5.2. Describe criteria you could refer to when choosing books for young children

This guide will help you answer 5.2. Describe criteria you could refer to when choosing books for young children.

Selecting books for young children needs thought and care. Books help with language development, imagination, emotional growth and cultural awareness. The right choice can encourage positive feelings about reading. Poor choices can cause disinterest or confusion. There are several criteria you can look at when deciding which books to offer. Each criterion helps you match books to a child’s needs, interests and stage of development.

Age Appropriateness

It is important that the book matches the child’s developmental stage. This includes the language used, the length of the text, and the complexity of ideas. Younger children need simple words and short sentences. Older pre-school aged children can manage longer stories and more advanced ideas.

Books for babies and toddlers usually:

• Feature single words or short phrases
• Use repetition and rhythm
• Have bright pictures and clear shapes

Books for older early years children:

• Use more descriptive language
• Develop characters and create simple plots
• Introduce problem solving in stories

Matching a book to the child’s age helps them to follow the story without frustration.

Language Level

Books should match the child’s vocabulary level. If there are too many unfamiliar words, the child may lose interest. A book that mixes some new words with familiar ones can help growth in language skills.

You can assess language level by:

• Reading a few pages and noting the number of complex words
• Looking for repetitive phrases that help learning
• Checking if sentences are simple or more complex

Language level affects a child’s confidence in reading or listening.

Illustrations and Visual Appeal

Pictures play a huge part in children’s books. For very young children, the images often carry more meaning than the text. Good illustrations help the child understand the story and keep their attention.

When reviewing illustrations, consider:

• Are the pictures clear and easy to interpret
• Do they match the text
• Are they bright and inviting without being too crowded
• Do they reflect diversity in people, places and situations

Clear and positive illustrations can help children link spoken words with images, supporting comprehension.

Content and Themes

Themes should be appropriate for the child’s life stage. Books can introduce everyday concepts like family, friends, animals or play. You can also offer books that explore emotions such as happiness, sadness or fear in ways children can understand.

Positive content often includes:

• Stories about friendships and cooperation
• Situations that can be resolved positively
• Characters that show empathy and kindness

Avoid books with frightening or overly negative content for very young children.

Physical Format of the Book

The physical feel of the book matters for young children. They may not yet handle delicate pages well.

Features to look for in format:

• Board books for babies and toddlers
• Rounded corners for safety
• Protective coating so pages are easy to clean
• Sturdy bindings to withstand repeated use

Some books have interactive elements such as flaps or textures, which can engage sensory interest, though these should be well-made to avoid damage or hazards.

Cultural Appropriateness and Inclusivity

Books should represent diversity positively. This includes differences in culture, ethnicity, family structure, ability and gender roles. Children benefit from seeing themselves represented in books and learning about other people’s lives.

Consider if the book:

• Shows a range of characters from varied backgrounds
• Avoids stereotypes
• Presents differences in a respectful way

Inclusive content helps children appreciate and value diversity from an early stage.

Accuracy in Information

Non-fiction books for young children should give clear and accurate facts. If a book teaches about animals, places, or daily life activities, these should be correct. Misleading information can affect learning and create confusion.

Check:

• That facts match what is known in early years teaching
• Pictures and diagrams are correct and labelled clearly
• Any explanations match the understanding level of young children

Accuracy helps build trust in reading as a way to learn.

Encouraging Interaction

Good children’s books often encourage interaction. This can be through asking questions, encouraging the child to predict what might happen next, or inviting them to join in with repeated phrases. Books with interactive features can make story time more engaging.

Look for:

• Stories with repeated lines that children can remember and join in
• Questions within the story to prompt thinking
• Opportunities to use props or pictures during reading

Interactive books can make reading more active and fun.

Emotional Resonance

Books can help children understand their feelings. Careful choice means offering books that reflect emotions a child may face. This can be changes at home, friendship issues, or new experiences.

Look for stories where:

• Characters show clear feelings and use language that names emotions
• Problems are solved in safe and reassuring ways
• There is a positive emotional outcome by the end

When a child relates to a character’s feelings, they can gain comfort and learn coping strategies.

Story Structure

Young children benefit from clear story structure. A beginning, middle and end help them understand the sequence of events. Predictable structure also builds listening and thinking skills.

Signs of good structure include:

• A logical sequence of events
• Clear cause and effect in the story
• A resolution that ties the story together

A strong structure makes stories easier to follow and remember.

Safety Considerations

Books for very young children should be safe to handle. This means checking for small detachable parts in interactive books, and avoiding materials that could cause harm. Safety checks include looking at construction, printing materials and shapes.

Points to consider:

• No sharp edges
• No loose or small parts that could be swallowed
• Non-toxic inks and materials

Children should be able to explore books without risk.

Links to the Early Years Foundation Stage (EYFS)

In the UK, the EYFS guides practitioners. When choosing books, you can think of how they support the EYFS areas of learning and development. Books can support:

• Communication and language development
• Literacy
• Understanding the world
• Personal, social and emotional development

Books that link to these areas help meet developmental goals and encourage balanced growth.

Matching Books to Interests

Children are more likely to enjoy books about topics they already like. You can watch and listen to what they talk about and match books to those themes. Interests can change over time so choice should be reviewed regularly.

Examples of matching interests:

• A child who loves animals may enjoy stories set on farms or about pets
• A child fascinated by vehicles may respond to books with cars, trains or rockets
• A child curious about nature may enjoy books about seasons, weather or plants

Matching to interest supports engagement and motivation to read.

Supporting Different Learning Styles

Children learn in different ways. Some respond strongly to visual cues, others to rhythm and sound. Some benefit from tactile features in books. You can choose books that suit their preferred style, or mix styles to widen their experiences.

Examples:

• Rhyming books for auditory learners
• Picture-heavy books for visual learners
• Books with textured pages for tactile learners

Offering variety supports more inclusive learning.

Considering the Length of the Book

Length affects attention span. Shorter books are better for younger children. Older pre-schoolers can enjoy longer narratives but still need a clear focus.

Assess length by:

• How many sentences per page
• The number of pages
• How much text is in relation to illustrations

This helps match the book to how long the child is likely to stay engaged.

Promoting Positive Values

Books can promote values such as kindness, sharing and respect for others. When children see these values in action in stories, it can influence their behaviour.

Examples of values in books:

• Stories where friends share and help each other
• Characters who use problem-solving instead of conflict
• Plots that reward helpfulness and caring

Positive messages can stay in a child’s mind long after reading.

Final Thoughts

Choosing books for young children is about more than picking something colourful. Each choice affects the child’s view of reading and learning. A well-chosen book supports language growth, emotional understanding, and social skills. It encourages curiosity and gives pleasure.

By looking at criteria such as age appropriateness, content, illustrations and safety, you can offer books that fit each child’s development and interests. Keep reviewing choices as children grow, and balance familiarity with new challenges. That way you create a rich and supportive reading environment that can make a lifelong difference.