Welcome to 2025 PICTURE BOOK CLUB – WEEK TWO

How to participate in 2025 Picture Book Club …

1. Get the suggested books from your library or bookstore (local or online). See 2025 PICTURE BOOK CLUB BOOK LIST for the complete list of books for each week.

2. Before reading each of the weekly books to your child, READ FIRST “What Adults Can Learn from This Story.”

3. Read one or both books to your child as many times through the week as your child wants to hear them and you have time to read.

4. Consider doing whatever activities you think are appropriate for the age and maturity of your child from “Make This Story Come Alive for Your Child.”

5. WE WELCOME FEEDBACK ABOUT YOUR PARTICIPATION. YOU CAN LEAVE A COMMENT BY USING THE “WHAT DO YOU THINK?” BUTTON AT THE BOTTOM OF THIS POST.

IF I CROSSED THE ROAD  by Stephen Kroninger

(a story about learning to DO things)

IF I CROSSED THE ROAD reminds parents that even before a child is allowed to do this or that, he is thinking about what it would be like to do this or that – in this case what it would be like to cross the road. Even though the main character is not allowed to cross the road he announces to all readers, “But I’m not too little to THINK about it.” The rest of the book is full of fun things the little boy thinks he will do when he is finally able to cross the road. It highlights  kids’ imaginations and the challenge of figuring out when children are old enough to cross the road or any other growing up task.

What Adults Can Learn from This Story 

• You can search the internet for ideas about the typical ages that kids are able to do household chores and get a general idea of what to expect from your children. But in the end, you should make your own decision about when your children are ready based on what you see day-to-day. No one knows them better than you do.

• Decisions about what your child can do or not do – whether it is chores or privileges (like crossing the road) – should be based on more than just age. Consider all of these things:

  • Age. Are they around the age that many children do this?

  • Handling emotions. Do they think and feel at the same time? Do they control their emotions pretty well? Are they out of control when they are angry or frustrated? Are they totally distracted when they are excited?

  • Decision-making. Do they decide to do the right thing and the safe thing most of the time – even if their friends are pulling them in a different direction?

• Every child is different, even those in the same family. What one 6-year-old is ready for another may not be. Treat every child as an individual case.

• Sparking children’s imaginations helps their brains become sharp, prepares them for new experiences, and provides loads of just plain fun.

• If  your child is excited about an upcoming event, imagine all the wonderful things about it, but don’t overdo this part. If too many perfect pictures have been created in her mind about the event (vacation, sports outing, carnival, etc.) or she has been talking a lot about it for a long time ahead, the event is not likely to live up to the dream. Your child can end up feeling disappointed at the actual event, and no one, including your child, really understands why. If experiences like this happen over and over again, a person can spend a lifetime searching for the “perfect” experience – which of course never happens. Many of us as adults are caught in this search. It probably started when we were children.

Make this Story Come Alive for Your Child

• Play “What If” with your child.  It can be about all sorts of things – upcoming fun events (a vacation), scary events (a trip to a new doctor), unknown but interesting situations (other cities, states or countries), or recent not-so-good experiences (a fight with a friend). It can be played anywhere – in the car, on a bus, in a waiting room, at a restaurant. It takes no equipment other than brains and willingness to use them. Ask a “What If” question and let your child imagine himself in that situation. By listening to his answers you can learn how he feels about the situation, what he likes or doesn’t like about it, what to expect of him in the situation, and what preparation he may need to be comfortable or successful in the situation.

• When you know there is a new experience coming up for your child, plan ahead.  If it is a privilege you are considering giving the OK to (like crossing the road), do it in stages. First let your child cross with you but have her make the decision about when it is safe and give you the “go” signal. Once you see she makes the right decision every time, set a limit on how far on the other side of the road she is allowed to go. Gradually increase that limit as she proves she will follow the rules.

• If there is a new experience your child may not know how to handle, prepare him. Pretend. Act out what will be happening. Show him what he should do in the situation. If you expect him to act a certain way and do certain things, now is the time to explain and teach him how – before he is actually in the situation. For example, teach him how to shake hands. Practice looking people in the eyes. Give him examples of what to say when he meets someone new.

CLEVER JACK TAKES THE CAKE  by Candace Fleming

(a story about giving)

Jack was invited to a birthday party – for a 10-year-old princess. He wondered what on earth to give her as a present. What would be “fine enough?” He decides on a made-from-scratch cake – made by his very own hands. On his long and difficult journey to the castle, things happen – not so good things – ruining his cake. He uses his honesty and special way with words to give the princess a gift like no other. She loved it so much that she named Jack her new friend and asked him to be her honorable cutter of the royal cake.

