Science Words for Little People

Written by Helen Mortimer and illustrated by Cristina Trapanese

Age 3+

Get ready to meet some science words you can use every day!

Created by the language experts at 51șÚÁÏÍű, and informed by the Oxford Corpus of Children’s Language, these little books provide just the right words to explore science with even the littlest learners and to build their confidence with scientific vocabulary.

From the weather to space, discover and share all the words, facts, and meanings you need to talk about these fascinating topics together.

Win Big Words for Little people: Weather

To celebrate the publication of Weather, the latest Science Words for Little People book, we’re giving away all four books in the series to one lucky winner!

For your chance to win the books, head to the Oxford Owl Facebook page and comment on the competition post with your favourite weather emoji.

UK residents only. Entry closes at 11.59pm on Sunday 28th January 2024.

About the book

About the Author and Illustrator

Helen Mortimer has always loved words. After graduating, she placed her foot on the bottom rung of the publishing ladder and enjoyed every step of the climb until she had a fine view of the world of picture books!

Cristina Trapanese started studying illustration at the Italian School of Comix and later at the IDEA Academy in Rome. She loves painting and how it helps her learn how to manage colours, later discovering her passion for telling stories through images.

More from Oxford Owl

• The wonder of words: How learning new words can help your child (Blog)
• Building a strong vocabulary: How to help at home (Blog)
• Science for fun: Six super science activities to try at home (Article)
• Children’s Word of the Year 2023: Climate Change (Blog)

Climate Change is the Oxford Children’s Word of the Year 2023.

A third of children chose climate change as their word of the year, narrowly followed by war and almost a quarter choosing coronation.

Why did children chose climate change?

The research, which asked over 5,000 children across the UK aged 6-14, revealed young people’s desire for action with emotive words such as ‘need’ and ‘important’ occurring frequently in their statements. Impact on the wider world, their current lives and the future were cited as the main reason for the word choice, whilst ‘sad’, ‘scared’ and ‘worried’ were the most common responses by young people when asked how the word makes them feel.

Analysis of the of the Oxford Children’s Corpus, the largest children’s English language database in the world containing over half a billion words, showed the topic of climate change is regularly written about by children. Studying the most recent addition to the Children’s Corpus, the stories submitted for the BBC 500 Words 2023 story competition, ‘stop’ is revealed as the most common word used in the context, underlining children’s resolve to alter the course of climate change.Ìę

The research also demonstrated how much current affairs affects children’s language. Of the children who selected war (31 per cent) as their chosen word, more than one in ten (13 per cent) mentioned the ‘news’ when asked why. The crowning of King Charles III was another key event in current affairs which impacted children, with many citing ‘celebration’ in relation to almost a quarter (24 per cent) choosing the word coronation.

What about slang words?

Other findings revealed bro to be the top slang word chosen by 42% of children followed by lol (24%) and slay (17%). Along with bro being used as an informal term to address friends, research found children also use it as a ‘positive politeness’ strategy to confirm solidarity with another person whilst expressing admonishment.

“This year marks the tenth year of Children’s Word of the Year, and over the decade we have seen the significant role current affairs plays for children’s language development. The choice of ‘climate change’ not only demonstrates how attuned children are to the news and their environment, but the research also reveals their willingness to engage with meaningful change. Whether it’s understanding how children use slang phrases or what word reflects the past year, it’s imperative we continue to support children’s language development so they have the means and vocabulary to express themselves.”Ìę Helen Freeman, Director of Oxford Children’s

“Through our work with young people, we’ve seen first-hand how willing children are to learn and engage with topics like climate change, so we’re not surprised to see it selected as Children’s Word of the Year. Sometimes we greatly underestimate children’s abilities to understand complex issues, so it’s encouraging that this research shows children are engaged and understand the impacts of climate change. We also mustn’t ignore the findings from the language research which demonstrate young people’s desire for action. Young people not only recognise that climate change is an issue, but they’re also seeing the importance of tackling it. No-one will feel the negative effects of climate change more than the next generation – or the positive effects of the action we take against it now.”Ìę Amy Meek, CEO and co-founder of Kids Against Plastic

How does it work?

Over 3,000 children aged 6-14 across the UK were asked for their suggested word of 2023 via our Education Research Forum. Based on the most common responses and themes in their answers, three words –Ìęclimate change,ÌęwarÌęandÌęcoronationÌę– were shortlisted. A further 1,450 children were asked for their favourite slang word of 2023 via a CHILDWISE survey. The three words, along with the three shortlisted slang words, were then put to vote by a further 1,000 children via market research agency Opinium to decide their overall word of 2023.

