Have you ever wondered how to become a children’s author?
Perhaps you have an idea for a picture book, regularly create stories for your own children or pupils, or have always dreamed of seeing your name on the cover of a children’s book.
Many aspiring writers have the idea but do not know what to do next.
Should you write the entire book before contacting a publisher? Do you need to find your own illustrator? Should you approach an agent? How long should a children’s story be? And how do you know whether your idea is good enough?
In this episode of The Muddy Puddle Teacher Podcast, Sarah Seaman speaks with award-winning children’s author Caryl Hart about her work, her books and her journey into writing for children.
Caryl did not become a published children’s author overnight. She began writing after the birth of her first daughter and spent years learning, developing her craft and continuing to write before her first book was published.
Her story is encouraging for anyone who has ever wondered whether it is too late to begin or whether ordinary people can genuinely become published authors.
This guide explores some of the first steps involved in becoming a children’s author and invites you to listen to Caryl’s warm and honest conversation with Sarah.
Listen to the Caryl Hart Podcast Episode
Can Anyone Become a Children’s Author?
You do not need to be a celebrity, an English teacher or someone who has wanted to write since childhood.
Children’s authors come from many different backgrounds.
What matters is developing a strong understanding of children, stories, language and the age group for which you want to write.
Writing for children can look deceptively simple.
Picture books contain fewer words than novels, but this means every word has to earn its place. The story needs a clear shape, a compelling idea and language that sounds natural when read aloud.
Children are also discerning readers.
They notice when a story speaks down to them, tries too hard to teach them a lesson or lacks the excitement, humour, emotion or curiosity needed to hold their attention.
Becoming a children’s author therefore begins with respecting children’s literature as a skilled and important form of writing.
How Did Caryl Hart Become a Children’s Author?
Caryl Hart is now a full-time, award-winning children’s author who writes picture books and young fiction.
However, her route into publishing took time.
Caryl began writing for children when she was 32, after the birth of her first daughter. She continued working on her writing and learning about the industry before her first book was published ten years later, in 2009.
That journey matters because it challenges the idea that authors are discovered immediately after writing their first story.
Writing professionally often involves patience, revision, rejection, experimentation and a willingness to continue learning.
Caryl’s experience shows that beginning later in life is not necessarily a disadvantage.
Parents, teachers and adults who work with children may already have a valuable understanding of the language, humour, concerns and interests that connect with young readers.
The important step is turning that understanding into a carefully shaped story.
Listen to Caryl Hart Discuss Her Author Journey
How to Start Writing a Children’s Book
The first step is not choosing a publisher or finding an illustrator.
It is developing the story.
Begin by deciding who the book is for.
A story written for a three-year-old will be very different from one intended for an independent reader aged eight. The vocabulary, length, structure, themes and level of complexity should reflect the intended audience.
Read widely within that age range.
Look at recently published books as well as established favourites. Notice their length, page structure, opening lines, rhythm, characters and endings.
Reading children’s books helps you understand what is already being published and where your idea may fit.
You can then begin drafting.
Do not expect the first version to be perfect. A first draft gives you something to develop.
You may need to remove unnecessary explanation, strengthen the central problem, improve the ending or rethink the story entirely.
This rewriting is not evidence that the original idea failed.
It is part of the writing process.
Explore our Teaching English Outdoors Complete Guide for more ideas about developing storytelling, vocabulary and creative writing with children.
Do I Need a Completely Original Idea?
Your book does not need to cover a subject that has never appeared in children’s literature before.
Stories about friendship, bedtime, animals, starting school, family, fears, imagination and adventure have been written many times.
What matters is your particular treatment of the idea.
Your character, voice, setting, humour or emotional perspective can make a familiar theme feel fresh.
Ask yourself why this story needs to exist.
What will a child enjoy, feel, notice or understand when they hear it?
Avoid beginning with the lesson you want children to learn and forcing a story around it.
Children’s books can explore important messages, but the story needs to work as a story first.
A strong character and an engaging problem are more likely to hold a child’s attention than a book that feels like a disguised lecture.
Should I Find an Illustrator for My Children’s Book?
Many aspiring picture-book authors assume they must hire an illustrator before submitting their story.
That is not always necessary.
Traditional publishers frequently select and commission the illustrator because they understand the market and may have a particular artistic direction in mind.
A manuscript should therefore leave room for the illustrator to contribute to the storytelling.
You do not need to describe every visual detail in the text.
The words and pictures should work together rather than the text explaining everything the reader can already see.
Writers who are also professional illustrators may submit both words and images, but an author who does not illustrate can usually focus on creating the strongest possible manuscript.
Self-publishing works differently because the author is responsible for arranging and funding the illustrations, design, production and distribution.
