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    amarshallbooks

    📚 Books that help little kids learn & grow
    ❤️ Inspired by my journey as a parent & educator
    👩‍🏫20+ yrs as a teacher & education trainer
    👇Shop my books
    Sometimes a friendship conflict in a story is the Sometimes a friendship conflict in a story is the perfect place to practice real-life friendship skills. 📚💛 A character gets left out. Someone takes a toy. A friend says something hurtful. Someone doesn't get their way. Instead of rushing past the conflict, pause for a moment and ask: “How do you think they feel?” Then: “What could they say?” “What could they do to make it better?” Your child gets to practice thinking about someone else's perspective, finding words for feelings, communicating a need, and thinking about repair—all while talking about a character. And that's what makes stories so useful. Your child isn't being put on the spot about their friendship conflict. They're looking at someone else's problem and getting a safe opportunity to think through what might help. You don't need a long conversation. Sometimes one question is enough. Because friendship skills aren't learned only when children are in the middle of a disagreement. They can be practiced when everyone is calm, sitting together, turning the pages of a familiar story. 💛 Save this for your next story time and try one question when a character has a friendship problem.
    Some skills simply take time. ❤️ As children grow Some skills simply take time. ❤️ As children grow, their brains and bodies are maturing—and that maturation matters. But development isn’t just about getting older. Children also need practice and experience to build the skills they’re developing. Think about emotional regulation. A young child may not yet have the developmental capacity to consistently manage frustration independently. As they mature, that capacity grows. But they still need repeated opportunities to practice calming down, waiting, communicating, solving problems, and trying again. Maturation creates new possibilities. Practice helps children use those growing abilities. That’s why we can’t expect a skill to appear simply because a child has reached a certain age. And we also can’t practice our way out of something a child isn’t developmentally ready for yet. Our job is to meet children where they are, provide support, and give them everyday opportunities to practice the skills they’re still building. You don’t have to rush development. You don’t have to expect perfection. You just keep providing opportunities to grow. Children aren’t born with these skills. They build them—through maturation, relationships, experience, and practice. ❤️
    Persistence doesn't always look like “keep trying Persistence doesn't always look like “keep trying until you get it.” 💛 Sometimes persistence looks like: “Can you help me?” Sometimes it looks like trying a completely different strategy. Sometimes it looks like taking a break because you're frustrated… …and then coming back to it later. Your child doesn't have to struggle endlessly to prove they're being persistent. The goal is to help them learn: “When something is hard, I have choices.” You might say: “What else could we try?” “Do you want some help?” “Let's take a break and come back to it.” And when they return? “You came back and tried again.” That's persistence too. Because real persistence isn't about never stopping. It's about learning how to adjust, ask for help, rest, and keep going. 💛 Save this for the next time your child wants to give up—or asks you to help.
    Review time. ❤️ Every once in a while, a review c Review time. ❤️ Every once in a while, a review comes along that makes me stop and take it all in. This is one of those reviews. I write these books because I believe stories can do more than entertain. They can help children understand their feelings, navigate hard moments, build confidence, and give parents a simple way to start meaningful conversations. So when a parent tells me that one of my books made a difference for their child, it means more than I can put into words. This is why I write. And honestly, knowing these stories are finding their way into families and helping in even the smallest moments is worth more to me than any amount of money I could ever make. ❤️ Thank you to everyone who takes the time to read my books, share them with a child, leave a review, or tell someone about them. It truly means the world to me. If you’d like to explore my books and resources, you can find them at AMarshallBooks.com — link in my bio. ❤️
    Losing is hard. And honestly? That’s part of why i Losing is hard. And honestly? That’s part of why it can be such a valuable learning opportunity. ❤️ When a child loses a game, doesn’t get the turn they wanted, or watches someone else win, they’re practicing skills that don’t develop overnight: ✨ Handling disappointment ✨ Managing big feelings ✨ Being flexible when things don’t go their way ✨ Trying again after something feels hard ✨ Celebrating someone else’s success We don’t have to rush in and make the disappointment disappear. Instead, we can help them through it. Try saying: “I know you really wanted to win.” “It’s okay to feel disappointed.” “You didn’t like how that turned out.” “Do you want to take a break or try again?” “Sometimes we win, and sometimes we lose. We can handle both.” The goal isn’t to make sure your child is always a “good sport.” It’s to help them build the skills to experience disappointment without being overwhelmed by it. And that takes practice. Children aren’t born with these skills. They build them. ❤️ Save this for the next game-day meltdown.
