We’ve reflected on at mud kitchens lately with fascinating results, so how about another must-have feature of the modern early childhood education service: the book nook?
Like water play, quiet reading areas have been around for decades. But just as water play now often presents itself within the hip recycled timbers of a mud kitchen, for many services book nooks are a design feature inspired by and worthy of Pinterest.
With so much thought, care, and aesthetic effort being invested in these frequently fairy-lit, flower-framed, gauze-draped, corduroy-pillowed and gently-muralled zones, we thought it was time to pose a question about what’s going on inside.
The question was
A reading nook works well if _____?
Books are appropriate and respected
Courtney R kicked off the discussion with this reply
Appropriate books are available, children respect the books and the space and other children respect the children using the reading nook. The worst thing is being engaged in a story in that space and other children come in rough and loud and interrupting that experience.
Shanice M-C shared that view
[if it] Has educators who teach and example respect of books.
Nothing hurts me more than seeing ripped up and trashed books.
The space is right
Ella Jean raised the question of how location affects the use of a book nook, saying it worked well if
it has sufficient natural light, options about seating, and room for two … it’s good to have a few spots that are too small for an adult, but our children often like to read together and sometimes it’s useful to be able to tuck yourself away with just one child.
Gabrielle F. also raised location and layout,
[if it] Has places to sit or lie down in pairs or solo. Has limited distractions. I like a book shelf and baskets of books.
The vibe is right
The right ‘feel’ is something a lot of educators seek for their quiet reading zones.
Kara S. said a nook worked
If it is calming/relaxing.
While Mini S. said
[it] Isn’t over stimulating and automatically sets a calm tone for the area
It’s made with love and care
Cas shared this photograph of the nook she built, with help from family and friends
it was an anchor for the room, the drawers contained books, blocks, story telling fealties. The boxes above had writing materials and the hanging net storage had puppets, the flowers on the wall were low wattage lights…it was such a well-used space, up to three children could squeeze on the bench seating. It also offered a safe cruising spot for just walkers who liked to pull drawers open and help themselves, as the furniture was sturdy
It isn’t a nook
This wouldn’t be an ECE sector discussion if everyone agreed, right?
Ruth H. said
I have a problem with designated areas, l think they serve no purpose other than control. l think it’s way more interesting, and liberating, to just not. Why limit children’s play when we can offer flexibility and choice?
Kailah B countered
quiet spaces are important, as children often need a space where they can get out of the hustle and bustle of the classroom. That said, I don’t think it needs to be specific to reading, just a cosy spot to relax.
Are designated areas just another way to control children?
Share your thoughts in the comments below!
Meet the author
Bec Lloyd is the founder and managing director of Bec & Call Communication, providing professional writing, editing and strategy services to the school and early childhood education sector since 2014. In 2018 she launched UnYucky mindset and menus for happier family mealtimes. Formerly the communications lead at ACECQA and BOS (now NESA), Bec is a journo and mother of three who produces Amplify for us at Community Early Learning Australia.