Understanding which publishing route you hope to follow will help you decide what support you need.
Do I Need a Literary Agent?
Some children’s authors work with literary agents, while others submit directly to publishers that accept unsolicited manuscripts.
An agent can advise on a manuscript, submit it to suitable publishers, negotiate contracts and help manage an author’s career.
However, securing an agent can be competitive.
Before submitting, research agents who specifically represent children’s writers and check their current submission requirements carefully.
Do not send the same generic message to everyone.
Make sure the agent represents the type of book you have written and is currently accepting submissions.
Some smaller or independent publishers allow writers to approach them directly.
Again, follow each publisher’s instructions.
They may request a full picture-book manuscript, a synopsis, a covering letter or a sample of a longer work.
The Society of Authors and reputable writing organisations can also provide guidance about contracts and professional practice.
How Long Does It Take to Become a Published Children’s Author?
There is no fixed timetable.
Some writers secure representation or publication relatively quickly, while others spend many years learning and submitting before finding the right opportunity.
Caryl Hart’s first book was published around ten years after she began writing for children.
That does not mean every writer will follow the same timeline, but it offers an honest reminder that persistence may be necessary.
The time is not wasted if you are actively learning.
Each draft can strengthen your understanding of pace, character, voice and structure.
Rejection is also common within publishing.
A manuscript may be well written but unsuitable for a particular list, too similar to another planned title or difficult to position within the current market.
Writers need to listen carefully to useful feedback while also accepting that not every rejection provides a detailed explanation.
Should I Take a Children’s Writing Course?
A course is not compulsory, but structured guidance can help you understand the craft and publishing process more quickly.
A good course may introduce story structure, character development, picture-book pacing, editing, submission letters and feedback.
Writers’ groups can also be useful.
Sharing work with trusted readers helps reveal where a story is unclear, slow or less effective than you intended.
Choose feedback partners who understand children’s literature.
The opinion of a supportive friend is encouraging, but it may not tell you whether the manuscript works within its age group or publishing format.
You can also learn by attending author talks, reading interviews and listening to conversations with published writers.
That is where podcasts such as Sarah’s conversation with Caryl Hart can become particularly valuable.
You hear not only the polished success story but also something of the person, experiences and persistence behind the books.
What Makes a Good Children’s Book?
There is no single formula, but strong children’s books usually understand their audience clearly.
They often include a character children care about, a situation that creates curiosity or tension and an ending that feels satisfying.
Picture books also need to work aloud.
Rhythm, repetition, sentence length and the sound of the words all matter.
Read your manuscript aloud repeatedly.
You may notice awkward phrases, unnecessary words or places where the rhythm slows.
A strong children’s book also trusts the reader.
It does not explain every feeling or message.
It gives children room to notice, predict and interpret.
Illustrations may carry part of the story, adding humour, emotion or details that are not stated directly in the text.
Teachers interested in developing children’s own writing can explore our Outdoor Storytelling Resources and Outdoor Literacy Activity Packs.
Two Ways to Begin Developing Your Story
Start With a Character and a Problem
Create one character and give them something they urgently want.
Then place something in their way.
A small child might want to reach the moon, hide an enormous pet, avoid bedtime or find a missing object.
Ask what the character tries first, why it fails and what they discover.
This gives the story movement.
Do not worry about teaching a message during the first draft.
Concentrate on creating a character and situation that children will want to follow.
Read Your Story to a Real Audience
Once the manuscript is ready to share, read it aloud to someone within the intended age group where appropriate.
Watch where their attention changes.
Notice which sections make them laugh, ask questions or become distracted.
Do not expect children to provide a detailed literary critique.
Their responses can still help you identify whether the story is engaging and understandable.
Make sure the child is not being pressured to praise the story simply because they know you.
What Can Teachers Learn From Children’s Authors?
Author journeys can be powerful within the classroom.
Children often believe that successful writers produce perfect stories immediately.
Learning about drafting, editing and rejection helps them understand that writing develops over time.
Teachers can share an author interview before a writing unit and ask children what they notice about the creative process.
They might consider where authors find ideas, how stories change during editing and why perseverance matters.
This can help pupils see themselves as writers.
The aim is not necessarily for every child to become a professional author.
It is to help them understand that their ideas have value and that skilled writing grows through practice.
Outdoor learning can support this process by giving children real experiences from which to draw.
A walk, interesting object, unusual sound or shared challenge can become the seed of a story.
Visit our Complete Guide to Teaching English Outdoors for practical ways to connect outdoor experience with speaking, storytelling, reading and writing.
Listen to Caryl Hart on The Muddy Puddle Teacher Podcast
In Let’s Thank Caryl Hart for the Little Things, Sarah speaks with Caryl about her life and work as a children’s author.