    If you want this to feel aligned with your “skill If you want this to feel aligned with your “skill behind the behavior” approach, I’d make the caption practical and teacher-friendly: Joining a group that’s already playing is a social skill—not something children automatically know how to do. ❤️ Instead of expecting children to just “go play,” we can teach them the steps. Try modeling language like: “Can I play too?” “What are you playing?” “Can I be the doctor?” “Can I have a turn when you’re finished?” Then help them notice what the other children are doing and find a way to join. These small moments are opportunities to practice communication, flexibility, confidence, and friendship skills. Children aren’t born knowing how to navigate every social situation. They build these skills through modeling, practice, and support. Save this for the next time a child needs help joining play. ❤️
    Sharing is a developmental skill—not something we Sharing is a developmental skill—not something we can simply demand from a young child. 💛 When two children want the same toy, “You need to share” can turn into a power struggle. Instead, try making the turn predictable. “Sam is using it right now. Then it will be your turn.” “You can have a turn when Mia is finished.” “Let’s use the timer so you both know when it’s time to switch.” This gives children something they can understand: who has the toy now, what happens next, and when their turn is coming. And yes, your child may still be upset. That doesn't mean the strategy isn't working. Waiting, taking turns, handling disappointment, and communicating during conflicts are all skills children build through guidance, practice, and time. We don't have to force a child to hand over a toy just to prove they're “sharing.” We can help them practice taking turns in ways that feel predictable and manageable. 💛 Save this for the next toy conflict when you hear, “But they won't share!” Try predictable turn-taking instead of forcing the handoff.
    Sometimes our children don't need a long explanati Sometimes our children don't need a long explanation of what they did wrong. They need a chance to notice it. 💛 Your child spills the water. Knocks over the blocks. Hurts a friend's feelings. And our instinct can be to explain everything: “You weren't paying attention. I told you to be careful. Now look what happened…” But once the mistake has happened, a long explanation isn't always what helps most. Sometimes we can simply pause and ask: “What happened?” Then: “What could we do now?” Maybe they help clean up. Maybe they check on their friend. Maybe they try again. That's not ignoring the mistake. It's giving your child a chance to practice the process: Notice → think → repair → try again. And those small, everyday moments matter. Because we're not trying to raise children who never make mistakes. We're helping them learn: “I can make a mistake… and I can do something about it.” 💛 Save this for the next time you're tempted to give the five-minute explanation. 😅
    Knowing the rule and being able to use the rule ar Knowing the rule and being able to use the rule are not always the same thing. 💛 Your child might know: “Hands are for helping.” “Walking feet inside.” “We take turns.” But when emotions are big, they may not be able to access that knowledge in the moment. They’re still developing skills like self-regulation, impulse control, communication, and frustration tolerance. That’s why repeating the rule louder or giving a long explanation during a meltdown usually isn't the most helpful approach. Instead: Stay calm. Keep the limit clear. Use fewer words. Help them regulate. Teach and practice the skill later. You can say: “I won't let you hit. I'm here to help.” Then, when they’re calm, you can practice what they can do next time. The goal isn't just for your child to know the rule. It's to help them gradually build the skills to use it when things get hard. Children aren't born with these skills. They build them, one moment at a time. 💛 What skill is your child still building?
