Quality children’s books are more than stories. They inspire play, help children understand their world, and support learning and development across all early childhood areas (DEEWR, 2009; ACECQA, 2020).
The Early Years Learning Framework (EYLF) and National Quality Framework (NQF) highlight that children learn best through play, relationships, and meaningful experiences. Shared reading is a great way to develop this.
Inspiring Play and Imagination
Children often extend stories into imaginative play, drawing, building, and role-play. Books provide ideas, language, and problem-solving opportunities that support creativity and curiosity, aligning with EYLF Outcome 4: Children are confident and involved learners (DEEWR, 2009).
Building Awareness of the World
High-quality books introduce children to different cultures, families, emotions, and real-life experiences. Through stories, children develop empathy, respect, and an understanding of diversity, supporting EYLF Outcome 2: Children are connected with and contribute to their world (Bishop, 1990; DEEWR, 2009).
Supporting Development Across Key Areas
Children’s books support learning across all developmental domains:
- Language & Literacy: Builds vocabulary, listening, and early literacy skills (Snow, Burns & Griffin, 1998)
- Cognitive Development: Encourages thinking, predicting, and problem-solving (Wasik & Bond, 2001)
- Social & Emotional Development: Supports relationships, emotional understanding, and resilience (Vygotsky, 1978; Denham & Burton, 2003)
- Physical Development: Strengthens fine motor skills and inspires movement through play (ACECQA, 2020)
This aligns with the NQF Quality Area 1: Educational Program and Practice, which emphasises intentional, play-based learning experiences (ACECQA, 2020).
Creating a Love of Learning
Positive shared reading experiences help children develop confidence, curiosity, and a lifelong love of learning. Reading together at home and in early learning settings also strengthens relationships between children, families, and educators (Bus, Van IJzendoorn & Pellegrini, 1995; DEEWR, 2009).
References
Australian Children’s Education and Care Quality Authority (ACECQA). (2020). National Quality Standard.
Bishop, R. S. (1990). Mirrors, windows, and sliding glass doors. Perspectives, 1(3), ix–xi.
Bus, A. G., Van IJzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading and early literacy development. Review of Educational Research, 65(1), 1–21.
Denham, S. A., & Burton, R. (2003). Social and emotional prevention and intervention programming for preschoolers.
Department of Education, Employment and Workplace Relations (DEEWR). (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia.
Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children.
Vygotsky, L. S. (1978). Mind in society.
Wasik, B. A., & Bond, M. A. (2001). Interactive book reading and language development. Journal of Educational Psychology, 93(2), 243–250.