The episode gives listeners an opportunity to meet the person behind the books and hear more about the creativity, commitment and experiences involved in writing for children.
It will be particularly interesting for aspiring children’s authors, teachers, teaching assistants, librarians, parents and anyone who enjoys children’s literature.
The podcast is relaxed and conversational rather than a formal writing lesson.
That makes it a useful next step after reading this guide.
You can hear Caryl’s own voice, learn more about her work and discover the author behind the published stories.
Listen to Let’s Thank Caryl Hart for the Little Things
Get to Know the Guest: Caryl Hart
Caryl Hart is an award-winning children’s author who writes picture books and young fiction.
She is based in Sheffield and works full time as an author. She also delivers creative literacy workshops and events for schools, libraries, communities, literacy organisations and festivals.
Caryl began writing for children after the birth of her first daughter. Her journey from beginning to write at the age of 32 to securing her first publication ten years later is an encouraging example of persistence and continued creative development.
Her work helps children explore imaginative worlds, important feelings and everyday experiences through warm, engaging stories.
Alongside writing, Caryl supports children’s literacy through school visits, readings and creative workshops.
Connect With Caryl Hart
Visit Caryl Hart’s Official Website
Read More About Caryl’s Author Journey
School Visits, Workshops and Events
https://www.instagram.com/carylhart/
https://www.facebook.com/CarylHartAuthor/
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What Should I Do After Writing My Children’s Book?
Once you have completed a strong draft, put it aside briefly before returning to edit it.
Reading with fresh eyes can help you notice sections that need work.
Read it aloud and check whether the language feels natural.
Research the expected format for your age group and remove anything that slows the story unnecessarily.
Then begin researching agents or publishers carefully.
Keep a record of submissions and follow each organisation’s instructions.
Avoid paying large sums to companies that guarantee publication or praise every manuscript without giving clear information about their services.
Traditional publication, supported self-publishing and independent self-publishing are different routes with different financial arrangements, responsibilities and levels of control.
Take time to understand the route being offered before signing a contract or paying for a package.
Most importantly, continue writing.
One manuscript does not need to carry the full weight of your ambition.
Your second or third idea may eventually become stronger than the first.
Discover More Conversations With Children’s Authors
The Muddy Puddle Teacher Podcast brings together educators, authors, organisations, parents and inspiring people from across education.
The podcast is not only about outdoor learning.
It is a growing collection of conversations designed to introduce teachers and families to interesting people, practical ideas and different perspectives on childhood and education.
Explore our Children’s Authors Podcast Collection, visit the Education Podcast Hub or browse our Outdoor English and Literacy Resources.
You can also join the community through our Free Outdoor Learning Magazine and explore the full resource library with a 60-Day Free Trial.
Start Your Children’s Author Journey
Becoming a children’s author rarely begins with a publishing deal.
It begins with reading, writing, listening, editing and continuing to develop your ideas.
Caryl Hart’s journey shows that authors do not need to begin early or succeed immediately.
They do need to keep learning and continue creating.
Listen to Sarah’s conversation with Caryl and take your next step towards understanding the world of children’s books.
Frequently Asked Questions
How do I become a children’s author?
Begin by reading widely within the age group you want to write for, developing a strong manuscript and learning how children’s publishing works. Revise your story carefully before researching suitable literary agents or publishers.
Do I need qualifications to become a children’s author?
No specific qualification is required. However, writing courses, critique groups and professional guidance can help you understand the craft, age range and publishing process.
Do I need to illustrate my own children’s book?
Not necessarily. Traditional publishers often choose and commission the illustrator. Authors who plan to self-publish usually need to arrange illustrations and book design themselves.
How long should a children’s book be?
The appropriate length depends on the age group and format. Picture books, early readers, chapter books and middle-grade novels all have different expectations. Research recently published books for the audience you have chosen.
How do I get a children’s book published?
You can approach a literary agent, submit directly to publishers that accept unsolicited work or explore self-publishing. Research each route carefully and follow individual submission guidelines.
Is it difficult to become a published children’s author?
Children’s publishing is competitive, and many authors experience rejection before publication. Developing the craft, submitting professionally and continuing to write can improve your chances.
Can I become a children’s author later in life?
Yes. Caryl Hart began writing for children at 32 and had her first book published ten years later. There is no required age at which an author must begin.
Who is Caryl Hart?
Caryl Hart is an award-winning, Sheffield-based children’s author who writes picture books and young fiction. She also delivers creative literacy workshops and events for schools, libraries and festivals.
Author
Written by Sarah Seaman PGCE MA
Founder of The Muddy Puddle Teacher®
Teacher for over 19 years
Bloomsbury author
Trainer of thousands of teachers across the UK
