכם – מה עוד עושים העצים? ומה עוד עושים העננים? אפשר גם להכין יחד ספר שאלות ותשובות משלכם. כתבו אותן וציירו, ובכל פעם שתצוץ שאלה נוספת תוכלו להוסיף אותה לַסֵּפר ולחפש לה תשובה.
בזמן הקריאה פעוטות יכולים להשתתף ולהרגיש שהם גדולים ועצמאים. הם יכולים לבחור ספר ולהביא אותו, להחזיק ולהפוך דפים, להצביע ולומר מילים שהם מכירים. עידוד הפעוט להשתתף בקריאה יחזק את הרגשת המסוגלות ויעצים את החיבור לעולם הספר.
תוכלו לשוחח על דברים שהפעוטות לומדים לעשות בעצמם ולשאול: מה אתם עושים בעצמכם בבית? ובמה אתם צריכים עזרה? יש דברים שהייתם רוצים ללמוד לעשות לבד? איך אפשר להתאמן על משהו חדש שרוצים ללמוד לעשות?
באיורים מופיעים פרטים רבים. תוכלו לחפש בכל קריאה פרט חדש, ממש כמו טים טם שמוצאת בכל יום נקודה חדשה. איפה טים טם? היכן הנקודות השחורות? באילו עוד צורות אתם מבחינים? אילו חיות נראות בכל עמוד? אילו פריטים יש בבית של טים טם?
טים טם לומדת להבחין בנקודות בסביבתה ולמצוא אתן. תוכלו לחפש יחד נקודות וחפצים עגולים בסביבה שלכם. היכן מסתתרות נקודות? אולי על החולצה? אולי בגוף? אילו חפצים עגולים יש לנו בבית? אולי אפילו תבחינו באחת מחברותיה החיפושיות של טים טם.
It feels good to successfully do something for the first time – reading, writing, and what else? You could discuss memories of “firsts” – theirs or yours – together with your child: scoring a goal, riding a bike, swimming, or solving a riddle. And what else?
This book can be read using the illustrations too. You could look for words in them, and try to read them with your child while identifying letters and discovering interesting details added by the illustrator.
The world is full of words – perhaps you can choose a definition from the book and make a list of words for it: funny words, dancing words, mischievous words, or blossoming words. Words as long as a giraffe, or short ones. Or you may want to make a list of your favorite words.
“Even in rough times – Shmulek can count on his harmonica” –What helps you during hard times? You can discuss and share ideas on how to cheer yourself up when you are sad or times are hard: It can be a tune, a dream, or a hug from someone you love.
Which songs are your favorite? You can listen to songs you like when you are sad or happy, in the morning , or those that help you fall asleep. You may want to create a family soundtrack of favorite songs to listen to when the mood is right.
Shmulek places his teeth that had fallen out in a box. You can also find a box, decorate it, and place special objects in it, such as treasures that you have found, or paintings of dreams that you would like to make come true.
While you read, you can use different voices and invite the children to do the same: What does a person sound like when s/he bursts out crying? What does a hole being drilled into the wall sound like? Even if you’re not professional actors or actresses, your active participation in the story will enhance your shared experience and delight.
The judge learns from the girl how to resolve the case brought before him. Following this book, you can discuss your children’s knowledge and strengths with them: It can be a hobby, insight or shared memory from an incident in which they contributed their experience and wisdom. You, parents, should also share: What have you learned from your child?
Do oil droplets indeed float in water? You can see for yourselves by adding a few drops of oil into a bowl filled with water. You can later check what else floats: What happens to a piece of paper in water? Or a paper boat? A fork? Or a leaf? And how about a small plastic toy?
Just as they do in this book, you too can try to resolve a disagreement on some issue: Each party presents their case, everyone listens, and suggests how to resolve the dispute.
You can also swap roles and explore together – is only one of you right? Or can you, perhaps, reach some other kind of understanding?
“You mimic animals so much that you don’t know how to mimic yourself”, says Shumdi to Arik the lion. You can discuss the things that make each of you special: your voice, body movements, hobbies, favorite food – and what else?
Much like Shumdi and Arik, you can also take turns making animal sounds, and having your family guess which animal you were trying to mimic. You can also add the sounds made by objects, and try to mimic the sounds of rain, wind, or any mode of transportation. You can record the sounds you make too, listen to them one at a time, and try to guess which of your family members made it.
Anat especially likes the stories told by Shumdi the rabbit. Which stories are your personal favorites? You can look for and recall stories that the kids liked when they were infants, as well as well-loved stories that you have not read in a while, put them all together, and read one of your favorite stories whenever you feel like it.
Books containing very few words allow us to tell an emotional and experiential story as we follow the main character in the book: What is he feeling? What is he thinking about? When is he sad and when does he get a new idea? You can look at the illustrations, get to know the main character and his experiences, link them to your own lives and, most of all, add something of yours to this experience that is being described in so few words and in heartwarming illustrations.
