The books that are loved by young children ranging from three to five years differ a great deal from those loved by adults. Reading benefits children both physically and mentally, and these benefits last for a lifetime. Research has shown that a lot of reading sharpens the minds of individuals; hence children can make wise decisions during critical situations. Reading books enables children to overcome stress and depression; this is why the syllabus incorporates reading storybooks to relieve learners' psychological distress. Reading has also been associated with preventing early cognitive decline as one grows old. People who made reading their culture experience slow cognitive decline even when they get old. Children`s books are responsible for their spiritual, intellectual and social advancement.
The books read contain the following distinct characteristics: The grammar in these books is not complex to ensure that children do not struggle so much to comprehend the meaning. According to Berger (2014), complex language is likely to discourage children from reading a particular book since they might not understand the content. They cover themes associated with young children, and in most cases, the characters in these books are children. Books written for children include a lot of repetition for emphasis. Authors might repeat some of the important aspects to ensure they are effectively delivered. Children's books are written in a tone of innocence and joy; this is so because young children are highly linked with being innocent and joyous. These books are always optimistic; there is always hope as the storyline comes to an end. Authors always ensure that there is a moral lesson as the storyline concludes. Children must be taught good morals, and the best way to do so is through books (Berger, 2014). Children should be mentored from a tender age to be productive members of society.
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The books read are appropriate for children aged three to five years. These books are relevant because the language is very simple and understandable; children do not struggle to comprehend the meaning. These books are also appropriate because the authors paid close attention to tone of the language (Berger, 2014) . A sad tone might scare children and end up discouraging their fellow age mates not to read them. The authors of these books have also ensured the characters are children of age ranging between three to five years. These books have catered for the intellectual, language, social and physical development of children. The essence of books read by children early in their lives is such that they are able to perform well academically, and most of them end up becoming creative.
There are no things that seem inappropriate for this age group children. The content fits young children; parents can comfortably assist their children in analyzing the book without becoming embarrassed. The four books that I have gone through caters for intellectual, social, and physical growth, ignoring the spiritual aspect that is very important in shaping young children to become responsible members of society (Monoyiou & Symeonidou, 2016) . Children need to be guided spiritually from a tender age, and the process continues until they become adults. The best way to mentor children spiritually is through incorporating spiritual messages in the books. Authors should be urged not to ignore the spiritual aspects when writing their books.
In conclusion, books read by children are different from those read by adults in terms of language, themes, number of pages, and character development among others. Reading books helps children relive stress and also sharpens their intellectual capability. Authors should ensure they incorporate the spiritual aspect when writing children’s books since the aspect plays a vital role in formation of spiritually upright person.
References
Berger, K, S. (2014). The developing person through the life span (9 th Ed.).
Monoyiou, E., & Symeonidou, S. (2016). The wonderful world of children's books? Negotiating diversity through children's literature. International Journal of Inclusive Education , 20 (6), 588-603.
