Books can help to prepare for a special occasion or collect memories from a recent event. For example, before a holiday, you can choose a book that speaks about it and discuss: Which events did you plan for the holiday? How can both parents and children prepare for it? In preparation for Purim, you can make a costume or mishloach manot together, and after the holiday, you can read the book again to help you remember the beautiful moments you have just experienced together.
Walk around the house and pick an item: a spoon, a plant, a ball or… a rug. Take turns describing a costume that includes the chosen item: Is the rug part of a rug seller’s costume? Or is it a flying carpet? Is the ball part of an athlete costume? Or a clown’s nose?
This book provides an opportunity to share Purim memories: Do you like dressing up, and if so, do you only do so on Purim? Did you, parents, enjoy dressing up while you were growing up? Which costume brings back good memories? You can find out who likes to dress up and who prefers not to, look at photos from the past and be reminded of special Purim moments.
Where in the book can you find an astronaut’s costume? And what about a Queen Esther, firefighters, police officers or Albert Einstein? You can look for the costumes in the illustrations. Which one is your favorite?
Who was Albert Einstein?
Albert Einstein [1879-1955] was a Jewish German scientist. The relativity theory he developed and other studies he conducted made a big impact on the world of science and on how the laws of nature, time and the universe are perceived. Einstein had a sense of humor and imagination, promoted peace and fraternity, and loved corresponding with children from all over the world. Einstein supported the establishment of the Hebrew University in Jerusalem, and the State of Israel in general.
Books help children recognize feelings, name them, identify and empathize with the characters, and, subsequently, do the same with friends and people in general. While reading, you can look at the characters’ facial expressions and discuss: How do you think they feel? Are they angry? Sad? Perhaps happy and relaxed?
Sometimes we fight with friends, and sometimes with our siblings. You can discuss and share an argument you had: What caused it? How did you feel? Who helped you to calm down? Did you make up, and how?
The child in the story fights with everyone, but how can you fight a broom or a faucet? Try picking an inanimate object and acting out an amusing interaction with it – how about a game for two with a stuffed animal, a conversation with a toy car, or an argument with a coat?
You can open the book to a random page and move like the things described on it: You can fly like the wind, drip like a faucet, open and close like a door, or soar like an airplane.
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.
All houses consist of walls, a roof, doors and windows: What’s special about your house? What makes it your home? You may want to discuss special objects and items found in your home, or the things you do there together.
How about making a house out of blankets, cardboard boxes, sticks and clothespins? And what else would you need? Decide on a location and workplan, gather the necessary items and accessories, and off you go!
Take turns announcing a topic and having all the other players try to work together to find a suitable item. For instance, when “red” is announced, all players must search the house for a red item. In the next round, another player might call out “big”, “small”, “cute”, “old”, “multicolored”, “annoying” or “wheel”, sending the other players to look for an item matching their announced topic.
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.
How did Guy feel when he destroyed Omer’s circus? And how did Omer feel when he discovered what had happened? Were you ever in a situation where you or someone you cared about ruined something for the other? How did you feel, and what did you do? Were you able to fix it? Perhaps you could discuss the feelings that emerge when something is ruined, and when you discover it can be fixed.
Is one of your games broken? Has the paint peeled off? Perhaps a nail has come loose? Then it’s time to fix it! Make a list of all the things that need to be repaired around the house, then pick an item at a time, and fix it. You could even make new things out of old ones. An old sock can become a puppet! An old box can be painted and decorated with colorful paper and stickers…
Circuses make children’s and adults’ imaginations run wild, and can be the setting for many fascinating occurrences. You may enjoy building your own circus at home, and acting the story out using the appropriate outfits and accessories. You could even be inspired enough to write a brand-new script about what goes on in a colorful circus.
Torn pieces of paper can be turned into a piece of art! Color some pages in various colors, then tear them up into small pieces. You could also use newspaper cuttings or scrap paper. Next, make a painting together on a blank piece of paper by sticking the colorful, torn pieces onto it, and creating a mosaic!
You may want to look at the illustrations closely together. You could ask your child to pick a character, and tell the story from his/her perspective.
