Writing and illustration method

Young children are particularly receptive to learning a language. They are fascinated by new words that they don’t normally encounter in their daily lives, so it is a great time to introduce them to new words and concepts.

Erika Nielsen writes using fairly simple, easy to understand vocabulary, occasionally using words that children are probably not familiar with, in order to pique their interest in a novel concept. She hopes that this would prompt the child to ask the adult reading to them: “What does this mean?”, which would provide the opportunity for the adult to explain both the meaning of the word and the concept behind it.

In writing fables, she uses a time-tested educational style that both instructs and entertains. There are no heroes or villains; the world is presented as complex, where characters themselves have to make moral choices and find effective strategies in order to succeed. Some concepts are gently suggested, but not explained; in which case it is up to adult reader to decide how much or how little personal moral beliefs he or she wishes to share with the child.

The author does not impose any moral structure on the readers, giving the opportunity to the teacher or parent to impart their own meaning to the story. In this way, the story is not only entertaining but represents a vehicle for communication. However, the adult always has the option of not adding anything, playing out the parts and letting children make up their own minds, which encourages independent thinking.

For children who don’t read yet, or are just beginning to learn to read, pictorial representation is a primary way of obtaining information and a system for forming an emotional map of a story. Erika Nielsen made the effort to draw her own illustrations, because she wanted to write the “whole story”, not just the verbal part of it. The pictures complement, elucidate, extend and, sometimes, even contradict the narrative in small ways, just to see if the listeners are paying attention. As the result, a careful listener is faced with a choice: ”Do I believe the verbal narrative, my own eyes or should I come up with my own explanation to rectify the contradiction that I see?” This is a good way to develop independent reasoning skills.

Writing and illustration method

Young children are particularly receptive to learning a language. They are fascinated by new words that they don’t normally encounter in their daily lives, so it is a great time to introduce them to new words and concepts.

Erika Nielsen writes using fairly simple, easy to understand vocabulary, occasionally using words that children are probably not familiar with, in order to pique their interest in a novel concept. She hopes that this would prompt the child to ask the adult reading to them: “What does this mean?”, which would provide the opportunity for the adult to explain both the meaning of the word and the concept behind it.

In writing fables, she uses a time-tested educational style that both instructs and entertains. There are no heroes or villains; the world is presented as complex, where characters themselves have to make moral choices and find effective strategies in order to succeed. Some concepts are gently suggested, but not explained; in which case it is up to adult reader to decide how much or how little personal moral beliefs he or she wishes to share with the child.

The author does not impose any moral structure on the readers, giving the opportunity to the teacher or parent to impart their own meaning to the story. In this way, the story is not only entertaining but represents a vehicle for communication. However, the adult always has the option of not adding anything, playing out the parts and letting children make up their own minds, which encourages independent thinking.

For children who don’t read yet, or are just beginning to learn to read, pictorial representation is a primary way of obtaining information and a system for forming an emotional map of a story. Erika Nielsen made the effort to draw her own illustrations, because she wanted to write the “whole story”, not just the verbal part of it. The pictures complement, elucidate, extend and, sometimes, even contradict the narrative in small ways, just to see if the listeners are paying attention. As the result, a careful listener is faced with a choice: ”Do I believe the verbal narrative, my own eyes or should I come up with my own explanation to rectify the contradiction that I see?” This is a good way to develop independent reasoning skills.