That is exactly how we should start working with paints. It is difficult for a small child to even hold a brush, let alone switch from one color to another within a single drawing. We simplify the process as much as possible: one paint.
From the perspective of developing thinking, we discuss what can be red, but remember that a child should only name colors directly by the age of 2!
The images on the spreads are usually grouped into logical pairs. Try to convey this connection to the child. Be sure to come up with a "hook" - a story-explanation about what we should color and why. Or "hide" (color over) and why. Discuss objects from different sides.
From the perspective of drawing, we focus on two actions - coloring and covering. Despite the similarity, these are two different cases. In the first, we color an object within the outline, and it becomes more obvious to us. In the second, we cover the object - and it completely disappears! Perhaps we hid something (from someone), or maybe we just ate something, and nothing is left!
We start with a ball in each book to convey the interesting idea that some things can be any color: whatever we paint it, that’s what we get!
For toddlers.
