. . . go round and round! (Now you’ve got the song stuck in your head, right?)

Bright yellow school buses are a familiar sight: they’re big, they’re noisy, and they’re on the move. Young children look forward to the day when they get to stand at the bus stop with the bigger kids and take a ride. Older children often hang out in the back of the bus, filling the air with energy and laughter. And those bus drivers? That’s a job that takes skill and loads of patience! Hop on and let’s explore bus books for kids.

The Little School Bus
written by Margery Cuyler
illustrated by Bob Kolar
Henry Holt, 2018

For the littlest ones, here’s a board book introducing a friendly little school bus and his smiley driver Bob, who both handle a busy day on the job. I’m a little school bus; moving fast and slow; bouncing, turning, thumping; always on the go. The simple rhyming text and bright digital images make this a welcoming choice for preschoolers who will soon be bus riders themselves.

The Magic School Bus
written by Joanna Cole
illustrated by Bruce Degen
Scholastic, a 13-book series, originated in 1989

A list of bus books for kids wouldn’t be complete without a mention of The Magic School Bus series and Ms. Frizzle. With the Friz, learning is never ordinary and always extraordinary. Climb aboard, and she’ll take you anywhere you need to go to learn the lesson of the day: inside the human body, into the solar system, down to the ocean floor, inside a hurricane — even back to the time of the dinosaurs. The combination of scientific information and humor is timeless. Today’s kids can even watch the Magic School Bus series on TV.

Puppy Bus
written and illustrated by Drew Brockington
Abrams, 2022

When a boy and his family move to a new neighborhood, he has to start all over at a new school — and ride a new school bus. So many worries! So much I’m not ready. On the first day of school, the boy nervously boards the bus … and lick! Oh no, he’s boarded the wrong one. This is a PUPPY BUS. “Aughhh!!!” cries the boy, thinking of his terrible mistake. Using humor and hijinks, Brockington eases those first-day jitters and helps readers get comfortable with fresh starts — thanks to some furry new friends.

Time for School, Little Blue Truck
written by Alice Schertle
illustrated by Jill McElmurry
Clarion Books, 2021

Who can resist the charms of Little Blue Truck and his tiny friend toad? In this bouncy, rhyming story from the familiar series, Little Blue Truck meets a school bus on the road and wants to do the same job — carrying all the animals to school. But Blue isn’t big enough, or long enough, for a job like that. Unless … ? Discover how jaunty Little Blue Truck finds a way to save the day.

Trusty Bus
written by Elizabeth Weiss Verdick
illustrated by Jeff Harter
Beach Lane Books, 2024

It’s time for school, and Trusty Bus and Driver Dee are gearing up. Trusty’s riders are coming, and his engine’s hum-humming. Friendly, safety-conscious Trusty always takes his time, and he never leaves friends behind. When the students are safely at school, it’s time for Trusty and Dee to complete their daily clean-ups, fill-ups, and checkups before they head back to school for the journey home. Readers will see that Dee and Trusty take their jobs seriously. As Kirkus sums it up: “After all, the lives of many little ones rest in their steady hands, er, wheels. … A simple story to allay children’s fears about riding the school bus.”

The Yellow Bus
written and illustrated by Loren Long
Roaring Brook Press, 2024

An instant classic, this beautifully illustrated picture book by author-illustrator Loren Long tells the story of a bright yellow school bus that loves driving her riders each day, their pitter-patter, giggle, giggle sounds carrying a sense of comfort and joy. But time brings about change, and what was once bright and bold gradually becomes dented and old. The Yellow Bus is a tender, sweet musing upon what happens as we grow old: Are we no longer useful? Are we still welcome? The poignant drawings — with their use of minimal color against black-and-white backgrounds — encourage young readers to see the beauty in growing, changing, aging, fading, and still finding joy within each stage of our lives.

“The Wheels on the Bus” originally appeared as a part of the “Listology” column in Bookology Magazine.
Copyright © by Winding Oak LLC. All rights reserved.

The post The Wheels on the Bus appeared first on Elizabeth Verdick.

What do you see in your mind’s eye when you read these names: Pooh, Knuffle Bunny, Corduroy? And let’s not forget Bernice. Do they call to mind something small and treasured? Something that feels both real and magical because it’s so dearly loved? (Never mind that Bernice, a little girl’s beloved butternut squash, is also something to…eat.)

These characters in children’s literature take on what Margery Williams, author of The Velveteen Rabbit, described as a realness that’s earned: “‘Real isn’t how you are made,’ said the Skin Horse. ‘It’s a thing that happens to you. When a child loves you for a long, long time — not just to play with, but REALLY loves you — then you become Real.’” Adored childhood bestie-beasties were our safe space. Inanimate but intimate. They heard our secrets, caught our tears, and slept cozily in our arms.

Did you have a beloved stuffie or doll—one you hung onto no matter how many years passed? If you were to close your eyes and think back, could you conjure up the texture of that dear, one-of-a-kind little friend? Can you almost smell its singular scent?

When I was a toddler, I had a series of stuffed white kitties I loved to pieces — literally. I can remember their softness and that ever-familiar whiff of fur, filling, and masking tape that held the rips together. I recently asked my 86-year-old father about the kitties my parents had to keep buying me because I’d be inconsolable whenever one was lost or fell apart: “Your mother and I would stock up on stuffed cats because you’d wear them out every few months by carrying them everywhere. Late at night, we’d carefully take the old, worn-out kitty and substitute a brand new one. We couldn’t always find an exact replacement, though we tried. This went on for four years!”

Some of my ragtag stuffed kitties still live on … in a box so that my dogs, who are obsessed with them, can’t reach. Every so often, I look at these timeworn toys, remembering. I do the same when thinking about my Aunt Kristie, who was a lover of Winnie-the-Pooh and all things Teddy bear. I inherited some of her tiniest stuffed animals, with their delicate, articulated limbs. They’re old but intact. She must have taken really good care of them.

Inspired by old toys and the small best friends we can hold in our hands, I began writing a story about a young girl and her unique support system. That girl, May, often felt overwhelmed in a fast-paced, loud, and “people-y” world. Certain places and spaces were unpredictable and hard to fit into. But like every child, May also experienced wonder, curiosity, and a deep need to be seen for who she is. One day, May made a wonderful discovery: a hairy, leggy stuffed spider left in a bargain bin. As soon as May invited “Harriet” into her world, the adventures — and a new sense of safety — began.

Like a squash, Harriet was, for some, an acquired taste. Not for May, though. Why, just think of all the amazing things an eight-legger can do!

