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Phase: Open Submission

Bobby

A research-based language-stimulating book series for the 0-3-year-olds.

Photo of Sprogeriet Sprogeriet
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Bobby reads a book (language comprehension). In this book, Bobby is given a variety of tasks. The children is encouraged to help Bobby solve the tasks. The book’s focus is making sure that the child understands the content and the message of the story. In this situation Bobby (and the children) has to find the book with a dog on the cover. Bobby reads a book (language comprehension). In this book, Bobby is given a variety of tasks. The children is encouraged to help Bobby solve the tasks. The book’s focus is making sure that the child understands the content and the message of the story. In this situation Bobby (and the children) has to find the book with a dog on the cover.
Bobby uses language sounds (pronunciation). In this book, we meet Bobby in typical day-to-day situations. The book’s focus is the importance of putting emphasis on the specific language sounds. In this situation Bobby is in the bathtub and the language sound in focus is [b]. Bobby uses language sounds (pronunciation). In this book, we meet Bobby in typical day-to-day situations. The book’s focus is the importance of putting emphasis on the specific language sounds. In this situation Bobby is in the bathtub and the language sound in focus is [b].
Bobby shows us what he wants (communicative strategies). In this book, we see how Bobby handles different day-to-day situations. Through Bobby’s words, feelings and gesticulations, the book’s focus becomes joint attention and conversations about how to communicate in an appropriate way. The book encourages the caretaker to implement the strategies, used in the book. For instance, by communicating in day-to-day life, “she’s sad because he took her ball her”. Bobby shows us what he wants (communicative strategies). In this book, we see how Bobby handles different day-to-day situations. Through Bobby’s words, feelings and gesticulations, the book’s focus becomes joint attention and conversations about how to communicate in an appropriate way. The book encourages the caretaker to implement the strategies, used in the book. For instance, by communicating in day-to-day life, “she’s sad because he took her ball her”.
Bobby finds things (grammar). In this book, we follow Bobby during a typical day in Bobby’s life. The book’s focus is on children’s early grammatical skills, by presenting the child to small sentences and the singular and plural tense of nouns. In this situation Bobby (and the children) has to find Bobbys blue pacifier amongst all the pacifiers. Bobby finds things (grammar). In this book, we follow Bobby during a typical day in Bobby’s life. The book’s focus is on children’s early grammatical skills, by presenting the child to small sentences and the singular and plural tense of nouns. In this situation Bobby (and the children) has to find Bobbys blue pacifier amongst all the pacifiers.
In this book, Bobby celebrates his birthday at the nursery. The book’s focus is creating opportunities for the child to practice storytelling. The book consists of several smaller stories, all including an “action” and a “reaction”, which helps encourage the storytelling. During the storytelling, the child can be helped to tell the story by looking at the pictures and by having the caretaker ask questions, such as, “What do you think is happening here?” and “Do you think Bobby is happy now?”. In this book, Bobby celebrates his birthday at the nursery. The book’s focus is creating opportunities for the child to practice storytelling. The book consists of several smaller stories, all including an “action” and a “reaction”, which helps encourage the storytelling. During the storytelling, the child can be helped to tell the story by looking at the pictures and by having the caretaker ask questions, such as, “What do you think is happening here?” and “Do you think Bobby is happy now?”.
In this book, the child is introduced to a number of words that are both meaningful and recognizable in a child’s daily life. The words used are typical words that the child meets between the ages of 1-3, either at home, the nursery, or at pre-school. In this book, the child is introduced to a number of words that are both meaningful and recognizable in a child’s daily life. The words used are typical words that the child meets between the ages of 1-3, either at home, the nursery, or at pre-school.

Bobby reads a book (language comprehension) 

In this book, Bobby is given a variety of tasks. The book’s focus is making sure that the child understands the content and the message of the story. 


Text example: 

Mr. Larsen says, “Bobby, can you hand me the book with the dog on the cover?”. 

Which book should Bobby give to Mr. Larsen? 

·     The book with the dog on the cover? 

·     The book with the apple on the cover?

 

Bobby uses language sounds (pronunciation) 

In this book, we meet Bobby in typical day-to-day situations. The book’s focus is the importance of putting emphasis on the specific language sounds. 


Text example: 

B

Bobby bathes in the bathtub. 

Bobby plays with the bubbles and his boat 

Bobby loves to burst the bubbles and battle with his boat 


Bobby shows us what he wants (communicative strategies) 

In this book, we see how Bobby handles different day-to-day situations. Through Bobby’s words, feelings and gesticulations, the book’s focus becomes conversation and joint attention. 


Text example: 

Bobby wants to play with the ball that Aia has. He’s waiting for Aia to finish, and it becomes his turn to play with the ball. 

Look. Bobby is waiting for his turn. 

Sometimes, it’s too hard for Bobby to wait. He therefore takes the ball from Aia. “That’s MINE”, Bobby yells. Aia starts crying. 

Look. Aia is crying because Bobby took the ball. It wasn’t Bobby’s turn yet. 

Describe the intended vision for your early childhood book manuscript in 1-2 sentences

Our goal is to make language-stimulating strategies more accessible for the caretaker, during conversations with the child, by suggesting specific strategies that can be implemented easily in everyday situations and conversations.

Share your suggested book title

Bobby

How has this book been informed by early childhood language development research and evidence? (response minimum 250 Characters)

The Bobby book series consists of six different books, highlighting the six fundamental language domaines: language sounds, vocabulary, grammar, language comprehension, storytelling, and communicative strategies. The Bobby books can be read as “regular” children’s books, but it’s encouraged that the caretaker engages the child in the story and asks questions. The Bobby series is based on the idea of shared reading (dialogical reading), which we from research know is one of the best ways for children to strengthen their language development. Whitehurst, G. J et al (1994): “A Picture Book Reading Intervention in Day Care and Home for Children From Low-Income Families”. I: Developmental Psychology. Jessica A. R. Logan et al (2019): "When Children Are Not Read to at Home". Journal of Developmental & Behavioral Pediatrics, 2019 Fenson, L. et al (2006). The MacArthur Communicative Development Inventories: User’s Guide and Technical Manual. Brookes. http://wordbank.stanford.edu

How have you crafted this manuscript to resonate with and/or reflect the experiences of those living in urban contexts? (optional question)

Following Bobby’s daily life gives the children an opportunity to reflect on their own everyday experiences and contribute with their own stories so it becomes a shared reading experience. The Bobby series provides: 1) support for the child’s language development, and 2) concrete language supporting strategies that the caretaker can use, both when reading the book but also in day-to-day life. Our ambition is, that having a specific targeted use of the language strategies, when reading the books, will ease the way of integrating the strategies in daily life. We are aware that the Bobby books have a Nordic-touch. We are prepared to adjust the pictures and the story to fit an American theme

Location: Country

Denmark

Location: City

Odense

Website URL (optional question)

www.sprogeriet.dk

Tell us more about you / your team

We are Camilla Nellemann and Helene Cooper Larsen – we’re from Denmark and are both MSc in Speech and Language Pathology. We are driven by a curiosity as to how we can implement research-based activities in everyday language stimulation. This ultimately led us to open our own business, Sprogeriet, in 2016. At Sprogeriet, we develop research-based tools that stimulate children’s language development. We believe, that in order to fully help develop a child’s language the following elements are essential: research, play, joint attention, dialogue and meaningful contexts. We implement all these elements into our products (board games, apps and now also children’s books). The most important thing for us is to create products that are needed and wanted in the field. Therefore we always include children and caretakers in co-creation in the developmental process. By creating products that are playful, easy to use and research-based, we optimize the quality of language stimulation.

Provide an example visual identity for a look and feel you might like to achieve. ( (optional question, 3-5 visuals)

The visual identity chosen consists of illustrated characters pasted on to photographic surroundings was most sought for and liked by children in our target audience when tested in a focus group. The visual identity chosen consists of illustrated characters pasted on to photographic surroundings was most sought for and liked by children in our target audience when tested in a focus group.
The visual identity chosen consists of illustrated characters pasted on to photographic surroundings was most sought for and liked by children in our target audience when tested in a focus group. The visual identity chosen consists of illustrated characters pasted on to photographic surroundings was most sought for and liked by children in our target audience when tested in a focus group.

Multiple Choice - Have you been previously published (online, self-published, and print included)?

  • Yes

If yes, please list titles and publications.

The Bobby books are our first books. We have published other products: "Fronting/Backing Kassen" (teaching boardgame for children with speech disorder) "Stopping Kassen" (teaching boardgame for children with speech disorder) "Minimale Par Kassen" (teaching boardgame for children with speech disorder) "Talepiloten" (danish App to enhance speech sound recognition) Article: "Research based phonological intervention in danish children" Article: "Evidens based practice in danish praxis "

Do you have an agent?

  • No

How did you hear about the Challenge? (optional question)

  • Someone in my network (word of mouth)

What best describes you? (optional question)

  • A Socioeconomic company specialized in developing research-based products aimed at child language

Attachments (1)

Bobby_visuals_IDEO.pdf

This attachment contains visuals of the covers (drafts) of the six different books in the book series and a broadside from each of the books. The six books each have a specific language focus: language comprehension, pronunciation, communicative strategies, grammar, storytelling and vocabulary.

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Photo of Ashanti Antonio Prescott
Team

Very interesting concept. Good method of sensitisation.

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Photo of Sprogeriet Sprogeriet
Team

Thank you so much.

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Photo of Ashanti Antonio Prescott
Team

You are welcome

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