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?
Many books describe toddlers’ daily challenges: difficulty sharing, difficulty parting, the challenging transition from daytime to nighttime, and many more. When identifying a challenge with which your toddler is struggling, choosing a book on the subject and reading it together can be a good idea. Books invite us to share our feelings and experiences, and can offer empathy, encouragement and coping ideas. Lea Naor was born in 1935 in Herzliya. She has written books, plays, screenplays and children’s poetry, and has also translated many books into English, such as the Dr. Seuss series. Her books and translations have won her many awards.
You can discuss the things that are shared by all family members as opposed to those that belong to each of you separately. For instance: “We each have our own toothbrush – what does your toothbrush look like?”, “We all share this house together, who lives in our house?”
You can dramatize this book using stuffed animals and have fun together: Swap the toys between you along with the song, and in the refrain az tekhef nihye shutafim bekhol hadvarim hayafim (“so soon we will share all the beautiful things”), you can hold the toy together, and demonstrate sharing.
A cat, a dove, a turtle, a puppy and a young bird – all in one book! You can look at the illustrations, choose an animal together, imitate the sound it makes and act just like it according to the description found in this book. For example, if you choose the turtle “with its entire house on its back” – you can place a cushion on your back and walk on all fours. And how does the puppy with the spot wag its tail?
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.
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.
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?
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.
Have you ever lost anything you found important? How did you feel and what did you do? Perhaps you’ve found someone else’s lost item… This book invites children as well as parents to share their childhood experiences of losing and finding lost items.
Shabi and Uzza from the Israeli children’s television show Parpar Nechmad are also returning lost items to their owners. Scan the code to watch the video.
Pick an item and take turns hiding it and having the other players look for it. You can help each other by giving clues such as “hot and cold” or a treasure map. Did you find it? Now it’s someone else’s turn – hide, search and find.
There are lost ads on the first few pages of the book. You may enjoy looking for amusing and surprising ones together to share with the rest of your family. Among them is one found ad – are you able to locate it?
Do you also have little friends visiting your home? Are they imaginary friends, or maybe a beloved doll? It is worthwhile to talk about it with the toddlers and hear what do they like doing with the little friend. You can “bring in” the little friend to join and read the story.
The story is slightly longer than usual, and in order to arouse interest and curiosity it is recommended telling it in a variety of voices: a voice for Dad, a voice for Yaeli and a different voice for Mom and for Elik Belik. You can look together at the illustrations and invite the toddlers to participate in the identification of details and repeat the words “Elik Belik”.
Where’s the doll? On the table? maybe underneath it? And where’s the ball? You can hide various objects, look for them and then say: “The ball is on the chair”, “The ball is under the bed”. You can also hide yourselves and look for each other.
Dad has big shoes, Mom’s shoes – they are less big, Yaeli has little shoes, and Elik Belik’s? Tiny shoes! Go on a journey throughout the house, collect items of the same type and arrange them from the smallest to the biggest.
While reading a story, you can hug each time a new animal joins the group. You can also play the hugging game: move away from each other, count “three, four,” and then run to each other, and hug!
Invite the rest of the family to sit together with you on the couch, on the carpet or on a mattress. You can also include dolls or pets. Sit close together, then further away, and check: how pleasant is the closeness?
The illustrations in this book demonstrate how Itamar and the rabbit imagined one another versus what they really look like. You may want to check and compare: Do the monsters resemble the real child and rabbit? Are there any similarities between the monsters both Itamar and the rabbit had imagined?
Were you, parents, also afraid when you were younger? Perhaps you could tell your children what you were afraid of, and how you grappled with your fear. You could also listen to your children as they tell you what scares them, and together, think of ways to overcome the fear.
What does a scary monster look like? How about drawing one together, and then trying to imagine: What is the monster’s name? Who are its friends? What does it enjoy doing, and what is it afraid of? Now that you’ve gotten to know the monster, it may be worth asking yourselves whether it is still as scary as it was before.
“Jimalaya Jim! Zuzu buzu Yam Pam Puzu!” Each of the characters in this book has a magic word it uses when something scary happens. What is your magic word? You’re welcome to chose a family magic word together, and think of times when it would be appropriate to use it.
Who are your friends? What do you like doing together? You can have a conversation about this and look into these questions: Do you like sitting together with other people quietly, like the penguin? Perhaps you like running, like the tortoise? How about thinking together about how you can bring some joy to friends who need you.
