Start with support, not an age label
A child can be confident in English and completely new to Chinese. That is a valid starting point. Choose a story whose pictures and short phrases you can explore together; do not expect English reading ability to transfer immediately to recognising Chinese characters.
For a child who enjoys drawing, begin by connecting the story to a character, place or object in their own picture.
What DoodleSeed’s story levels describe
Level 1–4 are product-specific story groupings, not school grades, exam levels or a guarantee of a child’s ability.
| Story group | A way to take part |
|---|---|
| Level 1 · First steps | Look at pictures, listen with an adult and notice a familiar word. |
| Level 2 · Familiar situations | Explore short sentences about everyday people, objects and actions. |
| Level 3 · More themes | Follow connected events and talk about what happens next. |
| Level 4 · Connected expression | Explore longer links between sentences with support for unfamiliar language. |
Availability depends on the family’s plan and the learning pathway. This guide is not a promise that every level can be opened immediately.
Read one page together
Can your child point to what is happening? Is there a word they want to hear again? Do they want to turn the page? Use those observations to adjust the activity. There is no need to calculate a percentage score at home.
If the page needs constant explanation, reduce the amount of text you explore or return to something familiar. If it feels comfortable, invite a little more participation without insisting on independent reading.
One story, different activities
- Less demanding: the adult reads or plays audio while the child points to the picture.
- A small next step: find one repeated character or join in with a familiar word.
- A creative extension: draw a new ending and choose a Chinese expression that fits it.
Writing is optional at the beginning
Children can enjoy the picture and sound of Chinese before they can write characters. If a child wants to trace or write, offer it as another form of mark-making, not a test they must pass to continue drawing.
Keep a small shared observation
After reading, ask “What would you like to draw from this story?” Note a word your child chooses to revisit. This gives the next session a personal starting point without making level progression a competition.