    Sometimes it’s easier for children to solve someon Sometimes it’s easier for children to solve someone else’s problem before they can solve their own. 💛📚 That’s one of the things I love about using story characters. A character has a problem. Maybe they don't know what to do. Maybe their plan isn't working. Maybe a friend feels differently than they do. And suddenly you have a low-pressure way to practice some BIG skills. Try asking: “What could they try?” “What else could they do?” “What do you think their friend might be feeling?” “What if they tried it a different way?” Because it's happening to a character, your child doesn't have to feel like they're the one who got it wrong. They can experiment with ideas. They can hear different perspectives. They can discover that there can be more than one way to solve a problem. And then, when something similar happens in real life, those ideas may be easier to draw on. You don't need a long discussion. Sometimes one question while you're already reading together is enough. Story → question → thinking → practice. 💛 That's how story time can quietly become a place where children practice the skills they're still building. Save this for your next story time and let the character have the problem first.
    Patience isn't something young children either hav Patience isn't something young children either have or don't have. It’s a skill they’re still building. 💛 Waiting can be hard because children are still developing skills like self-regulation, handling frustration, and managing impulses. So expecting adult-level patience can set everyone up for frustration. Instead, think tiny steps. If your child can wait for 10 seconds, start there. Then 20 seconds. Then 30. You might say: “First we wait, then it’s your turn.” And while you wait, stay nearby and help them through the feeling. The goal isn't to make your child wait perfectly. It’s to give them everyday opportunities to practice waiting while the challenge is still manageable. Children aren't born with these skills. They build them through guidance, practice, and time. 💛 What skill is your child still building? #toddlers #preschoolers #parentingtips #emotionalregulation #selfregulation
    “But WHY?” “But WHY?” “But WHY?” 😅💛 If your presc “But WHY?” “But WHY?” “But WHY?” 😅💛 If your preschooler asks the same question over and over, it can be tempting to think: “I already answered you!” But those repeated questions can actually be an opportunity to build some really important thinking skills. Your child may be working on: Cause and effect — Why did that happen? Prediction — What do you think will happen next? Language — How do I explain what I'm wondering? Instead of always giving them the answer, sometimes turn it back to them: “What do you think?” “What might happen next?” “Why do you think that happened?” You don't have to turn every question into a lesson. Sometimes you can simply answer: “Because the rain makes the ground wet.” And other times, you can pause and let them think. Those little back-and-forth conversations help children make connections between what they notice, what they think, and what happens next. 💛 So the next time you hear “But why?” for the 47th time… Take a breath. 😅 They may not just be asking for an answer. They may be building one. Save this for the next round of “WHY?” questions.
    Sometimes “Good job!” isn’t the most helpful thing Sometimes “Good job!” isn’t the most helpful thing you can say. 💛 When your child builds a tower, instead of automatically saying, “You did it!” try noticing what actually happened: “You kept trying when it fell down.” Or: “You figured out how to make that block fit.” Specific observations help children notice what they did, how they did it, and what they’re capable of. And that awareness matters. Because confidence isn't just hearing “You're amazing.” It’s beginning to think: “I kept trying.” “I figured it out.” “I can do hard things.” So next time you’re about to give automatic praise, pause and notice the skill instead. 💛 Save this for your next playtime moment.
    A quiet child isn't always a child who doesn't kno A quiet child isn't always a child who doesn't know the answer. 💛 When you ask a question and a preschooler doesn't respond, there could be several things happening. They may: Not know yet. Need more time to think. Or they may know exactly what they want to say but feel uncomfortable saying it in front of everyone. Those are three very different situations. So instead of immediately thinking: “They don't know.” Try giving them a little processing time. Pause. Wait. And when appropriate, give them another way to participate—like answering privately, pointing, choosing between two options, or sharing with a partner first. Because a child who doesn't answer publicly isn't necessarily a child who doesn't understand. Sometimes they just need time, safety, or a different way in. 💛 Save this reminder for the next quiet moment in your classroom.