Did Mooch only give Earl an empty box for a gift? You can discuss gifts that cannot be put into boxes: Which free gifts can you give one another? A hug? A drawing? How about warm loving words?
You can also have your own box of nothing. Take a box or paper bag, decorate it with paper, drawings, stickers and decorations. Whenever you are bored, open the box and use your imagination to decide what is in it: Maybe it contains an imaginary ball that you can pretend to toss between you, or an imaginary story that you have made up together, or any other invention with which you can come up.
Have you tried reading a book using a bird’s voice? Perhaps you happen to own a red book? Scan the code and you can play a game that encourages reading using the books you have at home. You can even get a certificate at the end of it!
What happens when we do nothing? You should take a few minutes to sit quietly and listen. What can you hear? What can you see? What can you feel with your body? You can share your experience with your family and think together: Does nothing really happen when we do nothing?
Books can help to prepare for a special occasion or collect memories from a recent event. For example, before a holiday, you can choose a book that speaks about it and discuss: Which events did you plan for the holiday? How can both parents and children prepare for it? In preparation for Purim, you can make a costume or mishloach manot together, and after the holiday, you can read the book again to help you remember the beautiful moments you have just experienced together.
Walk around the house and pick an item: a spoon, a plant, a ball or… a rug. Take turns describing a costume that includes the chosen item: Is the rug part of a rug seller’s costume? Or is it a flying carpet? Is the ball part of an athlete costume? Or a clown’s nose?
This book provides an opportunity to share Purim memories: Do you like dressing up, and if so, do you only do so on Purim? Did you, parents, enjoy dressing up while you were growing up? Which costume brings back good memories? You can find out who likes to dress up and who prefers not to, look at photos from the past and be reminded of special Purim moments.
Where in the book can you find an astronaut’s costume? And what about a Queen Esther, firefighters, police officers or Albert Einstein? You can look for the costumes in the illustrations. Which one is your favorite?
Who was Albert Einstein?
Albert Einstein [1879-1955] was a Jewish German scientist. The relativity theory he developed and other studies he conducted made a big impact on the world of science and on how the laws of nature, time and the universe are perceived. Einstein had a sense of humor and imagination, promoted peace and fraternity, and loved corresponding with children from all over the world. Einstein supported the establishment of the Hebrew University in Jerusalem, and the State of Israel in general.
A book can convey an idea in just a few words. In such a book, the illustrations are a window enabling observations and discussions about the world of children. Through them, we can discover how imagination and creative thinking can turn seemingly worthless things into valuable ones. You should take a close look at the illustrations and what they tell us and ask: Is a bottle cap that does not fit any bottle qualify as garbage? What else can pipes be used for?
You can discuss and ask: What do we do at home that qualifies as stam (nothing much)? What does stam (“just” or “nothing much”) even mean? Do we enjoy things that we do stam? How about we do something stam together right now?
Just like in the video, you too can look for an item and invent a new use for it: What can you do with “just” a bottle? And how can you play with “just” a paper roll?
Following the arts & crafts in this book, you too can go outside and check: What do you see when you make a shoe imprint in the sand? Or an imprint of your hand? Or a leaf? And what can you draw in the sand using a stick?
Like many toddlers, Berale also asks Grandma – “What are we going to do now?”. Among the surprises Grandma keeps in her basket is a book that they can read whenever they want. A book is a world unto itself that can be taken anywhere quite easily. You can also keep a book in your bag, and enjoy it while waiting for a doctor’s appointment, relaxing in the park, or taking a long car ride.
You can discuss your toddler’s relationship with Grandpa, Grandma, or other significant family members and ask – What do you enjoy doing together? Are there any special activities that you only do with your grandparents or uncles and aunts? Are there any special items that only they have at home?
Grandma’s stories make Berale laugh because they are made-up, and unusual things can happen in our imaginations. Try making up your own story, like “The Hippo that Fell into a Soup Bowl”, “The Lion Who Was Afraid of Being Left Alone at Night”, or any other idea that comes to mind. You can start with an object you see around you, and take it from there.
Do you know the fingerplay that accompanies the nursery rhyme “Round and Round the Garden”? Or the Israeli version “Savta Bishla Dasya” (“Grandma made some porridge”)? You can play a similar game by bending your fingers inwards and leaving your thumb out to create a ‘snail’. Your toddler’s upturned palm can be the bowl. Now say: “Grandma and Berale baked a cake. They added flour, they added sugar, they added eggs…” while touching your toddler’s upturned palm with your thumb as you name each ingredient. You can take turns being Berale and the mixing bowl.
Toddlers need physical contact. That is why you should sit close to one another while reading, hug, touch, and look into each other’s eyes every once in a while. That way your toddlers will experience story time as a warm and relaxing activity that makes them feel loved and safe.