Through the unique drawings in the book, you can read the story together even on the pages that have no words. Look, together, at the pages with the drawings, and tell each other what those drawings are expressing. Is there an illustration that you liked in particular?
Which drawings does the red balloon appear in? When does it disappear? You can look for it in the book, and play some games with balloons, too, like hitting a balloon between your hands, tossing it into the air and trying to prevent it from touching the floor, or inflating it , releasing the air, and seeing where it ends up.
Amos McGee takes care of his friends, and they take care of him when he’s sick. Think along with your children about how you can make a sick friend or relative happy (through a phone call, a hand-drawn card, a small gift, and more).
What can we do on our own? What’s better done together? You may want to discuss the things we can do with others with your child, and then come up with the things that they can do themselves. Who do they enjoy sharing experiences with? Family members? Friends? Perhaps their pet?
Can you also stand on one foot? Let’s check! Throw a die, stand on one foot and count to the number shown on the die: One, two, and… Are you about to fall? Reach out and allow whoever is next to you to help you stay upright.
You may enjoy putting a list together of all the activities that are best done together, in collaboration with someone: Tidying up your room, making dinner, or reading your favorite book. Then, take some cards, write each activity down on a separate one, and decorate it. You could keep all the cards in a special box, pick one out every day, and ask: How about cooperating today and sweeping the house? Why don’t we engage in a family game of catch? Or how about joining forces in some other activity?
You may want to assemble a movement course at home, and complete it on one foot, two feet, all fours, or perhaps even three… Design a track on the floor using skipping rope, and take turns completing it in a different way each time: Hopping on one leg, while keeping a cushion balanced on top of your head, crawling, in pairs, with your arms crossed, because it’s easier to jump on one foot in pairs.
This story prompts a discussion about neighbors and relationships: You may enjoy asking one another which neighbors you know, and come up with an activity that would help you get to know a family that lives nearby better. You, parents, are welcome to share stories about the neighbors living near your childhood home: Who were they, and what did you do together?
Knock Knock Knock – Knocking on the Door!
שְׁמִירָה
Pleased to meet you – Getting to know your neighbors
You could, perhaps, prepare something together to give to your neighbors: It could be something to eat, a drawing, or a letter that you could leave by the door. You could even just visit them and ask them how they are doing. And the simplest suggestion of all: Smile when you see your neighbors, and say: “Hi, how are you?” and “Have a great day!”
The characters in this book do lots of fun things at Yael’s house! You could look at the illustrations, choose an activity that interests you, and do it yourself, or with the rest of your family.
The children in this book make a building out of boxes. You can do the same! Find different-sized boxes and build a home from them for yourselves or your toys. Don’t forget to invite your neighbors over to visit!
What sort of questions would you like to ask, and of whom? This may be an opportunity for both parents and children to share the questions that interest them the most. You could also raise questions that you would have liked to ask Shu the Vixen and Tut the Snail.
What can we do with all the questions waiting to be answered? How about preparing a special question box, decorating it, and filling it with all the questions you find so intriguing. You could write them down on some notepaper and put them into the question box. Anytime you like, pick one, and look for the answer together.
Why at home? – Go around the house collecting “why?” questions about everything you encounter.
Questions about friendship – inspired by Tut and Shu’s friendship, you may enjoy asking: What do you think about Shu’s friends’ behavior? Has a friend of yours ever gone far away, or have you ever left a friend behind? Who were your parents’ friends when they were younger? What did they play or like to do together? What does your child like to do when their friends are around?
Questions about pictures – You may want to look at a picture together, and try to think of as many questions as you can to ask about it. You could then go out searching for the answers to your intriguing questions. You may even enjoy challenging yourselves, and looking for questions to an answer you already know: look at the picture (for instance: a gift, blue, moon), and instruct your child to think of a question to which this detail in the picture is the answer.
You may enjoy sitting comfortably, looking at the tender illustrations, and identifying the various ways in which Bear helps his friends. Perhaps you could ask your child to tell you the story by the sequence of illustrations, or imagine what story Bear was going to tell his friends before winter came along. You may also enjoy inventing another Bear story, and illustrating it together.
Bear is a good friend, who realizes what his friends need, and helps them. You may want to remind one another how you have helped each other throughout the day. You could choose a family member, neighbor or kindergarten friend, and think together about something they may need a hand with, and how to lend it to them.
Have you ever forgotten what you wanted to say? You could play charades together. Try to remind one another of shared experiences using familiar songs, hand gestures, or drawings.