Best of all, long-legged Harriet was an extra-special hugger. With her spider beside her, May gained confidence exploring the world at her own pace, on her own terms. As a mom who has raised two neurodivergent kids, I wanted to shine a light on sensory issues and special needs. While writing Make Way for Harriet and May, I felt it was important to have May choose Harriet herself—and keep choosing her, no matter what others said. That’s part of the magic of childhood: picking your first furry friend and keeping it close, even as it becomes faded and tattered over time.

“Generally, by the time you are Real, most of your hair has been loved off, and your eyes drop out and you get loose in the joints and very shabby. But these things don’t matter at all, because once you are Real you can’t be ugly, except to people who don’t understand.” (The Velveteen Rabbit)

Time makes our beloved stuffies or toys more beautiful, at least in our own eyes. Like my crew of kitties. Like a stuffed bunny with a funny name. Like a huggable gourd with a magic-marker face. Or like the special toys you had way back when.

If you want to take a further look into the topic of comfort creatures, I’ve listed some picture books that have inspired me:

Corduroy
written and illustrated by Don Freeman
The Viking Press, 1968

This tender classic, told from the stuffie’s perspective, celebrates an overalls-clad Teddy bear who resides in a busy department store. He hopes to be chosen by a child who will adore him and take him home. His missing button deters some…but not Lisa, a little girl who sees Corduroy’s simple and lovable charm.

Knuffle Bunny: A Cautionary Tale
written and illustrated by Mo Willems
Hyperion, 2004

A Caldecott-Honor book, Knuffle Bunny tells the endearing tale of how toddler Trixie and her wide-eyed stuffed bunny have a problem at the local laundromat. “AGGLE FLAGGLE KLABBLE!” Is Knuffle B. lost forever? First friends — and first words — are the theme. Knuffle Bunny Too and Knuffle Bunny Free are sure-to-please follow-ups to the original story.

Lubna and Pebble
written by Wendy Meddour
illustrated by Daniel Egneus
Dial Books, 2019

This heartbreaking-heartwarming book, which has won multiple awards, introduces a refugee girl named Lubna and the tiny pebble that brings her comfort during uncertain times. Pebble has a face drawn with a felt-tip pen and lives in a shoebox. Lubna loves Pebble, who always “… listened to her stories [and] always smiled when she felt scared.” When a little boy arrives in the World of Tents, Lubna realizes that he might need Pebble even more than she does.

Nubby
written by Dan Richards
illustrated by Shanda McCloskey
Knopf Books for Young Readers, 2023

This book is a laugh-out-loud-er. Poor Nubby (a stuffed rabbit): on page one, he is done. He has absolutely had it with being “… carried, buried, dropped, dragged, torn, worn, chewed on, sat on, and even used as a nose wipe” by the boy who loves him — and the family dog too. Nubby sets out to find fame, fortune, and a better life. But what he learns along the way is altogether unexpected (at least to him). Maybe all those repeated nuzzles and squeezes were what made him real. And real happy, too.

Owen
written and illustrated by Kevin Henkes
Greenwillow Books, 1993

In this Caldecott-Honor-winning story, Owen is a childlike mouse who adores his yellow blanket named Fuzzy. Fuzzy goes everywhere with Owen — inside, outside, upstairs, downstairs, and everywhere in between — just as any good comfort object should. But what about school? Can you really carry a torn and tattered, food-stained fuzzy all day long? There just might be a pocket-sized solution to Owen’s big dilemma.

Sophie’s Squash
written by Pat Zietlow Miller
illustrated by Anne Wilsdorf

Another classic award winner, this book introduces Sophie and her beloved butternut squash — “Bernice” — that Mom wants to cook for dinner. “Don’t listen, Bernice!” The lesson here is that friends come in all shapes, sizes … and flavors. Together, Sophie and her squash spend their days somersaulting, cuddling, and living the good life. But what happens when Bernice shows signs of aging, spotting, and rotting? Eek! Never fear, Sophie is here. A sweet tale about a unique, funny, and enduring friendship.

As you can see, I love a good “stuffie” story. I hope my book Make Way for Harriet and May provides a relatable hero for young readers, while celebrating the unique — and huggable — comfort objects they hold dear.

Oh, one last thing: It’s true my parents spent four years trading out small stuffed kitties in the dark of night as I slept. But look what happened when I turned five!

“Cuddly Companions Can Hold Our Heartaches and Happiness” originally appeared in Bookology Magazine.
Copyright © by Winding Oak LLC. All rights reserved.

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Two simpatico authors, Jolene Gutiérrez (left) and Elizabeth Weiss Verdick (right), satisfied their curiosity — and ours — about writing picture books with neurodivergent characters.

First off, it’s nice to meet you, Jolene! I think we have quite a bit in common, based on my readings of Too Much! and your first book Mac and Cheese. I know that you’re a librarian and educator (yay!) at a school for diverse learners (awesome). And that your own children have dealt with sensory issues — which means that you, as a mom, have had to learn new ways of handling day-to-day life at home and in your community. I too am a mom of neurodivergent kids. My son was diagnosed with autism before age three. He’s grown up now, but life still presents challenges. I like writing books that shed light on issues affecting kids of all ages and stages. Can you tell me more about yourself? And the children you work with?

Hi, Elizabeth! I’m so honored to meet you! I think the first time I encountered your writing was a little over 20 years ago when I read your book Teeth Are Not for Biting with my children. I’ve been reading and sharing your books ever since! Yes, I’m a teacher librarian at a school for neurodivergent learners, I’m a mom to neurodivergent young adults, and I’m neurodivergent as well. My students and my own children have always been my guiding lights when writing. They are some of the most creative, funny, smart, and compassionate people around! I try to write books that will help readers feel seen, that will share varying viewpoints and perspectives, and that will help learners become more understanding human beings.

Before we talk about your books, can you share some day-in-the-life stories about what it’s like to work with diverse learners and to raise children who don’t fit the “neurotypical” mold? Your experiences led you to write books about sensory issues and the need for space. How do the kids in your life teach and inspire you day to day?

I think the most powerful thing the kids in my life have taught me is how much they appreciate when the adults in their lives are transparently themselves. My children and students appreciate when I share my own thought processes and challenges, and I try to model those things with a sense of humor. I might be teaching and get distracted by something and go off on a tangent and then catch myself and circle back (I think the mouse in If You Give a Mouse a Cookie is modeled after my ADHD brain). And I’ve learned that there’s nothing wrong in being human and flawed. It’s empowering for our kids to see that.

