Tag: reading with children

Why Reading at Bedtime Matters More Than You Think

A research-informed perspective for parents

There is something deceptively simple about reading a story at bedtime.

A book. A quiet voice. A child curled beside you.

Yet research in child development consistently shows that these moments are not just comforting rituals—they are foundational to how children learn to read, think, and understand the world.

As a primary school teacher, I see the long-term impact of these early experiences every day. The children who thrive in literacy are not always those who arrive already reading—but those who have been immersed in reading as a shared, meaningful experience.

Children begin learning to read long before they can decode words

One of the most important ideas in early literacy is that reading does not begin with phonics instruction. Instead, it develops gradually through what researchers call emergent literacy (Teale & Sulzby, 1986).

Emergent literacy recognises that children start building reading skills from infancy through everyday interactions—especially when they are read to.

Through bedtime reading, children begin to understand:

  • That print carries meaning
  • How books are structured
  • The rhythm and patterns of language
  • How stories are organised

Even before they can recognise letters, children are already constructing a mental model of what reading is.

Children learn through observation and modelling

Developmental psychology highlights that children learn not only through instruction, but through watching others.

Albert Bandura’s social learning theory (1977) emphasises that children acquire behaviours through observation and imitation. When a child watches a parent read—turning pages, using expression, engaging with the story—they are internalising what reading looks and feels like.

This is why many children will:

  • “Read” stories from memory
  • Mimic intonation and expression
  • Use narrative phrases in their speech

These behaviours are not incidental—they are early forms of literacy development.

Shared reading supports development within the child’s learning zone

Lev Vygotsky’s concept of the Zone of Proximal Development (1978) helps explain why reading together is so effective.

Children can understand far more complex language and ideas when supported by an adult than they can independently. During bedtime reading, the adult provides:

  • Vocabulary beyond the child’s current level
  • Explanations and context
  • Emotional cues and interpretation

This process—often called scaffolding—enables children to gradually internalise language and comprehension skills.

Language development is strengthened through story

A strong body of research shows that shared reading significantly enhances children’s language development.

Children who are regularly read to are exposed to a wider and richer vocabulary than in everyday conversation (Mol & Bus, 2011). Books introduce:

  • More complex sentence structures
  • Less common words
  • Rich descriptive language

Over time, this exposure supports both oral language development and later reading comprehension.

Reading together builds more than literacy—it builds relationships

While the cognitive benefits of reading are well documented, the emotional dimension is equally important.

Jerome Bruner (1983) emphasised that children learn language through meaningful social interactions. Bedtime reading provides a consistent, calm, one-to-one context in which children feel secure and engaged.

This emotional connection matters because:

  • It creates positive associations with books
  • It supports attention and engagement
  • It fosters a sense of safety and belonging

Children who associate reading with comfort and closeness are more likely to develop intrinsic motivation to read.

The long-term impact of shared reading

Research has consistently demonstrated that shared book reading is strongly linked to later reading success.

A meta-analysis by Bus, Van IJzendoorn, and Pellegrini (1995) found that children who experience regular shared reading show significant advantages in:

  • Language development
  • Early literacy skills
  • Reading achievement

Importantly, these benefits are cumulative. Small, consistent moments—like bedtime reading—build over time into substantial developmental gains.

What this means for parents

The evidence is clear:

You do not need to “teach” reading at bedtime.
You simply need to share it.

Even a short daily routine of reading together can:

  • Strengthen your child’s language skills
  • Build their understanding of stories
  • Support future reading success
  • Foster a lifelong love of books

It is not about perfection, performance, or pressure.

It is about presence.

A final thought

In the classroom, we often focus on what children can do—the words they can decode, the sounds they can recognise.

But long before that, something quieter is happening.

A child listens.
A child watches.
A child begins to understand that reading is something meaningful.

And often, that understanding begins at bedtime.

References

Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.

Bruner, J. (1983). Child’s Talk: Learning to Use Language. Oxford: Oxford University Press.

Bus, A. G., Van IJzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis. Review of Educational Research, 65(1), 1–21.

Mol, S. E., & Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137(2), 267–296.

