TheScholasticbook fair just wrapped at Leia’s school, and as a result our bookshelf is a little more crowded than it was before. The annual sale is a significant fundraiser for PS 29, so I always indulge my daughters when it comes to picking out a few books that strike their fancy–along with letting them choose a selection from the teacher’s “wish list.” I make sure to remind them it’s not just present time for them, but a way to help the school and classroom.

One day last week, I worked the cash register and got to see things from the other side. Fourth and second grade classes bustled into the pop-up book shop, excited to spend their cash brought from home, some of it piggy bank coins. Many had already scoped out their books beforehand, and some of the older kids had their purchases planned down to the dime. I was impressed to see those kids putting their math skills to work, squeezing in a bargain book or figuring out they could buy an eraser with that leftover 50 cents.

One child arrived with a note from a parent: no cartoon books, please. Indeed, alongside the beautifully illustrated hardbound volumes and easy-readers sat the inevitable Sponge Bob and Barbie stories: the candy among more nourishing fare. I feel the same way about those books as the parent who sent that missive; we’ve bought them before, and they generally get one read before languishing, forgotten, on the bottom shelf.<!--more-->

The same week, I read this story in The New York Times, about how sales of picture books across the country have suffered in recent years. According to the article, plenty of parents view picture books–once a kindergarten and first grade staple–as I do those cartoon books. The publishers and book sellers interviewed felt strongly that the slump is due not just to the economy, but earlier pressure on kids to perform well in school and on standardized tests. Parents, feeling that their kindergartners (and even 4-year-olds) could “do better” and tackle more advanced material, are increasingly directing them away from the text-spare picture books and toward wordier and more challenging chapter books.

It hadn’t even occurred to me to move on from picture books, as long as my daughters enjoy them. Even the ones that are a little silly usually have something to teach. Last year at a school information session on reading, I learned how important illustrations are in the early reading process, as the context they provide help kids get through difficult words and comprehend overall meaning. But I also see picture books teaching my kids an extra thing or two: the “fancy” words in Fancy Nancy books boost my daughters’ vocabulary, Frog and Toad are an exploration of the give and take of friendship, and the wonderful Zen Shorts reminds us all to be generous in spirit, let our grievances go, and get on with it.

At the same time, the images in many of these books are a pleasure to look at–so why would I want to take that visual element out of their lives? One friend pointed out that her 6-year-old, though now a reader, will weave amazing stories from a book with scarcely a printed word at all.

As with any diet, I feel my children will be just fine if they get a healthy variety: some picture books here, classic chapter books there, educational children's magazines, and perhaps even the occasional "candy" as a treat. Though sometimes I’m tempted to discourage the stuff I feel they have long outgrown (I’m talking about the disintegrating board books they still dig out sometimes), usually I go with it and remind myself that it won't be long before I'm no longer welcome in the reading chair with them.

Do you set book guidelines for your young kids, or is any read a good read? What are you and your children reading together?