Some of the amazing things I’ve seen over the years include students who love certain topics and genres so intensely that we create special places for their favorite books in the library, kids who adore a diorama filled with miniatures so much that they help set it up for me when my fumbling fingers can’t, students with hearts so big that they want to help their community in any way possible, from picking up trash to gathering supplies for others in need, and kids with such a strong sense of justice that they strongly and definitively say, “That’s not right!” I’m proud to be a part of these kids’ lives. They give me hope for our future.

I enjoyed reading Too Much! You handle a serious topic with ease and charm — the book even rhymes! Not easy to do. Can you share your writing process for this picture book?

Oh, thank you so much! The stanza “Too loud! Too bright! Too itchy! Too tight!” popped into my head when I was thinking about some of my own sensory overwhelm, and it stayed there. This story demanded to be told, and in rhyme (to my horror), as you pointed out! I was not happy about that part of it, but I knew this was the book I needed when I was trying to navigate my kids’ sensory sensitivities and probably the book my own parents needed, too, so I persisted in telling the story the way it wanted to be told but also with some back matter that hopefully enriches the sparse text.

The illustrations in Too Much! are colorful and exuberant, suggesting not only an exterior world that is bright and busy but also an interior world within the main character — she may not feel comfortable with all that she sees and hears each day, yet she’s filled with the urge to play and explore, just like the other children. I like the additional colorful little creatures that appear on the book’s pages — and the vivid emotional expression they add to the story. Did you know that the artist would include these tiny “bursts” of feeling?

I agree, Elizabeth — Angel Chang’s illustrations are brilliant and so vibrant! When Meredith Mundy (our editor) and I first met to talk about Too Much!, we both wondered how Angel would be able to show sensory overwhelm. And then Angel shared her illustrations with us. The dysregulated pages feel chaotic, the calm pages feel calm, and the “emotional friends” Angel included show us how the main character (I didn’t name our character in the text, but Angel calls her Birdie) is feeling. Angel’s artwork tells such a powerful story!

When we read picture books aloud, they often seem “effortless” and just right. But as a fellow picture book writer, I know this isn’t the case when it comes to our writing! The economy of words is a challenge. How did you rise to this challenge—especially the rhyming aspect? Are you a poet at heart?

It is SUCH a challenge to tell a story in just a few words, and for me, it’s even more of a challenge telling a rhyming story. I’ve written a few stories in rhyme but only because those stories demanded that format. I don’t go looking to write in rhyme because I really struggle with the rhythm and getting things “just right.” That being said, I DO view myself as a poet at heart. I love writing lyrically — including symbolism, evoking emotion, and painting a picture with my words.

In picture books, it’s important for young characters to solve their own problems and figure out ways to connect with other people and the world. Adult help can play a role in stories, sometimes, but I appreciated how your protagonist in Too Much! expressed that she knew she needed a “sheet hug” to calm down at the busy, busy playground. At home, she used deep breathing as a way to feel peaceful and grounded. Those are skills children with sensory needs or autism can truly rely on — and I’m so glad you created pages in your book where such skills are highlighted! They offer little pauses in the story, moments of calm. Can you talk a bit about how you integrated real-world tips into your story?

I agree — it’s so important for characters to have agency and find some of their own solutions, if possible. I knew that if Birdie got to the point of overwhelm in the story, we needed to find ways to come back to calm. The honest truth is, most people who are overwhelmed might not be able to verbalize what they need right in that moment. So in actuality, Birdie might have been so overwhelmed that she may not have been able to ask for a sheet hug. I know that, but I wanted her to model a best practice while still acknowledging in the text that voicing needs may not always be possible:

When I can,
I’ll try to say
just what I need
to change my day.

And I wanted to demonstrate how deep breathing and removing yourself to a calmer space can support you. The other thing I wanted to do is show caregivers ways in which they could be supportive. The back matter I included expands on that, but within the text, I tried to create a caregiver who was starting to learn how to navigate their child’s sensory needs but who also was open to listening to and learning from their child. Side note: because skin-to-skin contact can be overwhelming for some people, a sheet hug is a way to give calming, deep pressure without touching.

One of my latest picture books is Make Way for Harriet and May, a story about a girl (May) with sensory issues who finds her own special way to cope day-to-day—by bringing her giant, cuddly, soft stuffed spider (Harriet) with her everywhere she goes. I wanted to express something about how kids can find their own unique ways of fitting into the world — while also standing out in the world. Do you have some favorite books you enjoy reading to your diverse learners? Stories that educate and inspire them?

I LOVE Make Way for Harriet and May and that’s a book I’ll be sharing with my students and families this school year! Your story does such a beautiful job of showing how to find comfort and friendship. Along those lines (although more serious, to be sure), I love the book Lubna and Pebble by Wendy Meddour and Daniel Egneus. The following is just a small list and I’m sure I’m forgetting important titles, but some of the books that I share and that center neurodivergent characters include Masterpiece and other books from The Incredible Kids series by Alexandra Hoffman and Beatriz Mello; A Friend for Henry by Jenn Bailey and Mika Song; Benji, the Bad Day, and Me by Sally J. Pla and Ken Min; My Brain Is Magic: A Sensory-Seeking Celebration by Prasha Sooful and Geeta Ladi; and The Bitsy Bat Series by Kaz Windness.

I’ve heard that you have a follow-up book coming out in a few years — can you share any insider knowledge about it? (And if it’s top secret, no worries.) What else are you working on these days?  

Hmmmm … it hasn’t been officially announced, but I think I can say that if you’re like me and thought the song “It’s my party and I’ll cry if I want to” was referring to the singer being stressed to the point of tears by all of the people, noise, and other sensory stimulation at a party, this book will resonate. Angel Chang’s amazing illustrations will accompany my words.

Our books aren’t only for neurodiverse readers and their parents / educators. Because the truth is, every child faces unique challenges while growing up. I think all readers can see a bit of themselves in your main character. I once had a writing teacher who would always ask her students: Where are YOU in this story? As writers, we put bits of ourselves into our work. In Make Way for Harriet and May, I see myself in May’s insistence on bringing a stuffie into every aspect of her daily life. How about you? Do you see bits of yourself in Too Much!?

