What this story teaches
That bedtime follows the same steps each night, that not feeling ready or sleepy is allowed, that rest helps the body and brain, and that worries can be told to a grown-up instead of carried alone.
When to use it
- In the late afternoon, before the bedtime routine starts.
- When bedtime often turns into a long struggle.
- When your child mentions worries or bad dreams at night.
For this story
- Keep the steps in the same order each night and name what’s next: “Teeth, then pyjamas, then one story.”
- Offer a “parking spot” for toys or projects so they can see them waiting in the morning.
- Take night-time fears seriously. If a worry is about someone hurting them or feeling unsafe, listen calmly and act on it.
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.