Climate and Vocabulary

IfÌę you are looking to explore topics in the world around you with your child at home, the following links may help:

• Blog: Talking about Climate change at home
• Page: Little Oxford: Explore your world
  • This page links to the Little Oxford app for 3-5 year olds, but also contains book recommendations for exploring the natural world with little ones
• Books: Big Words for Little People
• Kids Against Plastic: for more information about the charity Kids Against Plastic, please visit

Books to build Vocabulary

As a Headteacher of a primary school, I see the huge difference that a child’s vocabulary makes to their learning every day.

A rich vocabulary allows children to say exactly what they mean. Knowing and using lots of words helps them to understand what others are saying, to talk and write in an engaging way, and to better understand the world around them.

Support from parents makes a massive difference to the number and variety of words a child knows. One of the best ways to improve your child’s vocabulary is to play word games and activities at home. Not only is this an effective way to boost your child’s future success – it can also be fun and engaging for the whole family!

Here are some ideas for fun games you can play to build your child’s vocabulary and confidence with words.

Building your toddler’s vocabulary

• Ask questions about stories. For example, ‘Is Buzz helpful to Woody? Is the Gruffalo really scary? Do you think the mouse is a clever mouse? How do you know?’
• From nursery onwards, encourage your child to answer questions in developed phrases rather than in one or two words.
• Try to add more description to your own speech. For example, saying ‘Please could you pass me the large blue spoon with the wooden handle?’ exposes your child to more words than just saying ‘Please could you pass me the spoon?’

Building your child’s vocabulary at primary school

Ideally, a new word needs to be used six to twelve times, in different ways, to be remembered long term. Here are some ideas for repeating and reusing words in interesting ways.

1. Play word games

You could explore synonyms (words that mean the same thing) together. See how many different words your child can think of forÌęnice,Ìępretty, orÌętall. Some healthy competition with friends or siblings can help to make this fun.

2. Act out abverbs

Ask your child toÌęscamper silently,Ìęcrawl slowly,Ìęscuttle rapidly,Ìęsmile sweetly, orÌęspeak menacingly. Children love this!

3. Master meaning

When reading together, ask your child questions focusing around a particular word, such as:

• ‘Could we say that Verruca Salt isÌęselfish? Why? Why not?’
• ‘Could aÌęselfishÌęperson ever be kind? Can you give an example?’
• ‘Is Charlie BucketÌęselfish? Could we say he isÌęunselfish?’
• ‘When have you beenÌęunselfish? DoesÌęunselfishÌęmean the same thing as kind?’

4. Talk at the table

• Talk about food when you’re at the dinner table. Use interesting words to describe what you are eating: ‘My peas are not just nice and tasty – they areÌędelicious, they areÌęscrumptious. Do you think they areÌęscrumptious?’
• Dinnertime is also a good opportunity to ask your child about their day. For example, you could ask, ‘What do you remember from your lessons today?’ and encourage lots of detail. You can model this by talking about your own day first.

5. Use interesting words

• When you talk to your child, try to use interesting words. For example, ‘When I gave my friend her present, she was delighted. Delighted is a strong word for happy. I’m always delighted when you help me tidy up – what makes you delighted?’
• Try to model using adjectives (words that describe nouns, like ‘yellow’ or ‘smooth’) and adverbs (words that describe verbs, like ‘happily’ or ‘quickly’) in your day-to-day speech. For example: ‘Can you smell the freshly cut grass?’

6. Discover language on the go

Visit your local museum and ask your child to describe the pictures or exhibits they see. Take your child along with you as you head off to the bank, the grocery shop, or the post office, and see what new words you can discover.

7. Play ‘word/not word’

Another way to stretch your child’s use of new words is to play ‘word/not word’. This works by choosing a word (for example, ‘delightful’), and seeing what ideas your child associates with it. For instance, you could say to your child, ‘If I say something that you love, say “delightful”. If you don’t love it, say “not delightful”.’ Then ask your child why they responded as they did.

For example, you could try these ideas: opening presents on your birthday; eating sprouts; laughing at the puppy; eating ice cream; going to bed early; reading a book; riding your bike.

Now you can vary the game, using ‘beautiful/not beautiful’, ‘hilarious/not hilarious’, ‘exciting/not exciting’, and so on.

Things worth remembering

• Try to make time for your child to give full answers. Encourage them to answer in full sentences, or starting withÌębecause.
• It’s okay for your child to make mistakes, and it’s okay for you to correct them. A gentle way to do this is to say something back to them the correct way. For example, if your child says ‘It weren’t me!’, you could respond, ‘It wasn’t you?’.
• A good idea to boost vocabulary is to watchÌęBBC NewsroundÌęwith your child and discuss the issues involved. This is great for improving your child’s understanding of the world too!
• Teach the correct word for things as they come up in conversation (for example, ‘helmet’ instead of ‘hat’ or ‘rabbit’ instead of ‘bunny’).
• Have a simple dictionary or thesaurus to hand and explore word meanings together. Googling on your phone can also be helpful if you’re not sure.

