What this story teaches
That some sounds really do feel louder to some bodies, that covering ears, headphones and moving away are good ways to look after them, and that the child can ask what a noise is and say when it is too loud.
When to use it
- After a noise has been upsetting, once everyone is settled.
- Before a planned noisy moment: vacuuming day, a fire drill, fireworks night.
- When introducing ear defenders or headphones, so they feel like a tool and not a fuss.
For this story
- Keep headphones or ear defenders where your child can reach them without asking.
- Warn before noise you control — the vacuum, the blender, the hand dryer — and offer a choice: headphones, another room, or staying close to you.
- For fire alarms, safety comes first: practise “ears covered, walk out with the class” at a calm time, and ask school if they can warn you before planned drills.
How to use it
- Read it together on a calm day, not mid-meltdown. In the hard moment itself, fewer words help more: stay close, keep everyone safe, and save the story for later.
- Read it again just before a tricky moment you can see coming: on the way to the park, the night before a haircut.
- Make it fit your child: skip pages, stop when they’ve had enough, swap a detail as you read so it matches your child’s day, or read only the “I can remember” card.
- Add your child’s first name on the story’s opening page and it appears in a line or two. The name stays in this browser and is never sent anywhere.
- Use the story’s words in real life (“No means not right now”), and model them when you hear “no” too.
- Notice tries, not perfect calm. Big feelings are allowed; the story is about what to do with them.
Good to know
- These stories are for everyday disappointments and changes. They never mean a child should put up with pain, fear, unsafe touch, bullying or anything that hurts — telling a trusted adult is always the right answer there.
- Nothing here asks a child to make eye contact, hug anyone — family included — stop stimming or stop crying. Crying and moving are ways bodies cope, and headphones or a break are always allowed.
- Where a story says a grown-up will do something — stop when a hand goes up, give a warning, keep a “later” spot — make sure it really happens, or change that page. A signal that isn’t honoured teaches a child their words don’t work.
- The aim is understanding and choices, not a quiet or compliant child. Asking “why?”, saying no to touch and disagreeing in words are skills to welcome.
- Visual stories help many children and not every child. Adapt, skip or change any page. This is an educational resource, not therapy or medical advice.