You can ask your toddlers – do you like tickling games? Which of the games that we play together do you enjoy? What would you have liked us to play? In relation to the mother’s telephone call in this book, you can also ask – how did Gan-Yah feel when her mother went to answer her phone? How do you feel when you have to wait?
You can play the same game they play in the book: Your toddler or another family member can hide under a blanket and become a hill. You can tickle the hill, feel it and search – where’s the hill’s foot? Where is its head?
*Some children are hypersensitive to touch or tickles, and therefore, it is important to remind players before the game that one can say “stop” at any point, just like they do in the book.
There are many body movements in this book. You too can jump, dance, roll or lift your legs up in the air just like the hill does. You can look at the illustrations and copy Gan-Yah’s movements too.
Toddlers enjoy reading books together, and when they focus on the story, they use their learning, concentration and imagination abilities. To “get into” the story and allow them to concentrate, you should disconnect from the world for a few minutes, sit somewhere calm, with no background noises, screens or mobile phones, and fly together on the story’s wings.
This short book is full of experiences from toddlers’ day-to-day lives: They want to take part, sometimes they experience rejection, they strive to be independent and are busy finding solutions. You can discuss such moments in the story with your toddlers and link them to their world: What did the girl cat want? How did she feel when the boy cat didn’t want her to join him? What did she decide to do? Do you also enjoy going out for a walk? And what do you like doing all by yourself?
You can suggest packing a small bag and going for a walk with your toddler, just like the girl cat, in your home or neighborhood. Together, you can think of all the things you need to take with you on your walk – a bottle of water? A hat? How about a toy?
When you look at the illustrations together, you could focus your attention on different things each time – Where is the boy cat? And where is the girl cat? What are they doing? Which items can you identify in the picture?
Who says that stories must be read at bedtime? Maybe you prefer reading them in the afternoon? Or lying together on the rug, or having a stuffed toy join you while reading? Every toddler has his or her own personality and needs, and grownups, of course, have their own preferences too. You can look for the best reading time and method for you and your toddler, and create your own special story hour.
While you read, you can shoo the fly away together with your toddler, just like the child in this story: You can clap, jump with your entire body, or move only your hand, or sneeze ever so loudly, and then look right and left for the fly that flew away.
Would you like to sing with the fly that got lost? Scan the code and listen to the song the “Fly That Got Lost”. You can dance, fly, and make buzzing sounds together.
Your finger can become a fly too: Make buzzing sounds and wiggle your finger in the air as if it were a fly. You can see your toddler following the “flying” finger. You can place your finger on another area of your toddler’s body each time: his or her nose, cheek, arm or ear. You can say: “Buzz on the forehead” out loud, while going over the names of their body parts and laughing together. Once your toddler has become familiar with this game, you could invite him or her to make a finger a fly too.
Many books for toddlers have a recurring phrase that helps them follow the storyline and play a part in the reading. To emphasize the recurring phrase while reading this book, you can use a special voice, add a hand gesture, or change your reading pace. When the familiar phrase comes up, your toddlers will be delighted to join you.
Ora Ayal [1946-2011] was a children’s writer and illustrator. She illustrated over 70 books, among them Miriam Roth’s well-known books, as well as writing some herself, such as A Girl Alone and One Dark Night.
Visits are a significant part of a toddler’s world. We visit family and friends, and sometimes, they visit us. You can discuss and ask: Who did we visit? What did we do during our visit? Who shall we invite over to our house?
At the corner of each page there is an illustration that hints at the encounter we will see on the following page. Before you turn the page, you may want to look at the illustrated clue and guess who will be waiting for you on the following page. You can even play with real-life objects: Cover an item almost entirely, and ask your toddler what is hiding under the cover – a teddy-bear? Hat? Or purse?
The final page of the book is a story in itself, containing many illustrated details. You may enjoy looking for the many details in the illustrations that you have come across throughout the book: a dog, girl, hat or flower. You can even try to identify and name the items at Grandma’s house: Where is the kettle? What is hanging on the wall?
Telling and listening to stories is great fun. The shared experience makes everyone feel good. Discuss and think together – when is the right time for story-telling and letting your imagination run wild. When is it best to tell the story like it is — without adding or leaving out any details? Who would you feel comfortable confiding in when you face dilemmas?
Who can remember what happened yesterday? Can you tell it like a story? You can use this opportunity to share experiences. You can also play: One of the participants will tell a story, while the others try to figure out what is true and which parts are made up.
Whenever Shahar wants to share or consult, she sits on the bench with Herzl, the security guard, and he always listens. Choose a spot at home where you can always speak and be heard. Whenever you need to share, sit there, tell your story, and seek advice.