Perhaps you could ask your child what Shira did by joining Tali under the table. You could share ideas for ways out of situations in which you feel angry, sad, or upset. You may want to share an experience in which you helped cheer someone up.
It is not always easy to discern how others are feeling. You may enjoy standing with your child in front of the mirror, taking turns to make faces, as the other guesses which emotion those faces are designed to convey.
אפשר לשאול את ילדיכם מה עשתה שירה כשהיא הצטרפה לטלי מתחת לשולחן. אפשר גם לשתף זה את זה בשאלה מה עוזר לכל אחד מכם לצאת ממצבי כעס, עצב או עצבנות. תוכלו להיזכר בפעם שעזרתם למישהו ושיפרתם את מצב הרוח שלו.
You may want to read the book over together several times. You could stop on each page and ask your child: “What will George do?”. Your child could repeat the phrase “Oh no, George!” out loud.
Perhaps you may enjoy using a stuffed animal or making a simple puppet with which to act the story out together. You could walk around the house with it, looking for various “temptations”. What will your stuffed animal or puppet do in each room? How will it behave? Will it manage to restrain itself?
You may like to leaf through the book together, looking for various items in the illustrations, such as the cake, cat, or flowers. How many times does each of them appear in the story?
This story describes George’s contention with the things he is not allowed to do. But surely George does some things he is allowed to do as well! You may want to think together of some of the good things George likes to do, and invent your own story, entitled Oh yes, George!
The book ends with the question: “What will George do?”. Perhaps you might like to tack on a different ending to the story together.
Oh No, George!
שְׁמִירָה
The breathtaking illustrations add another level to the story
The breathtaking illustrations add another level to the story, and you may want to take a closer look at them. What is the fox doing on each page? How do the children’s facial expressions alter throughout the story? Have you also noticed how the pond changes as pages are turned? Perhaps you would like to select your favorite part of the book, and draw it whichever way you like.
You may enjoy role-playing, pretending to be one of the children’s parents. It’s night-time, and the children return from the orchard in high spirits. Perhaps you could ask them how their day at the orchard had been, and let them describe their experiences in their own words.
Anything’s possible when you use your imagination: carobs become swords, olives turn into delicious salads, and half a pomegranate serves as a royal crown! You may want to play the following game: pick an item and pretend to do something with it using nothing but gestures, no speaking allowed. Your child should try to guess what the item has become, and think up other uses for it when they have. Take turns picking items and guessing.
Fighting and making up: after reading the story, you may want to discuss quarrels among friends, and share stories of fights and make-ups you have experienced. After fighting, each of the children in the book played on their own. You may wish to speak with your child about times when being alone is pleasant and desirable, and other times, when it is more fun to play together.
At the Heart of the Orchard
שְׁמִירָה
Do you have an orchard, vineyard or forest nearby?
Do you have an orchard, vineyard or forest nearby? You could take a walk in them together! Just like the children in the book, you could also pick olives, and squeeze oil out of them, play with carobs, or hide behind trees. You may also enjoy collecting leaves of all colors, and crushing them onto a sheet of paper when you return home. Discover the different color liquids that come out of them, and use them to paint naturally colored paintings.
It all began with a misunderstanding and hurt feelings, and then “Now you’ll see what’s going to happen!” After reading the story together you may discuss intentions and misunderstandings among friends, and share experiences with one another.
Like Kramer the cat, we all feel big at times and small at other times. You can ask your children when they feel big and when they feel small, and talk about the advantages and disadvantages of each.
“Scratches, bites, jumps and somersaults” – that’s how the author Meir Shalev describes cat games. You can flip through the book, select one of the animals and act out that animal’s movements.
Kramer is very fearful of the large animals he meets in the forest. This can be an opportunity to discuss with your children caution and safety rules, fears, and ways to overcome fear.
Kramer’s friends teach him an important lesson in friendship: A good friend is one who knows how to forgive and to apologize. You can look for the illustration where Kramer’s friends meet him in the forest, and note the expressions on their faces.