You may want to allocate a corner of your child’s bedroom to serve as a winter corner for their stuffed animals. Perhaps you would enjoy using pillows and blankets to make burrows or caves for comfy, cozy hibernation.
Bear turns his experience into a story to tell his friends. You may enjoy making a little book together entitled The Day we have had, and fill it with drawings of the experiences you had today. You could read the book together before bedtime.
Is your child always asking for one more story during bedtime? You could place a small box or basket by their bed, containing some of their favorite books, for your child to look at on their own after saying good night. You may want to go through the basket every once in a while, and select new books with which to fill it together.
You may enjoy taking a walk in your neighborhood together, collecting colorful fallen leaves, and making prints out of them: place a piece of paper over a leaf, and color over it using red, orange and brown crayons. Hang your leaf prints around the house.
Perhaps you would like to look at Daniella Dekel London’s amusing illustrations, and use them to follow the plot. What do the animals like doing together? Did you find the three ants running away? Have you managed to identify the various animals concealed in Good Mood Bear?
You may enjoy acting this story out together. Who can be the bear, and how will you disguise yourselves? And who will play the part of the other animals? At the end of the show, you could make some sandwiches and eat them together in a special friendly picnic.
Many things can put you in a good mood: playing with friends, singing and dancing, or hugging. Perhaps you would like to discuss the various things that make you happy, and choose one that fills your heart with delight – like singing and dancing together, going for a walk in the neighborhood, or reading your favorite books together!
The bear in the book makes new friends, and the group has a great time together. Following this story, you may want to invite a new friend home, and try out new things together. Have you made a new friend? Did spending time together put you in a good mood?
“I’m bored and have no one to play with!” Just like the bear, we have all felt sad or bored at times, and do not always have friends around. You may enjoy preparing a “good mood kit” together: decorate a shoebox, and put little prizes in it, such as stickers, crayons, or small games. Keep the box hidden, and take it out when you’re lonely or bored.
Perhaps you could make little bears from various items. What could you use for round ears? And how will you give it a chubby belly?
You and your child can also dress up as bears, other animals, and even various family members. You may want to create a costume and prop basket, filled with various materials, hats, glasses, and household items. Dress up, guess each other’s costumes, and get in a good mood!
ספרי ילדים הם מראה וחלון לעולמם של ילדים. אפשר למצוא בהם את רגעי הקסם שבילדות וגם את רגעי הקושי. הקריאה בספרים שגיבורי הסיפור בהם נתקלים בשאלות ובאתגרים מאפשרת לילדים ללמוד מהם ולקבל מהם השראה ועידוד. כאשר קוראים יחד כדאי לחשוב כיצד הספר קשור לעולמם של הילדים ולשתף באירועים דומים מילדותכם. הקריאה המשותפת היא בסיס לשיחה ולחיבור ומייצרת הרגשת קִרבה, לאירועי הספר וזה לזה.
קרמר החתול אוהב לשחק במשחקים של חתולים, וגם אתם יכולים! בכל סבב אחד מבני המשפחה בוחר לקפוץ, להתגלגל, ליילל או להרים זנב, וכל השאר מצטרפים. תוכלו להביט באיורים ולקבל רעיונות חתוליים. ..
כאשר מביטים באיורים בספר מגלים כל מיני חיות: כאלה שמכירים מהסביבה הקרובה וכאלה שפוגשים פחות. חפשו את בעלי החיים באיורים; ואם יש חיה שמסקרנת אתכם, תוכלו לחפש עליה מידע במרשתת.
מאיר שלו [2023-1948] היה סופר ועיתונאי, כתב למבוגרים ולילדים. שלו נולד בנהלל וקיבל השראה לכתיבתו מהנופים, מבעלי החיים ומהאנשים של עמק יזרעאל. הושפע גם מסיפורי התנ”ך, שעליהם למד מאביו הסופר והמחנך יצחק שלו. שלו נחשב אחד הסופרים הישראלים הנקראים ביותר, למבוגרים ולילדים כאחד. מספרי הילדים האהובים שכתב הטרקטור בארגז החול ואבא עושה בושות.
יוסי אבולעפיה [נולד ב־1946] מאייר, קריקטוריסט, אנימטור וכותב ספרי ילדים. זכה בפרסים רבים על יצירותיו. אבולעפיה אייר את רוב ספריו של מאיר שלו. איוריו מרובים פרטים ועם זאת קלילים, מחויכים ואוהבי אדם וטבע.