Agreed! Our books are for everyone, and I think many readers will see parts of themselves within our stories. So where am I in this story? As a young child, I tested the adults in my life. They didn’t understand what was going on with me and I was often referred to as picky, spoiled, or a brat. In hindsight, I know I was just doing the best I could to navigate a world that was overwhelming to me. So I definitely see bits of myself in Too Much! Most of Birdie’s experiences (aversion to bright lights, itchy and/or tight clothes, and loud noises) are all my own sensitivities. There are some parts, like not wanting to be touched and not liking crunchy food, that aren’t my experiences but are based on some of my loved ones. But most of us have had stressful, overwhelming experiences and had to figure out how to advocate for and support ourselves, so I think that’s the universal piece.

Thank you so much for these thoughtful questions and for your time, Elizabeth! I’m so grateful!

Jolene Gutiérrez is an award-winning neurodivergent teacher librarian who has been working with neurodivergent learners at Denver Academy since 1995. Jolene writes the books that her own children needed when they were young and hopes her books will help some readers feel seen and will help others learn and grow in compassion. Jolene is the author of Unbreakable: A Japanese American Family in an American Incarceration Camp (2026, co-authored with Minoru Tonai), Mamiachi and Me: My Mami’s Mariachi Band (co-authored with her son Dakota), The Ofrenda That We Built (co-authored with her daughter Shaian), Too Much! An Overwhelming Day, and Mac and Cheese and the Personal Space Invader. Find her online at www.jolenegutierrez.com or on Facebook, Bluesky, Instagram, or Threads @writerjolene.

 Elizabeth Weiss Verdick writes books for children of all ages, from babies to teens. Make Way for Harriet and May (illustrated by Yana Kozak, WorthyKids, 2024) explores sensory issues, while her book The Survival Guide for Kids with Autism Spectrum Disorder (and Their Parents) is available in an updated edition for ages 8-13 (Free Spirit Publishing, 2023). She’s the proud mama of grown-up children who are proudly neurodivergent. And she has two French bulldogs that she calls her “writing helpers.” Get to know more about her at elizabethverdick.com.

Enjoy these books. You can order them from Bookshop by clicking on their covers.

Too Much! An Overwhelming Day
written by Jolene Gutiérrez
illustrated by Angel Chang
Abrams Appleseed, 2023

Make Way for Harriet and May
written by Elizabeth Weiss Verdick
illustrated by Yana Kozak
Worthy Kids, 2025

The interview “Jolene Gutiérrez and Elizabeth Weiss Verdick” originally appeared in Bookology Magazine.
Copyright © by Winding Oak LLC. All rights reserved.

The post Elizabeth Interviews Jolene Gutierrez appeared first on Elizabeth Verdick.

Now a new generation of toddlers is ready for their turn with the book. Katelyn Martens-Rodriguez is a children’s librarian and mother of this little cutie (see photo), Kyogen Joaquin, or KJ. Like many toddlers, KJ lives life full-throttle, rushing from one activity to the next, eager to explore. He doesn’t need teething to slow him down!

Katelyn says, “Teething has been a long journey for KJ, who has been drooling on and off since he was 4 months old. He has been inconsolable a handful of nights due to tooth pain. It’s easy to tell when he’s teething—KJ’s cheeks redden, he rubs his gums, and he pokes at the back of his mouth.” Sometimes, when he’s tired and teething, he bites and Katelyn has to say, “Teeth are for food, not mamas.” KJ knows to ask for ice, teething toys, and popsicles. But the biting? It happens fast. Toddlers tend to bite as a result of pain, frustration, or just to get a reaction.

I love knowing that parents and educators still reach for my book when biting episodes inevitably crop up. Child-development expert and early-childhood educator Sara Erickson has used Teeth Are Not for Biting with toddlers and their parents to help put words to children’s experiences when they’re learning not to bite.

Below, Sara shares her advice for handling those “Help—I have a teething toddler!” moments:

• Stay calm—young children are only beginning to learn how to handle their bodies and emotions. You may feel triggered as a parent if your child bites, but try not to get too angry or worried. Practice keeping your own emotions in check before you respond.
• Stay factual—narrate what happened without shaming the child. Saying “You put your teeth on his arm and that hurt him. He’s crying because it hurt,” tends to work better than yelling or scolding. You can also suggest words that might have helped with the problem that led to the bite. “You wanted her to move away. You can tell her, ‘I need space’ instead of biting.”
• Care for the person who was hurt—use gentle, factual language with the child who was hurt as well. If possible, allow the child who bit to see you comfort and care for the person who was hurt.
• Be a detective—what happened just before the bite? Was the child overtired, overwhelmed, frustrated, in a small space with others, or in pain from teething? Use those clues to help you watch for other moments when a bite might happen and calmly help meet your child’s needs before they become too much. Supporting a child before they bite and teaching them other ways to meet their needs is often the best way to get a child to stop biting.
• Use your words—an important message in Teeth Are Not for Biting is that simple, positive language can help us through struggles and upsets. The book encourages parents not to yell or use scolding phrases like “No biting!” or “Don’t bite!” A gentler approach keeps everyone calmer. As parents or caregivers, we often tell children to use their words instead of biting, but it’s helpful when adults use their words too. Children who have been exposed to more words¹, especially about emotions², regulate their emotions better, even if they do not use those words themselves.
• Know when to step in—it’s easier to offer support when emotions are rising than once they overflow. If conflict is brewing or your child is in a situation that tends to lead to biting, calmly move close to your child. You might use simple, factual language to narrate what is happening without judgement³
• You could say, “You wanted that block, but he is holding onto it. He is pulling it away and saying no.” Allow children the chance to work things out together, as long as everyone is safe. Children often solve problems more successfully when we slow down and put words to what is happening.
• Model self-regulation—your child is always watching what you do and say. If you’re struggling with the emotions that biting can provoke, talk with other trusted parents or caregivers. Most people who care for young children have experienced the biting issue, and they may be able to offer support. And remember, toddlers are just starting to learn how to handle their emotions and their bodies—and that’s a big adjustment! Give your child (and yourself) grace as you figure it out together.

One last thing…you’re not alone. Parents everywhere deal with the biting issue. One such parent posted this photo on Reddit, noting the fine sense of irony their child was developing. The photo made it all the way to The Ellen DeGeneres Show.

The post Teeth Are Not for Biting – 20th Anniversary appeared first on Elizabeth Verdick.

When my daughter Olivia was a toddler, her best friend was Will, the two-year-old down the street. Will didn’t say much, so Olivia talked for both of them. He adored trains—his “choo-choos.” All summer before preschool started, we’d spend as many days as we could in Will’s “train yard.” His train yard was a three-by-three-foot pile of landscaping rock his parents had dumped in the backyard just for Will. Puddles formed the occasional moat. The whole thing was a muddy, mucky mess—and an absolute magnet for a pair of toddlers engaged in mostly parallel play.