Yossi Abulafia’s rich illustrations depict an array of animals – some domestic, others wild. You can look at the illustrations with your child and see how many of the animals you recognize. Does your child know all the animals’ names? Which of them can be found near your house? You can go for a hike. Which animals, large and small, do you meet on the way?
You can act out the story using stuffed animals and toys. Allow your children to select the dolls to represent Kramer, his friends from the garden and the forest animals. The animals can be happy, be afraid, play together and quarrel – and, in the end, make amends and apologize.
After reading the book together you can look at the picture of Kramer sleeping in his bed, choose a doll or stuffed animal and guide it to sleep by reading a “Sifriyat Pijama”
bedtime story.
Do your children have a favorite doll or stuffed animal? After reading together the story about Maya and her kangaroo, you can discuss the special feelings we have toward objects, toys or stuffed
You can take a picture of your children holding their stuffed animal, print out the photograph and decorate a frame for it. The framed photograph will serve as a memento in future years and will remind your children of the special relationship they had with the doll when they were
The illustrations that accompany the story hint at changes in the blue kangaroo’s feelings, as more and more stuffed animals join him in Maya’s bed. You can flip through the pictures with your child and ask them to describe how they think the kangaroo feels on each
Each night before going to sleep Maya recites “I love you, Blue Kangaroo”. Even when new dolls and toys are added, she ends her recitation with the same line. How do you get ready for bed? Do you have a special bedtime song, recitation or ceremony?
You might want to discuss with your children why they think Maya agreed to share so many toys with her baby brother, but woulddn’t give away the blue kangaroo. Do your children have toys or dolls that are easier to share, and others they refuse to part with?
Together with your children you can look for the pictures of Maya’s baby brother. You can tell the story through his eyes, and try to think how he feels as the story
Maya and the blue kangaroo have a special relationship, which is not weakened as new dolls are added. Do you and your children have special relationships with family or friends? You can talk about this with your children, and reinforce their confidence in your feelings toward them.
The gifts that Maya receives throughout the story are new and shiny, while the old kangaroo is old and worn. Sometimes we too prefer things that are new and shiny, and it can be hard to decide what to give up. The story can lead into a family discussion on loyalty, weighing considerations and making difficult
The blue kangaroo feels crowded in Maya’s bed, but many times it is warm and cozy to lie together in bed! You can cuddle up and read books together in bed, and following this story, add more and more dolls and stuffed animals. You can also sing together fun songs like “Shovavim Bamita” by Datia Ben-Dor:
Leah Goldberg (1911-1970), born in Kovno, Lithuania, was a poet, author, and translator. She studied at the universities of Berlin and Bonn, and received a PhD in Semitic Linguistics at the age of 22. Two years later (in 1935), she made aliyah to Israel and established herself as a renowned poet. She edited and wrote children books, including Where Is Pluto?, Apartment for Rent, and many others which have become classics of Israeli literature. Goldberg also headed the Comparative Literature Department at the Hebrew University of Jerusalem. In 1970, she was awarded the Israel Prize for literature, but unfortunately passed away two months before the prize ceremony. Her mother accepted the prize in her name.
Gad feels that there is a “naughty boy” inside of him that is making trouble and irritating him. Discuss together: Is there really a “naughty boy” inside of him?
Who swears at the auntie and pushes Yocheved: Gad, the “naughty boy”, or both of them together? Where is the “naughty boy” when Gad is not angry? What do you think?
The illustrator Danny Kerman chose to represent the “naughty boy” by drawing a small shadow of Look at them both (Gad and the “naughty boy”). What is the “naughty boy” doing when someone is angry with Gad? Choose one of the illustrations and make up a “shadow conversation” between two characters, using your hands: Shine a bright light on the wall, using a lamp or flashlight. One of you will make shadows with your hands as if you were the “naughty boy”, and the other will respond as if they were Gad.
The adults are upset with Gad: Father says he is acting like a baby, Yocheved’s mother calls him a “savage”, and Grandmother is so angry her nose turns green. What do you think about the behavior of the adults who talk to Gad?