What Adults Can Learn from This Story

• Children’s birthday parties can be the source of many hurt feelings. Some ways to prevent hurt feelings:

  • No invitations given out at school unless all children in the class receive one.

  • If bringing birthday treats to school or to any event bring enough for everyone.

  • When unable to invite everyone to a party, personally deliver invitations parent-to-parent or kid-to-kid in person or by phone, text, email, or U.S. mail.

• Overindulgence is not good for parents or children. Think deeply and honestly about whether gifts children will receive at a birthday party (based on the number of invitees) will be too much. Also consider whether the entertainment and location are over-the-top. Children love overindulgence – they think they do, at least. They are usually very happy about it – until they come to understand some day that they are unable to independently take care of themselves and that they never feel satisfied by anything.

• When planning children’s parties, adults can avoid overindulgence by asking themselves:

  • Whose needs are being met by the party.  Children’s needs or adult needs to be appreciated, have grown-up fun, impress others, etc.?

  • Is the party drawing resources (money, time, etc.)  away from the important needs of other family members?

  • Will the party teach helpful life lessons? Being appreciative of each gift rather than too overwhelmed to focus. Enjoying people-time as much as gift-time.  Creating fun using one’s own imagination rather than depending on the amusement of  professional entertainment providers?

Make this Story Come Alive for Your Child

• Ask your child whether a birthday party can be fun even without presents from the guests? (assuring him that he would still receive presents from his family). Ask which is more important lots of presents because lots of people are invited to the party or having lots of fun with those attending even if that is a small number and therefore a small number of presents?

• Help your child plan a party for his stuffed animals, dolls, or superheroes. Make some “rules” for good parties. This will be good practice for when it is time to plan a party for her. She will understand some of the thinking that goes into the planning. For example:

  • The number of guests that should be invited.

  • How to invite guests so others’ feelings won’t be hurt.

  • What entertainment will not be too big and expensive for the occasion.

  • What to tell the guests about the types of presents that are best for the occasion.

• Think of the next birthday party your child will be attending. Talk about what that will be like and what behavior is expected of him. For example, if he is meeting new people, tell him some things he could say. Practice the conversations with him. If you expect him to shake hands, show him how to do that.  Compliment him on how he does it.

• Ask your child about recent parties he has been to. Have him tell you what he liked best about them – and anything that he didn’t like. What would he wish would have been different? Laugh and enjoy the good parts with him. Tell him you are going to remember what he likes and doesn’t like when you plan your next party .

• Do an art project with your child – make a calendar with the birthdays of relatives and friends that are important to your child. Use the calendar to send cards. You can have her make a card on the birthdays as they come up. Or, if she is old enough, you could teach her how to send e-cards or notes.

• Notice when your child appears to be sad or disappointed. It doesn’t have to be about something big. It can be because he must wait for something, can’t find something he wants to wear or play with, a friend can’t play, etc. Notice what your first reaction is. Do you want to try to talk him into feeling better, get him focused on something else, or give him something he likes to eat? Stop yourself. Remember that learning to deal with sadness is an important life lesson.

• If you ask your child if he is feeling sad or disappointed, and he answers “No” or “I don’t know,” accept the answer. Don’t suggest how he is feeling. Instead, let him know you are there for him. If he says yes, ask him what he needs. Ask what will make him feel better. If he asks for something you can’t do, suggest another close option. If he wants a chocolate sundae, you could offer to make a special place for the two of you to share a nutritious snack together. If your child is very young, you will need to think for him and decide how to comfort him, but as you offer cuddling or toys to play with, go ahead and ask him what he needs. It sets the stage for him knowing that what he needs is important and that he will one day be able to say what those needs are.

• Ask your child what the words “too much” mean to him. After listening and making no judgement about his answer, tell him what the words mean to you.

• When you offer your child food, ask him to check in with his tummy and tell you how much or how many he “needs.” Don’t ask how much or how many he “wants;” that’s a different matter all together. Give him just what he says he needs – no more and no less.  If he returns wanting more, ask how much more he “needs.” You can set a limit that each time he says he needs more he can only take what he can hold in both hands or will fit in a bowl without it overflowing. Let him keep coming back – that is how he will learn what is enough.  When he says he is done and has left food on his plate, calmly mention that he didn’t need as much as he thought he did. If you think at some point that giving him more will be unhealthy for him, you can stop and say, “I don’t want you to be sick; you have had “enough” for now.” Practice this for several days in a row and see if his accuracy about what he needs improves. Knowing enough will be there for him if and when he needs it should help him stop over-requesting.

Past 2025 PICTURE BOOK CLUB postings:

2025 PICTURE BOOK CLUB – WEEK ONE