What is your favorite place? Is it at home? Is it nearby? Or is it far away from home? You can share with one another: What is your special place, what do you like about it, and what is special about it.
You can find good things everywhere; every place has some beauty. Take turns choosing a place, whether near or far, in Israel or elsewhere, real or imaginary, and have the other participants ask questions about it to discover what makes it so wonderful.
What is happening near your home? Go on a short walk outside, and try to discover how you can do good in your own surroundings: How about picking up litter and placing it in the recycling bin? Or offering people waiting at the bus station a drink of water? Or setting up a library on your street with your neighbors?
You can find something to like in every book: The drama, the characters, or maybe the illustrations or interesting words. After reading the book, try asking the children what they liked about the story, and share what you, the parents, enjoyed. You can even tell each other which books you especially like and why.
Peetz and Morchella are spending time together. She’s growing vegetables and he’s nurturing them. In the meantime, they are chatting, singing, and simply enjoying their time together. You can ask the children what they like doing with friends. What do they do together? As parents, this is a good opportunity to reminisce with your children and share your experiences and memories with childhood friends.
Cabbage? Kohlrabi? – Thirteen types of edible vegetables appear in the book. Can you find them all? You may want to eat your favorite vegetables or try new vegetables.
So, who are you, Morchella? If you scan the code, you’ll learn about the morchellas that sprout up in Israel each winter. Do you want to learn more? Go to the library together or surf the internet and look for information on morchellas and other mushrooms.
You can grow vegetables, even if you don’t have a plot of land. Try taking a cut carrot top, cloves of garlic, or the bottoms of lettuce or celery, and soak them in a transparent container with water. Wait patiently, add more water if needed, and little by little, you will see leaves and roots sprout. You can cut them off and eat them, or plant them in a flowerpot, and wait for new vegetables to grow. Don’t forget to water them!
Children identify with the characters in the book, and acquire a better understanding of others who are different from them, thereby developing empathy and adaptability to new situations. While reading, you can focus on the characters’ facial expressions and ask: How do you think they feel? And why?
You can discuss and ask: With whom and what do you like to play? In your opinion, what should we do when we each want to play a different game? What solutions can we suggest?
Sitting, jumping, or perhaps bending down? Take turns choosing a page in the book, and showing the others a movement or posture similar to that of the characters depicted in the book. The other players can then imitate the movement, and look for it in the right page in the book. Did you find it? Then it is now time for the next player to choose a page.
On separate notes, write down the games you like to play together: Hide-and-seek or maybe catch? Put all the notes in a box and choose one at random each day. What does it say? Would you like to play this game together? If not, you can always take another note out of the box or add a new note suggesting a new game.
Illustrations allow young readers to be exposed to art, and get to know new worlds that enhance the written story. At times illustrations tell another or different story than the one told in words. While reading this book, we recommend looking at the illustrations together, take a break in the reading, take another look at the illustrations, and allow the children to find special details that speak to them.
Bear is trying to help his plant. He wants to take care of it. You can discuss and share – who is it that you care about? And who do you take care of? A pet? A toy? A beloved plant or perhaps a younger sibling? – How do you care for them? Have you ever tried to care for someone or something that didn’t work as planned, but things worked out in a way that you did not expect?
What is happening to the bunnies? The amusing illustrations in this book describe an entire underground world. Together, you can look at the illustrations and tell one another what the bunnies are doing. When are they happy, sad, full or busy?
What can we see when we are sitting on the couch? And when we are standing in the center of the room? Or crawling under the table? Take turns as each family member picks a location from which to look at the room: What has caught their attention? Do they see details that others don’t see?
Reading books is a wonderful way to get to know a child’s world. When reading, you may want to pause every once in a while, and allow your child to respond to the events depicted in the book: How do the characters feel? How do we, as readers, feel? Has something similar ever happened to you?
Have you ever helped to make a salad? Have you ever fallen and hurt yourself? You may enjoy recollecting together, parents and children, moments when you felt big, and managed to do something all on your own, and other incidents when all you wanted was to be hugged and comforted. This may be a good opportunity to get to know your child’s experiences, while sharing special moments with them from your own childhood.
While reading, you may enjoy looking at the illustrations and searching for interesting details: What is Matan doing? How many animals can you spot? Who is large and who is small? Where can you see a cat? And which of the illustrations is your personal favorite?
Pick up two objects and compare them – which of them is small and which is big? Now, replace one of the objects with another, and check again: Is the teaspoon big or small when compared to a bottle cap? And what happens when it is next to a broom? You can use yourselves as one of the objects and check whether you are big or small. And what happens when you stand next to other family members?
“Just me!” – Toddlers like to feel all grown-up and independent, as if they too are adults. While reading a book together, you can enjoy sharing with your toddler and strenghtening their sense of capacity: They can hold the book, point, say words they recognize, and even read the book to you or to one of their toys.