Will and Olivia would climb up and down the rocks, pushing trains across the bumpy terrain. The two little engineers liked to take brief breaks to water the garden. They’d also dig trenches and trails or look for bugs. All the while, two tired moms could sit in the shade and talk—about what else but our kids!

I’ll admit that I’m not always the outdoorsy type. I’m the one under a tree in a humongous straw hat reapplying sunscreen. But Will liked to stay outdoors from morning till bedtime, and I learned the importance of all that “messy time” in the fresh air. Will’s mom was a pediatric nurse, and she had an insider’s knowledge about keeping young children moving and exploring. I was good at reading to my daughter, working on puzzles, and playing pretend. But I had a lot to discover about that sensory playtime children need and crave.

Why Get Messy?

So many reasons! You’ve probably heard from doctors and educators about how important it is to provide children with gross- and fine-motor activities for muscle growth. Active outdoor play is essential for children’s development (at all ages and stages). By making “messy time” a feature of daily life, you’ll help your little ones improve their physical fitness, thinking skills, sensory awareness, and creativity.

Outdoor places: Don’t have space for a “train yard”? How about a dirt pit or small sandbox? You can also go to the playground or park a few times per day or take walks in your neighborhood. Look for places where your child can try out full-body movements: running, marching, climbing, rolling, tumbling. Don’t shy away from puddles, muddy patches, and fresh-mown grass. I’ll bet some of your best childhood memories include stomping your feet in water or getting grass stains on your elbows and knees.

As I write this, it’s seven degrees in Minnesota. (What I wouldn’t give for a bit of fresh-mown grass!) In the afternoons, I see children outside making snow angels or simply looking at the size and shape of their footprints in the snow. I watch dads and moms joining in the play or shivering nearby.

If long days spent outdoors are not possible due to your work or the weather, you can still have that all-important messy time indoors.

Indoor spaces: Is there somewhere at home where your child can spread out for messy play? And not just the kind of play where blocks and toys are scattered all over the floor. I’m talking about the type of messy that involves paint, sponges, dough, ink stampers, food ingredients, bubbles—ooey, gooey, icky, sticky fun! Sometimes, we forget that boundaries can inhibit creativity. For example, if your child has a coloring book that shows a picture to fill in, there are automatic borders: the border of the page, the lines in the image itself. What if you were to give your child enormous sheets of paper, plus fingerpaints and other art supplies? What if your child could cover his palms in paint to make handprints? Use sponges to apply the colors? Blow bubbles indoors? Help you make a batch of play dough or slime? Activities such as these encourage not only dramatic expression but also emotional release. Try doing some with your child—you just might realize that making a mess is fun!

Happy faces: Whether you are making messes indoors or out, you’re encouraging open-ended play—or play without borders. When Olivia and Will played side-by-side, their train-wrangling led to rock-stacking, led to hole-digging, led to mud-smearing—which culminated in washing the trains in the nearby baby pool. A story almost seemed to be taking shape. Time would pass as the two friends got caught up in their sensory-rich play, which included sound (chugga-chugga-choo choo!), smell, taste, and touch. Back then, as a new mom, I was learning the importance of giving young children the places and spaces to extend their play. What I know all these years later is that I opened doors for Olivia to explore whole-body movement and the beginnings of imaginative thinking. By the end of the day, she and Will were usually covered in dirt, grass, food stains, bubble soap, and splotches of sunscreen. But what I remember most are the happy faces looking up at us—and the nights of better sleep after a full day of play.

What About Clean-Up?

Clean-up time may not be as fun as messy time, but it’s an inevitable part of our everyday lives. Think of clean-up time as a teaching tool. I watched in awe as my daughter entered Montessori school that fall and at age three was learning to wipe the table, wash out her paintbrushes, use a tiny broom and dustpan to clean the floor, and tidy up with her new friends. Even better, she liked it! It was an aha moment for me. I saw that Olivia was eager to stretch her skills and show respect for her environment. I embraced the idea at home, building in extra time for her to help me clean up after our mess-making while singing the classic “Clean-Up Song” on repeat.

Later, I even wrote a book on the topic for toddlers—Clean-Up Time. Speaking of messes and cleaning up, one of my favorite picture books for children is the beloved Harry the Dirty Dog by Gene Zion, illustrated by Margaret Bloy Graham, originally published in 1956 and still going strong. Harry, a white dog with black spots, hates bath time. He buries the scrubber and runs away, only to become so dirty that no one recognizes him when he returns covered in mud and railroad soot. Will he dig up that scrubber and face clean-up time with a new outlook? Indeed! Children love watching Harry’s transformation from clean to dirty to clean once again. You can find the book at your local library, or look for a free read-aloud version by Betty White, produced by StorylineOnline.

The post The Benefits of Messy Time appeared first on Elizabeth Verdick.

This month, our nation is focusing more on bullying prevention. But the fact is, bullying happens every single day of the school year.

The statistics tell us:

• 1 in 3 students is the victim of bullying.
• 1 in 3 students bullies someone.
• Nearly 9 out of 10 students have been “bystanders,” or those who see or know about bullying.

Kids tell us:

• “Every day I get called weird, freaky, and stupid—and way worse than those.”
• “I hate going to school because people spread fake rumors about me. They don’t even know me!”
• “I cried like every day of fifth grade because of the bullies.”

These days, we’re all hearing more about the issue of bullying because people young and old are speaking out. One thing we can do during October for National Bullying Prevention Month is to be sure the voices grow louder.

Talk to your children about bullying; ask them if they’ve been bullied or if they’ve bullied others. Be open and honest to create a feeling of trust. Let the kids in your life know you’re willing to listen and help.

In 2012, Phyllis Kaufman Goodstein and I were working on Bystander Power, a book for kids ages 8–13 on how to recognize, stand up to, and prevent bullying. While researching and writing, we discovered:

• Boys do more physical bullying than girls do.
• Boys and girls do an equal amount of verbal bullying.
• Both boys and girls take part in relational bullying (damaging a victim’s relationship with friends and peers), but girls do more of it.
• Both girls and boys cyberbully. One in 5 students is cyberbullied, and 1 in 5 students cyberbullies.

There’s good news, though:

When kids intervene and give help, bullying stops in 10 seconds or less more than half the time.