Above all, have fun and remember that children learn at different speeds!

This article was originally published in 2019.Ìę

More from Oxford Owl

• Blog:ÌęThe word gap: How to build your child’s vocabulary at home
• Blog:ÌęCarry on reading aloud: the benefits of sharing books with older children
• Web page:ÌęVocabulary at primary school

A love of books is one of the greatest gifts you can give your child.

Studies have shown that children who read for pleasure are more likely to do well at school – and the earlier you start, the better. But how do you choose from the huge number of wonderful books available? Children’s librarian Greta Paterson shares her top tips for choosing books for ages 3–7.

1. Let your child follow their interests

Some children will love scary stories, others prefer funny stories, and many love to follow a series or favourite author. Some children prefer factual books. Children who struggle with reading may prefer comic books or short stories. There is no one correct type of reading material!

If your child likes fantasy stories,ÌęHarriet Muncaster’s top 10 magical booksÌęorÌęMatty Long’s top 10 fantasy books for under 5sÌęmight appeal. TheseÌębooks to inspire your young scientistsÌęare great for non-fiction lovers, and the higher end of the age range might like ourÌępicture books for older readers.

2. Make sure they are age-appropriate

Younger children will love board books and picture books, bright colours, repetition of words or rhymes, or books that invite you to touch, scrunch and prod!

Beginner readers like short stories with pictures and children around age 7+ will be ready for short chapter books. Some books have helpful age guidelines on the back. However, you should always remember that is just what they are:Ìęguidelines. Whilst it is important to select age-appropriate books, many children will be better suited to books aimed a little above or a little below their actual age.

3. Make sure they suit your child’s ability

Are the words used appropriate for your child’s reading ability? Many teachers advise that if there are more than five hard words on a sample page in early reading books, the book is too difficult. It’s not a good idea to push your child to read books they are not ready for yet – that could put them off reading for good.

To find books carefully levelled to suit your child’s age and ability, take a look at our newÌęRead with OxfordÌęseries.

“Choose books you think your child will enjoy, or better still, let them choose. And remember, your child doesn’t have to finish a book if they discover they don’t like it. Reading should be fun.”

4. Look at the book!

Does the cover make your child want to pick it up? Does the blurb make you or them want to read it? Is the print clear and well spaced on the page? Are the pictures bright and colourful? Is the story easy to read aloud?

You could ask your child to read a page at random to see if they like the style. If you’re picking a bedtime story for a younger reader, try reading it aloud.

5. Seek out recommendations

Talk to other parents, children and teachers, or ask your local bookseller or librarian. Newspapers and magazines sometimes have reviews of children’s books and specialist children’s book magazines can be an excellent source of information.

If your child has a favourite author or is addicted to a series of books then choosing is easy, but what happens when they have read them all? Your local children’s librarian or bookseller will be able to suggest similar books, or you can try some of these websites:

• : The UK’s leading children’s book magazine. Its issues are free to download from the website and include book reviews, author interviews, and lists of recommendations.
• : Recommendations from the UK’s largest children’s reading charity. Its Bookfinder feature is extremely useful for discovering books by theme or interest.
• : Created by the National Literacy Trust, this site includes book recommendations from birth to 11 years.
• : Published three times a year, this subscription magazine has up-to-date reviews on all kinds of children’s fiction, as well as in-depth interviews with authors and illustrators.
• : With a vast library of over 300,000 books, you’re bound to find something to satisfy the pickiest of readers on this recommendation site.

More from Oxford Owl

• How to choose a book for ages 7–11
• Your local library – a forgotten treasure trove

The Wild

Written and Illustrated by Yuval Zommer

Age 3+

Everything found a place in the Wild, and the Wild welcomed all


Discover renowned illustrator Yuval Zommer’s latest magical creation, which delivers a powerful modern fairy tale about how our environment needs us just as much as we need it.

The Wild explores concepts of healing, wellbeing and our relationship with nature through mesmerising illustrations, to offer a hopeful message for readers big and small.

Win one of three copies of The Wild

Want to get your hands on a copy of this beautiful book? We’re giving away three copies! Plant a tree 🌳 emoji in the comments on the competition Facebook post for your chance to win.

UK residents only. Entry closes at 11.59pm on Sunday 26th November 2023.

About the book

About the Author

Yuval Zommer graduated from London’s Royal College of Art with an MA in Illustration. He then worked as a creative director at many leading advertising agencies but his passion for picture books won, and he is now the author and illustrator of highly acclaimed children’s books, including the internationally bestselling The Big Book series for Thames and Hudson.

More from Oxford Owl

• (Video)
• Talking about Climate change at home (Blog)
• Fun outdoor learning ideas (Blog)

Thunderboots

Written by Naomi Jones, Illustrated by Rebecca Ashdown

Age 3+

Join Trixie, a little, but VERY loud, girl, as she realises that what makes her different is what also makes her unique!