The pictures in this book help you see the challah-making process, and understand the various stages. You too can make a dish together and photograph the process of its preparation. That way, you can be reminded of preparing it, look at the pictures together, and take pride in the delicious result.
Challa recipe
Dough:
1kg of flour
½ a cup of sugar
2 spoons of yeast
2 cups of lukewarm water
½ a cup of oil
2 eggs (optional, you can also make it without eggs)
1 spoon of salt
An egg for brushing or some oil
Method:
Mix the flour, sugar and yeast in a large bowl.
Add the rest of the ingredients and knead well for about 10 minutes until the dough becomes elastic and soft.
Cover the bowl with a towel or plastic bag and leave the dough to rise until it has doubled in volume.
Use the dough to make challahs. You can make them large or small. You can brush the challahs with egg or oil.
Bake in an oven set to medium heat for half an hour, until the challah turns golden. Enjoy!
You can look at the pictures together and discuss the details in them. You may want to ask questions such as: Where is the girl? What are the children doing? Where is the broom? Where is the challah? You can return to an image you have already looked at from time to time, and who knows – perhaps you will discover some additional details?
Reading books from a young age contributes greatly to toddlers’ development. Starting to read slowly and gradually is recommended. At first, toddlers may be allowed to connect to the book in their own way: Touch it, open and close it, look at the illustrations, and become curious. Later, you can read: Read a little each day, patiently and calmly. Some toddlers will prefer to be read a single page, get familiar with it until – hey – books have become their friends!
We can make interesting discoveries if we only pay a little attention. You may enjoy discussing what you see as you walk or take a drive: “Here is a red car!” “I see clouds. What do you see?” You can also share experiences with your toddler: “On my way to work today, I saw a lady walking her dog. What did you see on your way or back from daycare?”
Like the boy in the book, all toddlers enjoy rituals that generate a fixed routine, calm them down, and help them start their day feeling good and happy. You can also have your own morning ritual. For example, you can encourage your toddler to say good-bye a beloved stuffed toy: “Teddy, Teddy, I’m going to Kindergarten, goodbye!”, while you parents reply on behalf of the bear: “Goodbye! See you later! Have a safe journey!”
Many animals appear in the book. You can look at them together, and state their names, make the relevant sounds, and mimic their movements: Crow like a rooster, hop like a bunny, or gallop and neigh like a horse. You can also look at the illustrations on the final page, cover one of the animals each time, make the relevant sound or mimic its movements, and have your toddler guess which animal it is.
How do we turn books into friends? Reading from a young age contributes greatly to toddlers’ development. We suggest starting slowly, gradually, and age-appropriately: Some toddlers will want to touch the book, open and close it, or even “taste” it. You can then read a little, patiently and enjoyably. You can start by reading one page, and, as you get used to it, add more pages, until, hey – books have become friends!
While reading, you can emphasize the words good morning using a special voice and welcoming gesture. Invite toddlers to join in, follow the story, and take an active part in the reading. You can create your own good morning greetings: “Good morning kitchen chair!” “Good morning tree on our street!”, “Good morning, Bobby the dog!”
For toddlers, everything can be a teachable moment. Time spent together going to or from daycare provides an opportunity to observe what attracts toddlers’ attention: Is it ants walking in a row? A large truck? Or perhaps a flock of birds?
Here’s the sea! Here’s a mountain! And a butterfly too! As toddlers grow, they enjoy pointing at everything they recognize in the illustrations. You could pause on each page, take a look together, and discover what your toddlers already know. You could ask them to indicate where the rabbit is, and, if they struggle, look for it together.
You could continue the journey that began in the book with a game at home, played while kneeling, saying “choo choo” and adding the hand gesture, or on the rug with some toys. You may enjoy looking out of the window together, seeing what is going on outside, and saying: “There’s a traffic light! Here’s a tree! And what else can you see?”
There’s A Rabbit on The Train
שְׁמִירָה
Some reading advice: How do voices and facial expressions help when reading?
Toddlers are fascinated by the tone of voice, facial expressions, sounds and gestures of the person who is reading to them: All of these help them follow the story, enjoy and understand it. Allow yourselves to be actors for a few minutes. You have won the best audience, who is sure to appreciate and enjoy your unique reading style.
Perhaps you would enjoy discussing and sharing the following: What do you think makes a person wise? Can you think of an incident in which someone behaved wisely? Was the fox wise, or the rooster? Perhaps they bother were? Or maybe neither one was?
Having read this book together, you, parents, may want to tell a story, and ask the others to decide whether the story you’ve told actually happened or was a work of fiction. Next, ask your children to share their own stories. This may be a good opportunity to share unusual incidents with one another, and laugh together.
What does the name Ram-Kol (Loud-Speaker) tell us about the rooster? Can you come up with names for yourselves that reflect a special, good quality that characterizes you? Perhaps the rest of your family can help!