So, kids can have a positive influence. They have a voice. They have the power to effect change, and that power is more than any bully has. It’s up to us, as adults, to help them raise their voices so change can happen—at school, in the neighborhood, on the bus, in chat rooms, on social media sites, and anywhere bullying takes place.

“The culture of bullying won’t end until people across the country take action and show kids that they care,” says Julie Hertzog, director of PACER’s National Bullying Prevention Center.

The month of October is a great time to start . . . but bullying prevention is something we should all pay attention to year round. How have you worked to raise awareness of bullying in your family or school?

Elizabeth Weiss Verdick has written children’s books for kids of all ages, from toddlers to teens. Elizabeth loves helping kids through her work as a writer, an editor, and a mentor to children and teens. She lives in Minnesota where she plays traffic cop for her many furry, four-footed friends.

The post National Bullying Prevention Month appeared first on Elizabeth Verdick.

Confession: I’m writing this with three screens in front of me. The laptop I’m typing on, the phone I’m using for an interview, and the iPad playing an episode of The Office like white noise. (The fans blowing in the room aren’t blocking out household sounds, so the folks at Dunder Mifflin are helping do the job.) I suspect this will be a familiar scenario for many of you who are working from home. Screens are our routine.

And now our children have screen routines of their own.

Over the past year, many children relied on screens for learning and for staying in touch with family and friends. With so much time spent indoors avoiding crowds, kids also turned to screens for much of their entertainment, which increased the number of hours spent gaming and going online. Families now must adjust, figuring out summer screen rules for kids who’ve become more dependent on technology while also becoming more independent in their use of it.

How do you tell kids to cut down on their technology use? How can you do it convincingly if you’re in front of a screen yourself much of the day? It’s not easy.

My eight-year-old nephew and his parents are dealing with this problem. Lucas’s dad, Charles, discussed how he’s noticed that his son has spent so much of the past year on his iPad that he’s lost some of the social skills he was gaining at school and in team sports. “Now Lucas always talks about how everything is boring,” Charles told me. “The iPad kept his attention and now he wants it all the time. Lucas sets up two screens, one for his video game and one to FaceTime a friend playing the same game. It’s social, in a way. But maybe not the best way.”

Lucas’s mom, Erica, also faces the frustrations that come with their son’s gaming fascination. She said, “Lucas loves watching YouTube videos of gamers playing games while loudly commenting on every move!” Setting time limits on his video viewing leads to conflict, and sometimes she ends up just giving in after a long day of work. She’s learned that the best way to get Lucas to give up the screen is to have something planned to get him out of the house, like a game of tennis or a trip to the park. This is the point in the interview when Lucas himself chimed in: “She bribes me with Robux too!” (Robux are in-game currency for the game Roblox.) He then told his mom he’d give up the iPad for a week if she’d buy him two million Robux.

It helps to have a sense of humor about it all.

I’ve been writing about social and emotional learning (SEL) issues for years now, and I have a new set of books called Screen Time Is Not Forever, with a board book for toddlers and a more in-depth paperback for kids PreK-3. I wrote them for kids like Lucas, kids who love their tech but need limits so they still make time for friendships, fitness, and learning. (I’ll try to keep my sense of humor when Lucas tells me my new books are boring.)

As parents, we need lots of tools in our child-raising toolbox. As we help children move past the pandemic and find balance in their day-to-day activities, I think it’s important to keep our messages to kids positive, not punitive. Screen time isn’t “bad”—it’s a fundamental (and fun) part of modern life.

How can you present screen-time limits in a positive way?

Put real-world experiences first.

Have a daily routine that focuses on play dates, exercise, outdoor time, and face-to-face interaction. Marieka Heinlen, the illustrator of Screen Time Is Not Forever, has stuck to the idea of keeping screen time to a minimum by setting a good example for her two kids. Marieka said, “I’ve always wanted my kids to spend a lot of their time outside with friends or doing creative activities with their hands. We really try to spend time as a family off screens, just having fun together. Now that my kids are older, setting this example—as much as possible—has paid off.”

Make a family media plan.

You can check out the website healthychildren.org by the American Academy of Pediatrics (AAP) for a family media plan that suits the ages of your children. The site allows you to customize items that apply to your kids and how you want media to fit into their lives. Another option is to keep things simple by making a screen-time schedule for your child each day.

Put computers and televisions in a shared area of your home.

This way, you can monitor what your child sees on screens and be part of the experience too.

Create screen-free zones.

Experts suggest having tech-free zones throughout the home so children and adults have places where they know screens stay off. For example, maybe you decide no tech at the table during family meals, or you make a rule that children can’t have screens in their bedrooms.

Monitor your own screen use.

Check in with yourself to see how you use screens in front of your children. Do you text instead of play with your kids at the park? Are you on social media while your kids are in the room with you? Do you have the TV on in the background as you go about your day? We all do these things at times, so the goal is not to feel guilty. Instead, just ask yourself if there are behaviors you want to change.

Think quality over quantity.

Some days, you may need to let your child spend more time on a screen than you’d like, but that’s okay. Look for high-quality educational content, or seek recommendations from Common Sense Media, where you’ll find age-based suggestions for television, movies, games, and apps.

Remember, it’s okay for kids to be unplugged—and bored. That boredom can lead to creativity and innovation once children get used to going tech-free at certain times of day. Have a go-bag of items such as toys, books, stickers, art supplies, and sports equipment at the ready. Get outside together and have some fun.

And if all else fails, there’s always the Parental Controls feature.

Elizabeth Weiss Verdick has written children’s books for kids of all ages, from toddlers to teens. Elizabeth loves helping kids through her work as a writer, an editor, and a mentor to children and teens. She lives in Minnesota where she plays traffic cop for her many furry, four-footed friends.

The post How to Set Positive Summer Screen-Time Limits for Children appeared first on Elizabeth Verdick.

Welcome to the summer of 2021! As it has been for everyone, the past year and a half has been challenging and life-changing for those of us caring for someone on the autism spectrum. We’re all emerging from time spent mostly at home, where we found new ways to combine work, school, therapies, and play.

Elizabeth Verdick: As my 19-year-old son Zach said the other day, “Those of us with ASD or who are introverts may be sort of shell-shocked going out into the world to talk to people face to face again, not on a screen. Without a mask. I didn’t mind masks.” Our family spent the pandemic navigating Zach’s freshman year of college, during which he lived at home and did a mix of virtual and in-person classes. Most of his days were spent on a screen, whether it was for class, band rehearsals, or socializing.

