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Start Early With Books

An enjoyment of books is developed early in life. From the moment an infant is born, he or she needs to be read to. Reading helps babies understand language and helps their language develop appropriately.
"When an infant is held and read to, or a song is sung to him, a highly intimate and personal relationship develops between him and the adult. He knows that he is loved and watched over; he feels secure."

American Library Association,
"Start Early for an Early Start"

Simple, everyday events tell young children their parents love and value them. The parents' presence, a smile, a gentle touch, and sitting close and pointing out objects or pictures in a book say "I love you" to a child. These nurturing activities help "build a baby's brain."

Set a Good Example

Read a lot! Parents who read usually have children who are interested in books and reading. Early on, children model their parents' attitudes toward books. Let your child see you enjoying magazines, books, and newspapers.

Select Good Books

As children grow, their attention spans increase and their interests change. Select books to fit these changes as your child grows. Continuing to read aloud to your child at all ages is important. Some suggestions follow for choosing suitable books:

Babies and Toddlers

  • Choose cloth, plastic, or heavy cardboard books.
  • Choose pictures that are simple and brightly colored.
  • Choose some books that have rhymes and jingles.
  • Choose books that are interactive, such as scratch and sniff and pop-up books.

2- and 3-Year-Olds

  • Choose stories about action, people, and activities. They love stories about animals and familiar objects and ideas.
  • Choose simple stories with simple plots.
  • Choose books with repeated phrases or words. Children will quickly learn them and "read" with you.

4- and 5-Year-Olds

  • Choose longer books; their attention spans are increasing.
  • Choose books with more print and more complex plots.

School-Aged Children

  • Choose books the child can read by him/herself.
  • Choose books based on their hobbies or interests.
  • Choose some books to be read aloud. Selecting a few books above your child's reading level may be great ones to read aloud.

Use These Tips

  • Choose quality illustrations. The pictures need to
    • stimulate the imagination.
    • be located on the same page as or opposite the related words.
    • create a mood to go with the words.
    • show accurately the details of the words.
  • Choose a story that flows smoothly.
  • Choose a story in which
    • the plot is active.
    • the words are right for the age.
    • the characters are believable and the setting is clear.

Make Story Time Special

The sound of your voice and the intimacy from the sharing situation bring pleasure to the child even before he or she understands the words. Make story time part of your child's routine. You and your child will look forward to it. Some suggestions for making story time special include the following:
  • Involve the child's hearing, seeing, feeling, and sometimes smelling because children learn through their senses.
  • Choose a book that you enjoy. Familiarize yourself with the book by reading it first.
  • Choose a good time to read. At bedtime and before naps are usually good opportunities for reading to your child.
  • Choose a good spot: a quiet, comfortable place where you will not be interrupted.
  • Make sure the child can see the pictures and can follow along with you while you read.
  • Point to each line of words, from left to right, as you read. This helps strengthen left-to-right eye coordination.
  • Pay attention to the way you sound. Change your pitch (high and low) with the words in the story. Change your volume (soft and loud) and pace (fast and slow) as well.
  • Give life to the words. Sound scared for the word "scared" or speak slowly for the word "slow," and so forth.
  • Read so that the words can be heard clearly.
  • Read with enthusiasm.
  • Choose stories with repeated phrases or sentences. Children often repeat these lines in unison with the reader. Repetitive language in books is important for language development.

Value of Reading

Parents and caregivers may find the young child wanting to "read" or tell the story. Allow children this chance to have fun with words and to remember story ideas. These language experiences are all prereading skills that parents can help to develop.

Books can take us to other lands, help us deal with different situations and feelings, and help answer questions about life. They also help create special interests such as nature or outer space.

Most of all, books open many doors!

Suggested References

Margaret Wise Brown. Goodnight Moon, The Runaway Bunny.

Eric Carle. The Very Hungry Caterpillar; The Secret Birthday Message; and others.

Eric Hill. Spot's First Walk; and others.

Russel Hoban. Bedtime for Francis

Edith Kunhardt. Pat the Cat; Pat the Bunny; Ladybug, Ladybug, and other nursery rhymes.

Nancy Vann Lann. Possum Come a Knockin'.

John Langstaff. Over in the Meadow.

Bill Martin and John Archambault. Chicka Chicka Boom Boom

Kate McMullan. If You Were My Bunny.

Beatrix Potter. The Tale of Peter Rabbit and others.

Peter Spier. Little Rabbits; Food Market; Little Cats; Noah's Ark and many more.

Rosemary Wells. Max's Breakfast and others.

Revised by Louise E. Davis, Ph.D., Child and Family Development Specialist, School of Human Sciences

Mississippi State University does not discriminate on the basis of race, color, religion, national origin, sex, age, disability, or veteran status.

Publication 1708

Extension Service of Mississippi State University, cooperating with U.S. Department of Agriculture. Published in furtherance of Acts of Congress, May 8 and June 30, 1914. Ronald A. Brown, Director

Copyright by Mississippi State University. All rights reserved.

This document may be copied and distributed for nonprofit educational purposes provided that credit is given to the Mississippi State University Extension Service. 
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