Toddlers like to be part of the story: Repeating words and sounds found in the book, or dramatizing the actions taken by the different characters. It is their way of identifying with the story, enriching their emotional worlds, and acquiring vocabulary and concepts. That is why, when reading together, you could “play” the trumpet, “beat” on a drum using your hands, and pretend you’re a choir conductor.
Gilly finds a job that suits her as the conductor of the orchestra. Following her decision, you too can discuss your toddlers’ roles at home: What can they do and what do they want to do? Pick up their toys? Sweep the floor? Help set the table for dinner?
Almost any item can become a musical instrument: You could clap together to the rhythm of the song, or collect any instruments, rattles, and utensils you can find. A pot with spoons can be a drum, a used roll of paper towels can be a trumpet. You could even try to tap various materials to find out what kinds sounds tapping wood makes? And what about tapping the floor? Or metal? You may enjoy picking one of your favorite songs and playing it together.
Are your toddlers conductors? While listening to your favorite music together, you could hold a small stick and “conduct”. Perhaps you could dance to the music, acting out the various instruments, and switch roles from time to time.
Your children’s favorite stuffed animals and other toy animals can also be part of the story: Add or omit one each time as you act the story out together.
The Boy Who Wouldn’t Sleep Alone
שְׁמִירָה
Playing a game of ‘Who is sleeping under the blanket?’
Ask your toddlers to close their eyes, and hide a stuffed or other toy animal under the blanket. When they open their eyes, you, parents, can give them hints as to the identity of the hidden animal, until your toddlers guess what it is. Does it bark? Does it hop around and eat carrots? You could also switch roles, letting your toddlers give you, parents, hints about who is hiding there, underneath the blanket.
Toddlers “read the illustrations”. Looking at illustrations teaches toddlers to pay attention to detail, while exposing them to art. You could occasionally ask questions related to the illustration, such as: Where’s the fly? What is the chameleon doing?
While reading, you may want to draw your toddlers’ attention to the main color that appears in the text and illustration. Even if your toddlers do not know the name of these colors yet, they would be delighted to look at the colorful illustrations.
Would you like to have a chameleon that changes its color? Please scan the QR code, print the drawing of the chameleon out on a transparency, and see how it can become colorful, spotted, or even checkered.
Do you have a red ball? What else is red at your house? You may enjoy saying the name of a color, and looking for items of this color together around the house: A cucumber, houseplant, and what other green item can you find?
“I crawl on all fours and change colors like a… chameleon!” take turns deciding on an animal which the parents act out and the toddlers follow suit: “We’re lions, let’s roar!”, “We’re puppies, let’s bark and wag our tails!”
Gali and Gaya love doing stuff together, but also separately. You may want to discuss and discover what your toddlers like to do together with a sibling, friend or you, their parents, and what they prefer doing on their own.
Would you like to play with Gali and Gaya, and dramatize the story? Please scan the QR code, print out two adorable ducks, cut them out, and act the story out with them…!
Like Gali and Gaya, you too could walk together. How about making a trail at home, and marking it with a piece of rope or various items. Next, walk along it in single file, one behind the other, or perhaps together, side by side. You can also take turns being in the lead and exclaiming: “Follow me!”
A sheep, frog or butterfly? You may enjoy looking at the illustrations in this book together, and discovering the various animals. You could make the sound that each oft them makes, or move like them: Flying like a butterfly, buzzing like a bee, or… What else?
How does yearning feel? Have you ever missed someone? Who? – This book is an opportunity for a discussion during which you, parents, can share your own experiences of missing someone and waiting for their return.
Pupik misses his father, and Ohad knows exactly how he feels. They share their feelings, and think of things they could do while missing someone. You may want to scan this QR code to watch them, and get some good advice for times when you miss others.
Does it feel like time is standing still while you are missing someone who is away? – You may want to make a box filled with items that could make time go by faster, and make you forget about that person’s absence for a while. How about putting some photos of the two of you in it, materials with which to make a gift or a drawing for them, which you could give to them upon their return?
A minute can go by very quickly, or it can almost stand still. Would you like to try? – Set your timer for one minute, choose an activity, and do it for a full minute: Hopping on one leg, sitting still, finding items beginning with the letter G – Which activity helped time pass by faster? And which activity made it go by extra slowly?
The poems in this book present small moments in life. Every time you read together, we recommend selecting one poem, and reading it together. Does the poem remind you of something that once happened? This may be a good opportunity for you, parents, to share a childhood experience with your child, creating closeness and intimacy with them.
When did Hagit Benziman start writing? What does she write about, and why? You may want to scan this QR code to find out more about this author and her work.
You may enjoy looking at parents’ family photo albums together, searching for special childhood moments. You could also look at early childhood photographs of the children, and share information about the moments captured. Which memories do they evoke in you?