Dr. Elizabeth Reeve: Many ASD families struggled with decreases in support services, social isolation, and education challenges. For some, mental and physical health suffered due to all the changes and transitions. For others, the comfort of being at home and avoiding the stress of day-to-day activities resulted in a time of peace and decreased stress. My patients did virtual visits, and again and again, I heard that families were struggling with increased screen time and a sedentary lifestyle. The ups and downs of technology were the main topics of conversation.

Now that life is returning to “normal,” we’re all finding our new norms. Services such as in-person therapy and in-home supports are reopening. However, many families have expressed that the option of virtual visits greatly improved their lives. People appreciated not having to take time off work, commute to appointments, or transport a child with special needs or behavioral issues. In many ways, screens have expanded our ability to interact with the world, including social and cultural events. The challenge is finding balance.

Parents report that “screen school” has increased their children’s resistance to doing other activities. Kids and teens on the autism spectrum have greater difficulty with transitions or stopping repetitive behaviors, and now face the added challenge of having to break screen-time habits created over the past year. On top of that, families have told Dr. Reeve they’ve noticed increased depression or anxiety and decreased sleep.

So, back to the summer of 2021—we see it as a great time to focus on physical and mental health. For every family member, not just a child or teen on the spectrum. Post-pandemic, let’s remember to be gentle with ourselves, and generous with others, moving forward. Get active—and get outdoors as often as possible for improved health. Daily exercise in the fresh air helps us cope with stress, create endorphins, increase fitness, and sleep better at night. Plus, outside time is often screen-free time!

For more ideas on curbing screen-time this summer, try the following tips:

• Set up a “Family Media Plan,” based on the American Academy of Pediatrics recommended guidelines found at healthychildren.org/MediaUsePlan. The plan can address the technology and media that your family decides are okay to use. Set limits on the hours per day spent with electronic devices, based on the age of the person in question. When a limit is set and followed, the transitions off of a device are less tense.
• Decide which shows, video games, computer games, and websites are allowed for your child. You can set up “Parental Controls” on electronic devices, if needed.
• Start to think of screen time as together time, when appropriate. Play video games as a family, watch educational and/or entertainment programming together, and use technology mainly to connect with faraway friends and family. Place electronic devices in common areas of the home so family members can’t close themselves off with their tech gadgets.
• Break up screen time into 30-minute increments. This makes transitions easier because your child has less time to get overly focused or stressed. Then set up a timer or a five-minute warning system so your child knows when to stop.
• Turn off the screens an hour before bedtime, to help people relax and to limit nighttime exposure to blue lights (they activate the brain and make good sleep harder to achieve). Keep electronics out of bedrooms at night—it’s too tempting to have them nearby.
• Now that school is out, you’ll need to take a closer look at what your kids are doing while on screens. Who are they texting? What social media are they exposed to? Which websites do they frequent? Do you approve of the video games your kids or teens play?
• If needed, use screen time as a reward system, especially if your child struggles with behavioral issues. For example, a half hour outside exercising could lead to a half hour of gaming, or whatever you think is fair.
• If your child is really into technology, encourage the use of electronic apps and programs that offer virtual exercise instruction. It’s a win-win.

Elizabeth Verdick: My son loves, loves, loves technology and he and his friends would game all night if they could. Now that the weather here in Minnesota is warm, he’s found a way to combine tech and fresh-air time. Zach goes on walking trails with his cell phone and his sighting scope to look for birds. He’s been passionate about birdwatching since age three, and he’s making lists of all the species he sees while on walks. He goes to the Audubon app to listen to recordings of bird calls, and then plays them while he walks to learn how different species sound. The Audubon app has a feature called “Sightings/Explore,” which lets you report the birds you’ve seen and then access other people’s reported sightings. Zach’s scope makes it fun and easy for him to see faraway birds. So far this summer, he’s spotted many a Turkey Vulture, Forester’s Tern, Bald Eagle, and Great-Crested Fly Catcher. As he says, “It’s a great way to indulge in something I like while staying active. And it gives me time to myself in nature instead of my room.”

Congratulations to all of us for getting through the past year. We can now welcome back the connections we’ve missed, while paying closer attention to any positive changes that we observed in our lives when it seemed like time stopped. We hope your summer of 2021 is filled with adventure, light, and birds in flight.

Elizabeth Reeve is a child and adolescent psychiatrist who has worked with children and teens on the autism spectrum for 30 years. She has an adult son with ASD.

Elizabeth Weiss Verdick has written children’s books for kids of all ages, from toddlers to teens. Elizabeth loves helping kids through her work as a writer, an editor, and a mentor to children and teens. She lives in Minnesota where she plays traffic cop for her many furry, four-footed friends.

The post Summer Screen Time Advice for Kids with ASD (and Their Families) appeared first on Elizabeth Verdick.

June is a perfect month to share toilet-training tips, because it is officially Potty-Training Awareness Month. As it happens, I’ve been thinking a lot about diapers—and not just because my geriatric dog now wears them. My nearly three-year-old nephew Andrew has recently taken the potty-training plunge. His parents, first-timers, were pleased to report that the process wasn’t as drastic as they’d expected. They went in with a plan and stuck to it. Motivation was the key.

So, how do you get your child motivated to say good-bye to diapers? Make the milestone as fun and positive as possible. Andrew’s mom, Barbara, set aside a weekend and filled their home with fun activities so they could all stay near the potty chair and stay busy together. Andrew’s Dad (Mark) played a supporting role by attending to baby brother Justin, making meals, and being a hands-on helper. Being focused kept everyone determined and on track. When it’s your child’s turn to potty train, make sure you have time set aside and a support system in place. Let family, friends, and babysitters know about your plan to leave diapers behind.

My book, Diapers Are Not Forever, is a gentle, positive introduction to potty training. For the first time, the book is now available in an English-Spanish edition. Its main message is “You can do what the big kids do,” which encourages young children to have a goal and to feel proud of their accomplishments along the way. The vibrant illustrations show children going through the pottying process with a growing sense of confidence. There are toilet-training tips at the end of the book for parents and caregivers. You can use Diapers Are Not Forever to prepare your child for what’s ahead, and reread it during potty training to reinforce the message “You’re a big kid now.”

Potty training has its ups and downs, so be prepared for both. Celebrate each success with plenty of praise and small rewards such as stickers on a chart. During training, Barbara “puffed up” Andrew by making calls to Grandma each time he used the potty; Grandma was prepared to receive these calls and to make a big deal about her grandson’s achievements. Barbara and Mark also knew it was important not to get upset about mistakes and accidents, which are inevitable. Experts advise that you clean up the messes without complaint, smile a lot, be patient, stay positive, and try, try again.

