Teach Early Years - Issue 14.2

You can play a powerful role in shaping young children’s love of reading, says Tracy Jackson OBE … Help them bond with books TRACY JACKSON IS ASSISTANT DIRECTOR EARLY YEARS AT THE NATIONAL LITERACY TRUST E very year, the headlines are the same. Media reports on National Literacy Trust research highlight a worrying decline in the number of children who read for pleasure, with the sharpest focus often on late primary- and secondary-aged children. The concern is real and rightly so: reading for pleasure is one of the strongest indicators of future academic success and wellbeing. But what often goes unreported, or at least underexplored, is the role of the early years in shaping that trajectory. By early primary school, many children have already formed strong attitudes towards reading, and those early beliefs can shape their future engagement. If we want to raise a generation of lifelong readers, we must stop waiting until children can read before helping them fall in love with reading. POSITIVE EXPERIENCES Reading for pleasure starts with joyful, shared experiences of stories, language and imagination, long before a child can decode a word on the page. Early language skills are the foundations for later reading success: research shows that children struggling with spoken language at age five are far more likely to fall behind in reading by age 11. That’s why the National Literacy Trust’s work focuses on high-quality interactions in the early years: chatting, playing, storytelling, and reading aloud. It’s not about teaching children to read earlier; it’s about helping them experience books as something warm, fun and meaningful. AN EMOTIONAL CONNECTION Too often, conversations about early reading fall into a binary trap: phonics versus story, teaching versus playing, etc. But these are false divides. Children need both structure and joy, both the tools to read and the motivation to want to. Our research into reading for pleasure consistently highlights that children who enjoy reading are more likely to do it frequently, and frequent reading is linked to stronger language, wellbeing, and educational outcomes. That’s why the early years matter so much. This is when reading is still magic, when it means special time with someone who cares, a moment of calm, a ticket to a wild adventure. It’s that emotional bond with books that practitioners and families are uniquely placed to nurture – not by forcing it, but by consistently and warmly inviting children into it. YOU HOLD THE KEY Every adult in an early years setting plays a powerful role in shaping a child’s relationship with reading. This isn’t about doing more; it’s about doing things with intention. Story experiences don’t need to be perfect or elaborate; they need to be warm, consistent, and connected to children’s lives and cultures. And while not all families feel confident reading with their child, early years practitioners are brilliantly placed to nurture parents’ confidence and show them that the most powerful thing they can do is to weave stories into daily routines. Let’s continue creating space for stories that make us laugh, wonder and feel seen. Let’s give every child the chance to see themselves as a reader, even before they can read a word. Because reading for pleasure doesn’t start with decoding, it starts with joy and connection. Visit literacytrust.org.uk Childrenwho enjoy reading are more likely to do it frequently A love of reading isn’t something that lives in the book corner or only appears at story time. In the most inspiring settings, books and stories are woven through the fabric of the day, sparking conversations, soothing transitions and enriching play. Whether it’s a story that shapes role-play, a picture book explored under a tree, or a rhyme shared while tidying up, practitioners use stories to build connection and curiosity. What makes a crucial difference is how adults bring stories to life. When children see books being chosen, handled, and loved by the people around them, they learn that stories matter. When they see or hear stories in their own languages or books that reflect their families, communities and interests, they learn that stories can belong to them. 28 Teachearlyyears.com