Do you have a favorite poem among those included in this book? If so, how about acting it out together, with the grownups playing the parts of the children, and vice versa.
You may want to discuss Cyril and Tevye’s choice: Why do you think they chose not to use all the gold? Did that surprise you? Why, in your opinion, did they decide to invest the gold in schooling?
The goat is by Cyril and Tevye’s side throughout the book. You may enjoy looking for the goat in the illustrations: What is it doing? What is its connection to the family? How about trying to tell the story from the goat’s point of view? What happens to it as the book progresses?
Gather several small gifts that you would like to give your family: A drawing, greeting card, or item. Take turns hiding your gifts and having the rest of your family look for the treasure using clues: “Near and far”, “hot and cold”, or arrows placed around the house.
האזינו לפס הקול של הספר! If you scan the QR code, you will be able to hear the soundtrack of the story. You can listen to it together at home, while traveling, or anytime and anywhere you choose.
To make family reading enjoyable, and encourage children to read, we should choose books to which children relate and explore topics in which they are interested. Some prefer a piece of fiction, while others would want to read a story that “once was”. Whatever their favorite book may be, it would encourage them to enjoy books, while helping them to develop their imagination and creativity.
You too could look for items that remind you of past experiences: A family photo, gift you have received, or item associated with an experience you have had. Take turns introducing the object of your choice and sharing a memory relating to it.
Are you interested in making a machine of your own? You can gather some boxes, fabrics, crates and old toys to build your very own machine. You can plan what it would do and look like together, or simply build it and discover its attributes as you go along.
Many of the illustrations in this book depict machines. Perhaps you would enjoy leafing through them and finding illustrations of machines and machine parts – Can you tell what each of them does? Perhaps you could be inspired by the part you found to invent a new machine, and imagine what it is capable of doing.
We recommend reading the book on your own, before reading it together as a family. Familiarizing yourself with the book in advance will help you read it afterwards at the pace and sequence suitable for your children. Enjoy reading this book together!
Have you ever had to wait for something? Perhaps you could share that experience, and tell each other about anticipation. You could also come up with ideas together of what you could do while waiting, or tell each other what you chose to do in those instances while you waited. What happened in the end?
Look at the final illustrations in this book. Can you find any indications for the birthday party the wolf had almost missed? And which presents did the bunny get? And what was special about the wolf’s gift?
Leaf through this book and decide the order of play. Take turns looking at the illustration you have each selected and acting out the depicted wolf’s motion: Is it going up in the elevator? Or walking on all fours? The other players will have to guess what the wolf is doing.
Excuse me, what is your name? You may enjoy discussing your names: Why were you, parents, named so? And what has made you choose the names you have chosen for your children? Do you have any nicknames? How did you come by them?
Yoyo jumps, sits, climbs… Each illustration depicts Yoyo in a different posture. You may want to act out what Yoyo does, and have the rest of your family members look for the page in the book that shows him in the same position. Were you able to do so? Then it’s time for another member of your family to have a go.
Are you sometimes happy and at other times sad? So is Datia, who wrote the book, and also wrote the lyrics of the well-known children’s song I’m Always Me, the music of which was composed by Uzzi Hitman. Scan the QR code and sing along!
How about getting the following – a cardboard rectangle, crayons, stickers, and some plasticine, if you like – to make a sign for your front door or bedroom door? Write your name at the center of it, color it, decorate it, and hang it on the door! And how about this idea – print out a photograph of yourselves, add it to the sign, and write your names too.
All houses consist of walls, a roof, doors and windows: What’s special about your house? What makes it your home? You may want to discuss special objects and items found in your home, or the things you do there together.
How about making a house out of blankets, cardboard boxes, sticks and clothespins? And what else would you need? Decide on a location and workplan, gather the necessary items and accessories, and off you go!
Take turns announcing a topic and having all the other players try to work together to find a suitable item. For instance, when “red” is announced, all players must search the house for a red item. In the next round, another player might call out “big”, “small”, “cute”, “old”, “multicolored”, “annoying” or “wheel”, sending the other players to look for an item matching their announced topic.
As our children grow up, they experience various fears, but discussing them helps them to cope with them, while instilling in them a sense of security. Together you can choose to discuss what they find scary, and what helps them overcome their fears.
After reading this book, you may enjoy going to the playground together, and trying out the equipment together as well as separately. Perhaps you would like to invent a special course from the slide to the swing and so on that would bring joy to all of you.
“Hooray, Maayan!” Everyone calls out when Maayan is scared. How do you cheer one another on? Perhaps you could come up with family words of encouragement, find a motivating song, or a chant you all agree on that cheers you up and gives you strength.
The Girl with the Golden Hair 
Peace to the World 
The Tree of Stars 
Best Friends 
The Most Magnificent Thing 
My Window is Here 
What do the Trees do? 