Thunderboots is an empowering story about starting school with dyslexia, inspired by the author Naomi Jones’s own experiences growing up. It uses a fun story and energetic illustrations to draw awareness to the challenges and strengths that little learners with dyslexia might experience.

We’ve developed this book with a school that specialises in teaching children with dyslexia to make sure it helps spread awareness about dyslexia in a positive way. It opens with a personal letter from Naomi that will encourage little ones to embrace their individual superpowers.

Win one of three copies of Thunderboots

Learning differently is Trixie’s superpower. What’s your child’s special superpower that makes them unique? Comment with your answer on the competition Facebook post for your chance to win one of three copies of Thunderboots.

UK residents only. Entry closes at 11.59pm on Sunday 29th October 2023.

About the book

About the Author and illustrator

Naomi Jones worked in children’s publishing for eight years before leaving to pursue her dream of becoming a writer. She is the acclaimed author of the picture book The Perfect Fit (OUP); its sequel One More Try, How to Catch a Rainbow (OUP), How to Make a Story (OUP), and The Odd Fish (Farshore). She lives in Cornwall near the sea.

Rebecca Ashdown studied illustration at Westminster University and Central Saint Martins, working as a graphic designer, vector illustrator and motion graphics artist, before becoming a full-time illustrator. Her books have been shortlisted for several awards including the Sheffield Book Award, the CILIP Kate Greenaway Medal, the Portsmouth Book Award and Hillingdon Picture Book of the Year.

More from Oxford Owl

• Supporting struggling readers

For young children, practise is key to keeping their emerging understanding of how numbers work at their fingertips.

In this post, I have pulled together my top 5 games, collected from a variety of people and places, and tried and tested on my own children!ÌęIf played regularly over time, they will help your child get to know their number facts.

1. Count all and Count on

These games can help your child practise counting up to 12.

For Count all, you will need two dice with spots. If you don’t have any, you can adapt a numbered dice by putting stickers over the numbers and drawing dots from 1–6.ÌęTake it in turns to roll the dice and count the spots to find the total.ÌęThis will help your child to recognise patterns and to accurately count items that cannot be moved.

Once your child is familiar with this, you can try Count on.ÌęYou will need to use two dice: one dotty die, and one die with numbers.ÌęTake it in turns to roll both dice. ÌęStart with the numbered dice, then count on the number of spots shown. This will help your child connect the number symbols with the quantity they represent.

For more help with counting, why not try this simple Numicon activity:

2. Bunny Rabbit Ears

This game will help your child learn the number bonds within 10.ÌęIt is ideal for two or more players (my twins used to love playing this in the car!).

The first player says, ‘Bunny rabbit ears
’ and then a number between 1 and 10.ÌęBoth players then make that number using their fingers as quickly as possible and put them on their head – like ears – to show the other players.ÌęFor example, ‘Bunny rabbit ears five’ could result in the combinations 0 + 5, 1 + 4, 2 + 3, or the reverse.

As children get used to playing, encourage them to play without looking, keeping their hands in position. This encourages them to visualise and develop mental calculation skills.

3. Memory for 10!

This is a game for two or more players, and it practises adding within 10.

You will need these playing cards: one Ace (to use as a 1), one of each number card 2–9, and two 5s.ÌęShuffle the cards and place them face down on a table in two rows.ÌęThe first player turns over a card and says what number is needed to make a total of 10, before turning over another card.

If the total makes 10, they keep the cards. If the cards do not total 10, turn both cards back over and the second player has a turn.ÌęContinue playing until all the pairs to 10 are found.ÌęThe winner is the player with the most cards when they have all been picked up.

4. What’s in the bag?

This simple game for two or more children practises adding and subtracting within 10. You can extend the range up to 20 if your child is good at it!

Put 10 of the same item (for example, building bricks, stones, or small figurines) in a bag or under a piece of cloth.ÌęOne player takes out some items and puts them on the table for the other player to see. They then have to work out how many items are still in the bag.

Put some of the items back in the bag. Say how many are in the bag now.ÌęTake it in turns to take items out of the bag, with the other player saying how many are left.

5. Place Value Uno

Play this game with Uno cards (or normal playing cards with the face cards removed).

Each player has 2 or 3 piles, depending on if you are working on 10s or 100s. They must turn over the top card from each pile.ÌęThe players must all say the resulting numbers out loud. For example, for a 6 and a 3, the player would say ‘sixty three’.

The player with the highest number wins the cards.ÌęFor a fun variation, allow players to use the cards they turn over to create the highest possible number.

More from Oxford Owl

• Web page: Fun maths games and activities
• Web page: Numicon guide for parents
• Blog: Five ways to improve maths home learning
• Blog: Times tables: Practise makes perfect
• PDF: