My Body, My Brain by Nicki Esler Gill and Inge Daniels (Scholastic) HB RRP $18.99 ISBN: 9781761524622
Reviewed by Kellie Nissen
… different brains are needed for the world we
want to make.
The blurb for My Body, My Brain states that
this book is ‘a fun and engaging introduction to neurodiversity’. While I
concur with this, I would say that the ideas and messages are for everybody.
As humans, we are so often caught up in social
mores, wanting to ‘be like everyone else’ – but the fact is, we aren’t.
Childhood is also a time of much confusion when it comes to emotions, learning
new skills, communicating needs and wants, and relationships. Author Nicki
Esler Gill highlights these challenges and wonderings to a tee with multiple
relevant examples that will resonate with any child.
Why can’t I do [insert skill] when all my friends
can? Why don’t I like being with large groups of people? Why can’t I sit still?
Why can’t everyone be organised like me?
Coupled with fun illustrations by Inge Daniels, the
rhyming text by Nicki Esler Gill gives a light touch to serious content, while
still acknowledging the concerns children (and many adults) face.
These are complex feelings and topics being dealt
with, and Gill’s cake analogy is perfect – likening the need for different
‘ways of doing’ for the world to function to the need for a variety of
ingredients, each with a role, to make a cake palatable.
There are plenty of books out there that talk about
differences and similarities, finding your skills and strengths, and the need
for variety to make the world go round – but I like this one for its jaunty
rhythm, bold illustrations and clearcut message that doesn’t beat around the
bush and celebrates everyone.
Neurodiverse or neurotypical, every child will see
themselves in My Body, My Brain and every child will also see their
friends, peers and family members in the other characters depicted. If this
leads to a greater understanding of self and others, and a greater tolerance,
then it’s a job well done.
My Body, My Brain is targeted at
younger readers, aged 3–7. It would also sit well in the Foundation–Year 1
classroom when students are exploring identity.
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