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Hi, Neighborhood!

Mama and little one spend the day in the neighborhood, greeting all the familiar sights.

Photo of Camilla Okamoto  and Kim Prendergast
1 0

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Mama says, Look, it's a tree!

Hi, tree!

Mama says, There's the bus stop!

Hi, bus stop!

Mama says, Here comes a big bus!

Hi, bus!

Mama says, There's the library.  Let's go read!

Hi, library!

Mama says, Someone is playing basketball!

Hi, ball!

Mama says, Time to play!  Do you want to swing?

Hi, swing!

Mama says, Look at all the fruit!

Hi, fruit!

Mama says, I see a fire hydrant!

Hi, hydrant!

Mama says, Do you see the bike?

Hi, bike!

Mama says, Here's a stop sign.  Look both ways!

Hi, stop sign!

Mama says, There's the market.  What do we need?

Hi, market!

Mama says, What a nice day!  Now we are home.

Hi, home!

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

Our intended vision is of a picture book for children 0-3 that has warm images (see examples) of familiar sights in Philadelphia- row homes, corner stores, buses, playgrounds, libraries- that might be seen on a routine walk with a caregiver around a neighborhood. The caregiver character in the book uses these sights to comment and point out what they see, and the child responds with a "Hi!" ; this back and forth allows for positive parent-child interactions and early language development.

Share your suggested book title

Hi, Neighborhood!

PLEASE USE THE VERSION OF THIS QUESTION AT THE TOP OF THE SUBMISSION FORM: Share a draft of your manuscript (250 word limit, not including title).

Hi, Neighborhood! Mama says, Look, it's a tree! Hi, tree! Mama says, There's the bus stop! Hi, bus stop! Mama says, Here comes a big bus! Hi, bus! Mama says, There's the library. Let's go read! Hi, library! Mama says, Someone is playing basketball! Hi, ball! Mama says, Time to play! Do you want to swing? Hi, swing! Mama says, Look at all the fruit! Hi, fruit! Mama says, I see a fire hydrant! Hi, hydrant! Mama says, Do you see the bike? Hi, bike! Mama says, Here's a stop sign. Look both ways! Hi, stop sign! Mama says, There's the market. What do we need? Hi, market! Mama says, What a nice day! Now we are home. Hi, home!

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

We are both familiar with board books, picture books, and early reader books. We've consulted the Tier one vocabulary list, and read several current books that are for the 0-3 age group- hoping to get a sense of what parents are reading to their children now. We've considered what engages children in reading; the rhythms and repetitions that capture and keep their attention, as well as the images of familiar objects.

Please describe any familiarity you may have with Philadelphia and its residents? (optional question)

We both live in or grew up in the city. We have lived and gone to school here. Kim is in many city neighborhoods every day in her work as a social worker, and spends time with children ages 0-3. Camilla's family has been here for several generations.

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

We hope that parents or caretakers can read this book with their child and find pleasure and comfort in the familiar images (row houses, corner stores, playgrounds, Septa buses... all reflect the daily routines of a child in an urban context) and repetitive responses. A toddler might read along, saying the "Hi!" sentences. It might even carry over into their experiences in their communities, prompting language development as they "greet" the many parts of the world around them.

Location: Country

USA.

Location: State or Department

Pennsylvania

Location: City

Philadelphia

Tell us more about you / your team

Kim: I've been a social worker in Phila for 25+ years. Currently, I work with children ages 0-3 with special needs, + I'm often out + about in the city with them + their caregivers to help promote opportunities for new experiences which can help their development. These outings allow families to become more connected to the many resources in their neighborhoods. On our walks, we use the sights as a springboard for promoting language by commenting, labeling + asking questions. Our photos here are of things a small child would see in their Phila community. Camilla: I'm both a fifth generation Philadelphian + the child of an immigrant! I’m familiar with the city + its neighborhoods, + I understand the value of giving language to the world around you. Since reading for proficiency by 3rd grade is so important, I work with Philly Reading Coaches, helping to ensure that children in the earliest grades develop their reading skills. We are each married, and each have two grown children.

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

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

  • No

Do you have an agent?

  • No

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

  • William Penn Foundation website / social media

What best describes you? (optional question)

  • We are a writer and a social worker, mothers, and Philadelphians!

1 comment

Join the conversation:

Comment
Photo of Dawnnbooks .
Team

A story to confirm the names of items.
It's how toddlers learn.
Good luck to us all.