Discuss with your child an incident when you could not overcome your anger. What can one do in order to prevent this? If we are angry, how can we deal with the consequences of this feeling?
Gad says: “I have tried everything… in order to make the ‘naughty boy’ go ” There are seven illustrations in the book that describe Gad’s attempts to deal with the “naughty boy”. Look at these illustrations and try to identify how he is dealing with the “naughty boy”.
Gad asks: “What shall I do with him, with the ‘naughty boy’?” Like Gad, we all have urges and habits that we are not proud Choose a habit that you would like to overcome and in this way become a hero or heroine! Make a “Badge of Bravery” to award the heroes (e.g.: a medal, crown, sticker, etc.) and award it to the children when they overcome their urges and behave maturely.
The “naughty boy” is often troublesome, but he also has some good characteristics: courage, independence and a strong will. Surprisingly, he even knows how to dance! Inside the book cover there are a series of illustrations of the “naughty boy”. When one looks at them in sequence, it seems as though the “naughty boy” turns his anger into dancing. You’re welcome to dance with him. Choose a few moves for the children to do and create a little dance. You can sing or drum to accompany the dancing.
Look through the book together and examine the unusual illustrations that accompany the text. Notice the various perspectives the illustrator used in creating these pictures. Which pictures show the action from above—and which from the side? Talk with your children and ask them why they think the illustrator chose to portray the events on the bridge as she did.
Sometimes, before we arrive at a good idea, we first have to try (and discard) some not-so-good ideas. Together with your children, go back over the various solutions which the bear and the giant proposed in the story. What are the upsides and downsides of each idea?
Every child has experienced the clash of wills. Sometimes one family member wants to play music while the other wants quiet, or one wants to read in bed while the other wants to turn out the light and go to sleep. Or a child might be deep in a game when her parents inform her that it’s time to leave the house. … After reading the story with your children, talk about how all of us have differing desires at times, and recall any creative resolutions you and your family may have reached.
Look around your neighborhood for a low wall, or a playground with ropes, slides, and ladders, and try (carefully!) to cross them at the same time from opposite sides. Do you, too, find yourselves forced to “dance” while hugging each other, just like in the story?
After reading the story, you could start investigating the different kinds of bridges where you live. You could also build toy bridgesout of blocks, Legos, or other construction toys. Once your bridge is complete, you can use it to stage a little play based on the story, using dolls or Lego characters.
Do you know other stories that feature a bridge? You can look at home, at your children’s kindergarten, or at your local library for more books and stories about bridges, including “The Bridge” by ShlomoAbass, “The Treasure” by Uri Shulevitz, and many more, and read them with your children.
Feathers in the Wind is an ancient story passed from one generation to the next. Do you know any stories that are passed down in your family? You may want to remind each other of one or two such stories.
Things told “by word of mouth” can sometimes get distorted. “Chinese Whispers”, or “Telephone”, is a game that demonstrates this possibility in a humorous way: players form a circle, and the first player whispers a word in the second player’s ear. The second then whispers what they heard to the third, and so on, until the final player is reached, and asked to repeat the word out loud. Is it the same as the one whispered by the first player?
The woman in the story learned that it is not easy to mend her ways and take back the words she had said. You may like to discuss the following with your child: In your opinion, why did the woman gossip and spread rumors about the people of her town? Have you ever regretted anything you’d said, even as a joke? Perhaps you would like to discuss such incidents, and the steps you took following them.
What is the connection between words and feathers? You may want to ask your child: What do you think of the rabbi’s unusual suggestion, given without any direct preaching? Are there any life lessons in your family that are passed on in a creative, humorous fashion?
The verse “Guard your tongue from evil, and your lips from speaking guile” has a wonderful tune composed by Baruch Hayyat. If you know it, you may enjoy singing it together.
Shlomo Abbas has written and retold numerous stories. You may want to look for more of his books at home or the local library, and read them together. Which stories did you like?
Notice the things Matan and Noah like to do together before they quarrel. Ask your children what they like to do with their friends, and when do they help one another?
Examine Matan’s and Noah’s facial expressions in the illustrations. When do they look happy? When do they look sad, or angry?
If Matan and Noah were friends of yours, what would you suggest that they do to prevent the quarrel from occurring, or to make up afterwards?
Ask your children if anyone has ever helped them to make up with a friend after a quarrel. How would you want to be helped to make up after a quarrel? You could create a little book –write your own story and illustrate it together.
You could brainstorm together and come up with an ad or slogan that promotes peace between people. Create a poster featuring your ad or slogan and hang it up in your home.
The bridge that Elijah the carpenter built was made of boards and nails. Ask your children what bridges they know, and what are they made of? You could also build a bridge out of popsicle sticks or Lego blocks. After you finish building the bridge, you could use it to stage a play about the story, using dolls or Lego figures.
Do you know the song, “The whole world is one narrow bridge”? If you do, you can sing it together with your children.
• Flip through the pages of the book with your child and look closely at the delightful illustrations by Shimrit Elkanati. Is this how you had envisioned the cats in the poem? You and your child can draw your own cats and make a special family version of the book.
• Using old socks, fabric and buttons, you can make hand puppets to enact the story – once using your own words, and once reciting the rhyming verses of the original poem.
• The poem is set in rhyme and is easy to recite. Your child can try to learn the words by heart and recite it out loud to you.
• Did you ever want to be like someone else? Did you perhaps dream of hair of a different color or more or less curly, or wish to be taller or shorter? After reading the poem, you can dress up in costume and try to experience looking like someone else. After this game, you could discuss with your child the beauty and beloved traits of everyone in your family, and encourage your child to be happy with who they are.
• You can explain the meaning of the saying “May the honor of your friend be as precious to you as your own” and discuss friendship. Who are your friends? Do you argue at times? How do you reconcile? Together you can draw two pictures: one picture showing friends arguing, and the other depicting the reconciliation.
• When the cats in the poem are offended, their fur stands on end and they arch their backs, and they stop talking to one another. You might talk with your children about feeling offended. How can we tell if we offended a friend or family member? What can we do when this happens? And how should we respond if somebody insults or offends us?
• Do your children know any other poems or stories by O. Hillel? The poem “A Tale of Two Cats” also appears in an anthology of his poems by the same name, accompanied by illustrations by Alona Frankel. You might look for the book at home or in the library, compare the illustrations in the two versions and enjoy reading together all the poems in the anthology.
You may enjoy looking at the illustrations together. Which toys do Noam and Elad play with? What does your child enjoy playing with – be it with their siblings, friends, or on their own?
“Noam didn’t mean to fight with Elad, Noam didn’t mean to slap his hand”: You may want to ask your child how it is that Noam did not mean to fight and slap? Have you ever had a similar experience?
We all make mistakes sometimes. You may want to share an incident with your child in which you felt the need to say you’re sorry. Was it difficult for you to do? How did you feel after apologizing?
You may enjoy looking at the final illustration, and reflect together about the final lines of the story. Why are both brothers happy? Who, in your opinion, is happier?
Noam and Elad are brothers, but they’re also best friends. Who is friends with your child? What do they enjoy doing together? After reading this story, you may want to invite a friend of your child’s over to play.
Peace to the World 
The Speed of Sound 
Nevo’s Mask 
A Fight with A Broom 
The Two of Us 
How to Build a House 
On One Foot 
Who Destroyed the Circus? 
Tali is under the Table 
Oh No, George! 
At the Heart of the Orchard 
Kramer the Cat Goes into the Forest 
Maya’s Blue Kangaroo 
The Naughty Boy 
The Bridge 
Feathers in the wind 
The Bridge Tale 
A Tale of Two Cats 
How do you say “I’m sorry”? 
שִׂיחָה
שֵׁמַע
מִשְׂחָק
חֵקֶר
הַשְׁרָאָה
קְרִיאָה
סִרְטוֹנִים
יְצִירָה
הַעֲשָׁרָה
כְּלָלִי
הַמְחָשָׁה
בִּשּׁוּל
לָצֵאת הַחוּצָה