Most children potty train somewhere between the ages of two and four. Watch for signals that the time is right. Does your child sometimes wake up dry from naps? Does he or she show interest in how people use the toilet or ask questions about the process? These are clues that your child is reaching the age of readiness.

One piece of advice from many parents who’ve been through the process is get rid of the diapers first. Show your child how you’re giving the diapers away to babies who need them, and restate the idea that diapers are not forever. This way, you’re marking the milestone—as well as removing a potential crutch you can fall back on during those “down” moments of training.

You and your child will get through it! Don’t give up.

Do you have potty-training success stories—or funny stories—to share?

Also Available
Bilingual version: Diapers Are Not Forever/Los pañales no son para siempre board book by Elizabeth Verdick. Helps young children learn in both English and Spanish how and why to use the potty.

Elizabeth Verdick has been writing books since 1997, the year her daughter was born. Her two children are the inspiration for nearly everything she writes. Previously she shared her personal story, Telling My Son He Has Autism, on this blog. These days she writes books for babies, toddlers, teens, and every age in between. She especially loves creating new board book series—the first books in the Happy Healthy Baby^® series are now available. The Toddler Tools^® series helps young children and their parents cope with those tough times and transitions that happen every day (like naptime and bedtime). The Best Behavior^® series helps toddlers reach new milestones and improve their day-to-day behavior. Elizabeth also enjoys getting the chance to look at the funny side of life in the Laugh and Learn^® series, which helps kids ages 8 to 13 get a handle on the social-emotional skills they’re developing throughout the elementary and middle school years.

The post June Is Potty-Training Awareness Month … Who Knew? appeared first on Elizabeth Verdick.

“How to Help Young Children Build Resilience” originally appeared at freespiritpublishingblog.com.
Copyright © 2022 by Free Spirit Publishing. All rights reserved.

My favorite photos of my little sister’s preschool years are the ones where she has food on her head. Spaghetti, chocolate ice cream, breakfast cereal—anything in a bowl became her hat. She loved to roll in the mud and run in the rain. Coloring, she’d get marker all over her smiling face. Playing outside, she’d fall and scrape her knees—and get right back up again. She was proud of her Band-Aids and would happily pose for photos at her messiest moments. A phrase our parents often said was, “Oh, Suzanne!”

What has always stayed with me was how Suzanne, who was born with some health challenges and learning difficulties, could laugh at her mishaps and mistakes. She shook them off much more easily than her older sister ever did! She was younger than me—and she was teaching me. Some days I realize that, all these years later, I still have a lot to learn.

My children, as toddlers, were much like their aunt: cute little dirt magnets who fell and spilled and said “Oops!” all day long. Our washing machine was my best friend. I had to learn patience like all parents do. And I tried hard to echo the cheerful, reassuring words heard in preschools: “Accidents happen, and that’s okay!” I wanted my children to grow up understanding that messes and mistakes are part of life. We all make them, and we all have to try again (and again and again). Along the way, we build resilience, or the ability to recover from difficulties and face adversity—to bounce back.

One of my favorite things about my job as a writer is that I get to make books for toddlers and preschoolers. At that age, young children are seeking independence, wanting to try new things and be “big.” I love their take-chargeness. Some of their favorite phrases at this age are, “I do it” or “No, meeeee!” Sure, this tests your patience, but it’s incredibly rewarding to watch your child build physical and mental skills right in front of your eyes. While cheering your child on with a phrase like “Okay, try again,” you help to build the emotional skill of resiliency. That support from you is essential. It needs to happen every day.

I had all this in mind while writing Try-Again Time. This book for toddlers is like a mini-introduction to everyday resilience-building. As young children explore their world and learn new skills, we can support their growing curiosity and independence. Try-Again Time uses phrases that I hope can become part of your child’s daily experiences at home and school. Here are a few try-again-time phrases that let children know you’re rooting for them:

• “Mistakes are okay!”
• “Take it slow.”
• “Each try makes you smarter. Each try helps you get stronger.”
• And the three super words for children: “I’LL TRY AGAIN!”

This positive language draws attention to the process of learning, not the outcome. When used at home, such phrases offer a continued message of support for your children so they get some practice building their “resilience muscles.” Instead of only offering praise if a child gets something “right” (or close to it), focus on the learning-and-growing aspects of each effort: “Wow, your body is getting stronger.” “Look how you’re solving problems!” “Keep trying—I’m proud of you. Are you proud too?” You’ll teach the value of hard work and of bouncing back after mistakes.

Learning new skills takes time for children—and patience from you, of course. There will be days when you and your child both start to get frustrated. When this happens, you get to be an everyday kind of hero, someone who, instead of showing annoyance, takes a deep breath and makes a point of being a source of calm in the storm. That’s the moment when you can rise to the occasion and say, “I’m here to help. Let’s work together.” Offer a hug, a break, and a “try again” attitude. When you do, you’re modeling the resilience you want your child to build.

Since childhood, I’ve loved stories, and I grew up to be a writer and an avid reader of all kinds of children’s literature. I often say I could live in a bookstore. I earned an MFA in writing for children and young adults, and as part of my educational program I have read thousands of stories for kids of all ages. I believe that offering children both nonfiction and fiction books exposes them to a good mix of “how to” and “imagine if . . .” So, if you’re looking for picture books that touch on themes of trying, resiliency, and bouncing back from mistakes, I’d like to recommend a few that you can look for at your local library or bookseller.

The Magical Yet by Angela DiTerlizzi, illustrated by Lorena Alverez

A rhyming story that helps children see how to turn a negative into a positive. The “Yet” is a special companion we all have: Can’t tie your shoes? Yet! Can’t ride a bike? Yet! The “Yet” is there to help out anyone who’s still learning but willing to try.

Peep Leap by Elizabeth Verdick, illustrated by John Bendall-Brunello

A rhyming story that introduces readers to a baby wood duck who’s afraid to leave the nest and leap to the pond below, where his family awaits. Reassuring language cheers children on: “You’re braver than you know . . . get ready, get set, GO!” Readers learn the importance of taking leaps to grow.

Y Is for Yet: A Growth Mindset Alphabet by Shannon Anderson, illustrated by Jacob Souva

Mistakes aren’t just mistakes—they’re growth spurts. This book uses the ABCs as a framework to introduce a growth mindset. From Ability to Zany, kids learn new vocabulary that expands their view of themselves as learners.

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