An Egg for Shabbat 
Tim Tam and the Spots 
Reading and Writing 
The Harmonica 
A Good Name 
A Story that Anat Especially Likes 
The Gift of Nothing 
Nevo’s Mask 
Just the Sea 
Berale Berale What’s in the Basket? 
The Hill Tickle-Tickle 
And the Cat 
The Fly That Got Lost 
One Bright Morning 
Let Me Tell You a Story 
The Bus Stop 
Morchella in the Garden 
The Two of Us 
Why Don’t You Flower? 
BIG OR SMALL 
It’s Challah Time! 
A Young Boy Went to Kindergarten 
Good Morning! 
There’s A Rabbit on The Train 
The Fox Announces Peace 
Music 
The Boy Who Wouldn’t Sleep Alone 
Gali & Gaya (Originally: Gossie & Gertie) 
Bella and Zouzou 
Why Do They Always Remind Me? 
Seven Good Years 
The Machine 
The Wolf Will not Come 
My Name is Yoyo 
How to Build a House 
Up and Over 
Found 
One, Two, Three, What Can a Mushroom Be? 
I Like to Look For… 
Elik Belik 
Grandpa’s Pockets – For Families 
Who wants to taste? 
The Long Road 
Mr. Zinger’s Hat 
The Perfect Gift 
Le Cadeau (The Gift) 
Nuri’s Tunnel 
Matan and the Great Sand Mountain 
One Last Thing before Bed 
Itamar Meets a Rabbit 
Ronnie’s Stories: Ronnie’s Apron 
What’s That? What Could it be? 
If Only 
Why Not? 
The Sixteenth Sheep 
Can I Be your Dog? 
Fed Up 
The Magic Flute and the Dancing Sheep 
The Princess and the Rock 
Galilea 
Robin’s Secret 
The Gift 
Lemonade 
21,600The Pear is Extra Sweet 
It’s Me 
The Same but Different 
The Juice Tree 
Not at the Exact Same Time 
Shusha 
The Word Collector 
About a Chair 
A Garden on a Donkey 
Mooha and Booha 
Big Wolf and Little Wolf 
Rosie Revere, Engineer 
One Last Story 
A Girl all by Herself 
Oren’s Turtle 
Friendly Shapes 
Why aren’t Cats Nice? 
Somebody 
Superbat 
Mr. Zuta and the Apple Tree 
It’s not Easy to be a Super Hero 
How about Changing Places? 
My Garden 
Oh No, George! 
The Cooking Penguins 
The Green Door 
Wanted: The Perfect Pet 
Purple Monster 
Sabba Sabich 
The Journey to the Island of Maybe 
Shafan (Hyrax) 
Ogi 
Yirmiyahu Street 
At the Heart of the Orchard 
Masquerade 
Who Wants a Piggyback? 
Color Number Eight 
Not a Box 
The Giant is Cooking Soup 
I Can do it too! 
The Clouds Told Me 
Where’s the Laughter? 
Mummy and Me 
There’s No Such Thing as a Dragon 
YOSSI, MY WONDERFUL CHILD 
The Patience of Hillel the Elder 
Amy and Louis Hebrew title: “Half A World Away” 
Aliza the Duck and Friends 
Uri Kadori 
Brownstripe the Bear 
Boots 
Something Yellow and Black 
Kramer the Cat Goes into the Forest 
The Carrot Seed 
Maya’s Blue Kangaroo 
An Old Pair of Shoes 
Duck! Rabbit! 
Mr. Fibber the Storyteller 
The Naughty Boy 
The Mouse and the Apple 
Nina Walks 
Seven Blind Mice 
Journey to Age Four 
The Bridge 
Sheluli 
EMILIA 
Cloudette 
The Princess and the True Loaf of Bread 
The Dot 
The Backward Owl 
The Melody 
The Magnificent Tree 
My Mess 
Good Morning, MrGedalyahu 
Once I Knocked Down Three Giants 
The Littlest Levine 
Mole and the Baby Bird 
The Teeny-Tiny Kingdom 
The Clock 
Pit, Pet, Tu (“Chit, Chat, Chatter”) 
Little Gorilla 
How do you say “I’m sorry”? 
Uncle Moon in the Sky – Collected Poems 
Miriam and the Sea 
Tail for Yoav 
That One! 
שִׂיחָה
שֵׁמַע
מִשְׂחָק
חֵקֶר
הַשְׁרָאָה
קְרִיאָה
יְצִירָה
הַמְחָשָׁה
הַעֲשָׁרָה
כְּלָלִי
סִרְטוֹנִים
לָצֵאת הַחוּצָה
בִּשּׁוּל
שִׁלּוּב הַסֵּפֶר
קִשּׁוּר
חֲגִיגָה