Teale, W. H., & Sulzby, E. (1986). Emergent Literacy: Writing and Reading. Norwood, NJ: Ablex.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.

Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69(3), 848–872.

The Power of Imagination in Childhood: Creativity, Nature, and the Stories We Tell

There is something remarkable about the way children experience the world. What adults might perceive as ordinary—a puddle, a stick, a shadow—can become something entirely different through the lens of imagination. Developmental psychologists have long observed that imaginative play allows children to transform everyday objects into symbols within evolving narratives. A stick may become a sword, a wand, or a fishing rod in a sea of imagined adventure.

Far from being trivial, this capacity for symbolic play forms a critical foundation for cognitive and emotional development.

Research in developmental psychology suggests that imaginative play supports the growth of creativity, empathy, language development, and problem-solving abilities. Lev Vygotsky argued that imaginative play enables children to explore possibilities beyond immediate reality, allowing them to experiment with roles, relationships, and emotional experiences within a safe framework of storytelling (Vygotsky, 1978). Similarly, studies of pretend play indicate that imaginative environments help children develop flexible thinking and narrative skills, which are essential for later learning and social interaction (Singer & Singer, 2006).

In this sense, imagination is not simply entertainment—it is a form of cognitive rehearsal for life.

Children’s literature plays an important role in nurturing this imaginative capacity. Stories offer symbolic landscapes in which young readers can explore ideas about nature, identity, curiosity, and belonging. Scholars of childhood education have noted that storytelling allows children to encounter the world through metaphor and narrative, helping them build meaning and emotional understanding (Nikolajeva, 2014).

Nature-based storytelling in particular can encourage children to develop an early sense of ecological awareness. Encounters with natural imagery—forests, oceans, the moon, animals—often invite reflection on the interconnectedness between humans and the natural world. Environmental educators suggest that early imaginative engagement with nature can foster lifelong environmental empathy and curiosity (Louv, 2008).

These ideas continue to shape my own creative practice.

When creating stories for Urban Viking Kids, I often begin with small moments of observation: the way light moves across water, how the moon seems to follow us as we walk home, or how children notice patterns and textures adults overlook. Books such as Mother Moon and Nature’s Rainbow emerge from these moments of quiet attention to landscape and atmosphere.

Rather than presenting nature simply as a backdrop, these stories attempt to invite children into a space of wonder and reflection, encouraging them to slow down and notice the subtle rhythms of the world around them.

In contemporary childhood environments—often shaped by fast-paced digital media and screen-based entertainment—imaginative engagement with stories may play an increasingly important role. Educational researchers have expressed concern that reduced opportunities for unstructured play and outdoor exploration can limit children’s ability to develop creative thinking and attentional depth (Gray, 2013). Within this context, storytelling becomes more than a pastime; it becomes a space where imagination can expand freely.

Imagination teaches patience, curiosity, and courage. It reminds us that not everything in life must be measured or explained. Some experiences—particularly those connected to nature, creativity, and storytelling—invite us simply to observe, reflect, and feel.

Reading with children offers a unique opportunity to nurture this imaginative space. When we pause over a page, notice the colours in an illustration, or ask a child what they think might happen next, we encourage them to participate in the creation of meaning rather than passively consuming information.

Each story shared becomes a seed planted in the landscape of the child’s imagination.

Over time, those seeds grow into creativity, empathy, and curiosity—qualities that shape artists, innovators, scientists, and compassionate communities.

In this way, the stories we read together may become part of a much larger narrative: one in which imagination continues to shape how future generations see the world.

References

Gray, P. (2013). Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life. Basic Books.

Louv, R. (2008). Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder. Algonquin Books.

Nikolajeva, M. (2014). Reading for Learning: Cognitive Approaches to Children’s Literature. John Benjamins.

Singer, D., & Singer, J. (2006). Imagination and Play in the Electronic Age. Harvard University Press.

Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

Ocean Cry is an artist, writer, and musician exploring the relationship between the ocean, creativity, and island cultures. Drawing inspiration from natural soundscapes, alternative music, and coastal landscapes, the work moves between art, music, and writing to examine how the sea shapes identity, imagination, and wellbeing.