Bear’sLostGlasses

About the book

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Dear Parents, 

In The Bear Who Lost His Glasses, we follow a bear who loses an essential tool that helps him see clearly. As a result, he begins to imagine elements of nature as animals, finding himself in situations that are both funny and confusing. 

At the same time, the story highlights the power of imagination in a child’s world. Imagination is not a mistake—it is a way of understanding reality, shaping it, and exploring different possibilities of what we see around us. Through the bear’s experience, children learn how to move between imagination and verification—between what we imagine and what we need to check and confirm. This is a key skill in cognitive development and flexible thinking. 

The story opens space for conversation with our children about vision, perception, and the importance of assistive tools. It invites us to support children in developing their imagination while also learning to ask questions, verify what they see, and seek help when they need it in order to understand the world clearly. 

Ask your child what did the bear lose? How did he feel?

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 Let’s Talk 

About the story events 

Ask your child:

What did the bear lose? How did he feel? Who helped him?

Have you ever lost something important to you? How did you feel? Who helped you? 

About reality and imagination 

Ask: “Is what the bear sees real, or is he imagining it? Is this really a deer? A crocodile?”

Encourage your child to correct the bear out loud.

Use the illustrations to compare what the bear sees with and without his glasses, and list similarities and differences between the two images. 

Describe the characteristics of an animal from the story and let the other person guess.

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Let’s Enrich Our Language 

Animal Riddles Game 

Describe the characteristics of an animal from the story and let the other person guess. Take turns. 

Hide a small object that belongs to your child and search for it step by step, describing the location out loud:

near, far, under, above, behind…

Explain that searching together and asking for help can make finding things easier. 

Look at objects around you and ask: how might someone who doesn’t see clearly imagine this object?

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Let’s Imagine 

Look at objects around you (a stone, a plant, a branch) and ask:

How might someone who doesn’t see clearly imagine this object? 

Close one eye, or look through translucent paper or sunglasses, and try to identify objects in the room. Ask:

Was it easy or difficult? 

You can also hide different objects and reveal only a small part of each one. Try guessing what they are, then uncover them and reflect together:

What made it hard to recognize the object? What helped us figure it out? 

Bring pictures of different objects and ask your child to add features.

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Let’s Create 

Bring pictures of different objects (for example, a rock, a bush, a flower) and ask your child to add features—eyes, a nose, a tail, wings—to transform them into imaginary creatures. 

Notice assistive tools used by family and talk about their purpose.

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Let’s Explore and Learn 

Notice assistive tools used by family members or people in your community, and talk about their purpose. For example:

“Dad wears glasses because he needs help seeing clearly.”

“My uncle uses a cane because his leg is injured.” 

Talk simply about how these tools help people participate and live more comfortably.