Children love to play “make believe”. They enjoy pretending that they are grown up: “Driving” a car, making mud “cakes”, or playing with an imaginary friend. You can play this game with your child using a prop, such as a doll, pot, or toy car, and ask: Where are we going? What are we cooking together? What is the doll saying?
Ron sees Shluli in the puddle, but, in fact, it is his own reflection in the water. You could also play a game of “mirror” in which two players face one another and take turns pulling a face, moving their head or leg, and having the other imitate them.
Are there any puddles outside yet? How about pulling on your boots, getting dressed warmly, and heading outside to jump into puddles? If that’s not possible, you can always make a “puddle” from rope or paper, and jump in and out as much as you like.
Perhaps you could look for toys and stuffed animals at home, and use them to act the story out. You may want to keep the toys in a basket, and let your child continue acting the story out themselves.
You might enjoy looking through the illustrations in the book together. You could take a look at the toy parade on its way to visit Rama. How are they supporting one another?
You may want to ask your child who they think could use some medical attention aside from Rama. Shula the Doll is injured, her leg fell off a year ago… You may enjoy setting up a toy hospital: take all your “injured” dolls out of the closet, as well as the plastic toys that have lost their leg, or the soldiers who took a hit during playtime, and try to fix or “treat” them.
Do you know anyone around you (a friend, neighbor, or relative) who is not well? You may want to think of ways ti make them happy together with your child, such as making them a get-well card, calling them up, sending them something yummy, or paying them a proper visit.
You may want to look at the illustration depicting Rama lying in her bed, unwell but smiling following her toys’ visit. Do you think people who are sick feel better after their friends’ had been to visit them? You may like to tell your child about a visit you had made to a sick person, or one you received when you were unwell.
Try thinking together – what happened then? What did Rama do once she was well again? What did she tell her toys? How did they welcome her back when she returned to play with them? You could use your own toys to act out the next scenes in the story.
Yemima Avidar-Tchernovitz was born in Lithuania, and immigrated to the Land of Israel when she was 12. She began writing when she was in her teens, and told her early stories to the children in the Tel Aviv kindergartens in which she taught. Her stories were first published in the weekly children’s magazine Davar Liyladim, and she also wrote radio skits, in which she also acted on the “youth corner” broadcasts. Generations of children and youth in Israel grew up reading the dozens of well-loved books she authored, among which are Muki is Angry with Mom, Stories for Nivi, Two Friends on the Road, Eight in Pursuit of One, and One of Ours. Yemima Avidar-Tchernovitz is a Zeev Prize laureate and was also awarded the Israel Prize for Children’s Literature.
The Gift of Nothing 
Partners 
Morchella in the Garden 
The Two of Us 
Music 
The Boy Who Wouldn’t Sleep Alone 
Gali & Gaya (Originally: Gossie & Gertie) 
Bella and Zouzou 
The Wolf Will not Come 
Found 
Elik Belik 
Itamar Meets a Rabbit 
A Sick Day for Amos McGee 
On One Foot 
Knock Knock Knock – Knocking on the Door! 
Why Not? 
Bear has a Story to Tell 
Good Mood Bear 
Kramer the Cat Goes into the Forest 
Sheluli 
The Toys’ Visit 
קְרִיאָה
שִׂיחָה
יְצִירָה
מִשְׂחָק
מִשְׂחָק
הַשְׁרָאָה
קְרִיאָה
שִׂיחָה
מִשְׂחָק
כְּלָלִי
הַשְׁרָאָה
קְרִיאָה
שִׂיחָה
מִשְׂחָק
סִרְטוֹנִים
חֵקֶר
הַשְׁרָאָה
קְרִיאָה
שִׂיחָה
סִרְטוֹנִים
מִשְׂחָק
מִשְׂחָק
הַשְׁרָאָה
כְּלָלִי
שִׂיחָה
שֵׁמַע
מִשְׂחָק
כְּלָלִי
סִרְטוֹנִים
שֵׁמַע
הַמְחָשָׁה
מִשְׂחָק
הַשְׁרָאָה
שִׂיחָה
יְצִירָה
מִשְׂחָק
שִׁלּוּב הַסֵּפֶר
סִרְטוֹנִים
שִׂיחָה
שִׂיחָה
סִרְטוֹנִים
יְצִירָה
הַשְׁרָאָה
קְרִיאָה
שִׂיחָה
סִרְטוֹנִים
מִשְׂחָק
מִשְׂחָק
הַעֲשָׁרָה
קְרִיאָה
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