Interactive books and apps for kids

Great fun with words and pictures
which will involve every reader!
  • two versions of the text – for younger and older children
  • three modes: read, listen, let's read together
  • great fun with onomatopoeic words
  • games at three levels of difficulty

Hello, Rosalie! Evening conversations between a sheep and a cow

This is the first publication by CrocoLabel, with artistic illustrations, prepared with the utmost care and attention to details. It opens the "Peek-A-Boo" series – which supports children’s speech and language development in a natural and spontaneous way. It’s a funny story about two nice and thoughtful neighbours who enjoy phone conversations (and each other’s company, too), which is a pretext to play with words, pictures and sounds. It is also an excellent language exercise and an introduction to the practice of speaking and reading.

Rhymed version: Monika Zielińska-Miętkiewicz
Prose version: Monika Wasilewska
Illustrations: Anna Nowocińska-Kwiatkowska

Shortcut for those who are impatient – the most important facts about the book:

  • two versions of the text:
    • a poem for toddlers (18 m+)
    • a story for older children (4y+)
  • both texts are based on fun with onomatopoeic words (excellent language exercise, an introduction to the practice of speaking and reading)
  • three modes:
    • Read
    • Listen
    • Let’s read together (great opportunity to practice memory and play some language games with a child who should complete the story with appropriate onomatopoeic words)
  • original illustrations, the application has been prepared with the utmost care and attention to details
  • over 80 interactive elements with sounds 
  • additional tasks on each page of the book
    • for toddlers – search for the source of a sound
    • for older children – tasks for real explorers (practice of listening comprehension)
  • a photo album – additional elements (photos) which can be received after task completion (awards)
  • supplementary fun and games with three levels of difficulty
    • Puzzles
    • Picture puzzles
    • Find the difference
  • additional minigames inside the book 
  • recordings by professional narrators – the text is read by Dorota Lulka, theater and film actress 
  • highlighted text which helps to identify the current fragment and thus – practice reading
  • parental control which prevents children from going beyond the application
  • clear and intuitive navigation

For those who want to know more – not only about the application!

Your child is born with amazing abilities to learn!

Crying, the first way to communicate used by a baby, gradually transforms into another method of communication with the world. Glances, face expressions, specific gestures and simple sounds are finally replaced by SPEECH! There is no definite moment when it happens, as every child is different. But there is a possibility to stimulate this process. Research shows that „child’s language proficiency is dependant on the intensity of verbal stimulation provided before his/her first word”.1 The first words, excluding mama, dada, goo goo, are most often words which imitate the sounds which surround the child2 (sounds of animals, machines, events). The moment a child uses them, we know the so called "word stage"  has just started. This stage often coincides3 with the development of another important skill – an isolated index finger action which means the ability to point at specific objects.

"Hello, Rosalie!" was designed to help stimulate these both skills while having fun. 

A toddler or an older child – everybody will have some fun!

"Hello, Rosalie" application is dedicated to both younger and older preschool students. It has two versions of the text: for toddlers (18m+)4 and older children (4y+). The toddler version contains words which can be easily repeated by a younger child, such as moo or baa. These words come up in the text at the right moment to be easily repeated by a child only after one reading or listening – thus a child happily participates in READING the book! The words act like a chorus and a child can intuitively recognize the moment where they should be spoken. Children are also helped with a pause in the recording, but can be also supported by adults (using proper face expressions or pointing at the relevant fragment of an illustration).

Your child does not speak much but can already read? That’s how it looks! Words which are often repeated in the text provide the basis to learn to create new words (for example: moo, mooing, mooed…). Additionally, games with onomatopoeic words help to form the correct language intonation.

The older child version is a story in prose (the same story but told in different words). The text is longer and contains humorous phrases and more sounds from our surroundings – in short, it requires bigger concentration from a child. But at the same time it offers great, spontaneous fun with words by individual interpretation of the onomatopoeic words. And that’s only the beginning – all listening practice (listening, sound imitation and recognition) leads to the creation of the auditory analysis and synthesis processes. They are all necessary for children to learn to read!

YOU and Me – an option to read together

The book offers three different "approaches to a text" – two classic ones: Read and Listen, as well as We read together. We read together is an option of dialogue reading5 by both a child and an adult (or the narrator), even when the child cannot read yet. Pausing the narrator’s recording when certain words appear (to be easily repeated by a child) will definitely ensure bigger linguistic involvement, to be demonstrated also by the youngest children6. In case of the older children version it is a great exercise to prepare them to learn to read and still at the same time it is great fun with many positive emotions. 

Touch and move and discover interesting world

Each page contains many interactive elements which can be activated by a child – for example, lighting a candle, pulling back a curtain, opening a drawer, bursting a soap bubble, etc.). What will a bull do if somebody wakes him up? How about a ram? Can you reach a star in the sky? – these are real tasks for young explorers! 

Listen to an instruction and complete an action 

Looking for some interaction on each page can be children’s spontaneous activity, but it can also be a purposeful action which provides operant conditioning. Each page contains one hidden special task whose completion is awarded with a photo of the young bright spark placed in a photo album. Listen to the hints and complete the tasks to get the whole collection of photographs!

This kind of motivational system encourages children even more to use the application. It helps them to concentrate on the tasks for longer time, learn to understand complex instructions and… awards them for completing the tasks! At the same time young users can  create their own glossary (they are awarded with interactive illustrations with labels – objects with specifically given names supplemented with a voice recording).

Have great fun and develop your mind

Children practically use each occasion to learn something. Our book provides, apart from the great fun of reading, listening and experiencing, additional games adapted for the abilities of young children. The games have graphics referring to the book’s content, and thus naturally lead to discussions about this content and to additional language games. Moreover, they enhance perceptiveness, concentration and the ability of analysis as well as many other processes necessary for children’s harmonious development. The games include picture puzzles, completing missing elements of illustrations and find the difference tasks (which practises visual perception. The games have three levels – every young reader will be able to succeed on at least one of them. Properly completed additional tasks are also awarded, which naturally encourages children to take on a more difficult challenge.

 


1 After: Laura Dyer, Look who’s talking! How to Enhance Your Child’s Language Development, Starting at Birth, Liber, 2006, 18
2 Onomatopoeia or sound-imitating words
3 Even at the age of 9 months.
4 This border is of general character. Even one-year-olds can use onomatopoeic words. We do encourage to play the games before your child starts talking.
The application’s authors’ own research: this option also worked in case of ‘„share reading” during classes with children with non-verbal communication skills (share reading: reading a text with children’s language involvement - a young student keeps repeating the same, especially selected, fragment of the text which is like a chorus of a song; this form is often used as a way to involve children who do not speak yet, for example using their ability to appropriately repeat a specific recorded version of a text).
6 also children with verbal communication disorders.