    Friendship is a skill, not a personality trait. 💛 Friendship is a skill, not a personality trait. 💛 Some children seem naturally confident around other children. Others need more support with things like: joining play taking turns communicating what they need noticing how someone else feels handling conflict repairing after things go wrong That doesn’t mean one child is “good at friendship” and another isn’t. They’re learning different skills at different rates. So instead of thinking, “My child just isn’t social,” try asking: “What friendship skill are they still building?” Because children aren’t born knowing how to be a friend. They build those skills through practice, modelling, and everyday experiences. 💛 Save this for the next friendship struggle.
    You don't need to turn story time into homework to You don't need to turn story time into homework to build emotional skills. 📚💛 Sometimes one simple question is enough. While you're reading a familiar story, pause and ask: “How do you think they feel?” That's it. You're giving your child a chance to notice another person's feelings, practice emotional language, and think about a perspective that's different from their own. And because it's a story they already know, they have something familiar to think about. You can also ask: “What do you think they might do next?” or “Have you ever felt like that?” No worksheet. No lesson plan. No right answer. Just a little conversation while you're already snuggled up reading together. 💛 Those tiny moments are where connection and learning can happen naturally. Save this for your next story time and try just ONE question.
    Sometimes the best way to build your child’s confi Sometimes the best way to build your child’s confidence is to stop doing it for them. 💛 I know the rushed-parent instinct. You’re late. Your child is struggling with their shoes. The backpack won’t zip. The snack container won’t open. And your first thought is, “Here, let me do it.” 😅 But those little everyday moments are where children build competence. Let them try. Let them struggle a little. Give them time to figure something out before stepping in. You can still support without taking over: “What could you try?” “Do you want a little help?” “You keep trying. I’m right here.” They don’t need to master everything independently. They need repeated opportunities to experience: “I can try.” “I can figure things out.” “I can do hard things.” That’s how competence becomes confidence. Save this for the next time you’re tempted to jump in. 💛
    Flexible thinking is a skill. And preschoolers are Flexible thinking is a skill. And preschoolers are still learning it. 💛 For young children, a small change can feel like a BIG deal. Different cup. Different route. Plans changed. Someone moved their toy. Instead of expecting them to simply “go with it,” we can help them practice flexibility in manageable ways. Try giving a little preparation: “We're going to do something different today.” Offer supported choices: “The red cup isn't available. Do you want blue or green?” And practice small changes when things are calm—not only when your child is already upset. The goal isn't to make your child love every change. It's to help them gradually learn: “Things can be different… and I can handle it.” 💛 Save this for the next unexpected preschool plot twist. 😅
    Hearing you doesn’t always mean your child can imm Hearing you doesn’t always mean your child can immediately do it. 💛 You say: “Time to clean up.” And somehow your child is still playing five minutes later. 😅 It can be easy to think: “They heard me. Why aren’t they listening?” But young children are still developing the skills needed to stop what they’re doing, shift their attention, remember the direction, and act on it. So instead of repeating the same direction louder and louder… Try making the transition more concrete. “One more turn, then we clean up.” Then give them a moment to shift. And when it’s time: “It’s time. Let’s put the blocks away.” You can stay close and help them get started without taking over the whole task. The goal isn’t to repeat yourself 17 times. 😅 It’s to give your child enough preparation, clarity, and support to actually follow through. Because sometimes what looks like: “They’re not listening.” is really: “They’re still learning how to shift.” 💛 Save this for the next transition when you’re tempted to repeat yourself… again.
    Sometimes independence starts with knowing what co Sometimes independence starts with knowing what comes next. 💛 Young children have a LOT to hold in their minds during everyday routines: Get dressed. Find shoes. Clean up. Wash hands. Get in the car. Predictable routines reduce some of that mental load. When children know what comes next, they have more space to focus on doing the task, making choices, and practicing independence. Try simple language like: “First shoes, then backpack, then car.” You don't need a complicated chart or schedule. The goal is simply to make the sequence familiar enough that eventually, the routine starts doing some of the reminding for you. So instead of asking: “Why can't they remember?” Try: “Could the routine help them remember?” 💛 Save this for the next time you're repeating the same morning instructions for the 47th time. 😅 #routine #follow #visual #scedule #morning
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