Brrr…it’s cold outside and that provides extra opportunities to enjoy some book reading indoors. We know that introducing books to babies and toddlers is a crucial step in fostering early literacy skills, But what if a toddler just doesn’t seem interested or is even resistant to reading? It’s important to first understand what may be contributing to a child’s reluctance and then try some research-based strategies for nurturing a love for books. Research has shown that early exposure to books is foundational for later academic success. In fact, toddlers who engage with books regularly develop stronger vocabulary, listening skills, and cognitive abilities (Ramirez et al., 2022). However, some children may struggle to engage with books. Their reluctance can stem from various factors such as a child’s developmental stage, temperament, or lack of exposure to books (Jones et al., 2021). Even so, there are effective strategies that foster an early interest in books that can be tailored to meet individual children’s needs. Let’s explore some research-based strategies for developing a child’s interest in books.
- Make Reading Interactive and Fun: Toddlers often enjoy books more when the experience is interactive. Research by Wilson
et al. (2023) highlights that incorporating gestures, sounds, and questions can hold a child’s attention longer. Encourage them to point to pictures, mimic animal sounds, or act out actions in the story. Books with textures, flaps, or buttons also provide sensory experiences that can enhance engagement (Parker & Klein, 2021). - Choose Age-Appropriate Books: To keep toddlers interested, be sure to select books with simple, repetitive text, bold and colorful pictures, and familiar themes. Research indicates that toddlers are more likely to enjoy books that reflect their personal experiences or routines (Guthrie et al., 2020). Choosing board books with durable pages also supports fine motor skills development.
- Read Aloud Regularly and Consistently: Consistency is key to developing a love for books. The more a toddler is read to, the more likely they are to internalize the joy of reading. Studies show that toddlers who are read aloud to regularly achieve better literacy outcomes and a deeper enjoyment of books (Wagner & Thomas, 2022). Find ways to make reading part of your daily activities, such as before sleep or after meals, to establish a comforting and predictable routine.
- Model Positive Reading Behavior: Children are observant and enjoy copying adult behavior. A study by Liu and Howard (2021) found that toddlers whose parents read regularly themselves were more likely to develop a positive attitude toward books. Be sure to model reading as an enjoyable activity which can influence children to view it as a valuable, fun activity.
- Use Books to Support Emotional Development: Reading books that explore emotions, friendships, and problem-solving can be both enjoyable and educational. Offering books that deal with toddlers social and emotional worlds provides opportunities for meaningful conversations. This approach not only helps toddlers connect emotionally with the stories but also promotes their social-emotional growth (Johnson & Wallace, 2024).
Encouraging reluctant children to enjoy books requires enthusiasm, patience and consistency. By making reading interactive, choosing engaging books, modeling positive reading behaviors, and establishing regular reading routines, parents and caregivers can lay the foundation for a lifelong love of reading. Remember… the research shows that early, enjoyable book experiences are an effective way to develop young children’s literacy and social-emotional skills.
Lynne Hall is a research associate at the Indiana Institute on Disability & Community’s Early Childhood Center. She holds a Master of Science in Education and an Indiana instructional teaching license (Early Childhood Education and Services; Elementary/Primary Generalist; Elementary/Intermediate Generalist). She formerly taught preschool in a variety of settings for over 15 years. Her expertise includes early literacy instruction, equitable strategies, and inclusive preschool classroom practices. Email her at hallma@iu.edu
References
Guthrie, J. T., Bozack, A. R., & Fishman, B. J. (2020). Engaging children with books: The role of personal connections and experiences. Journal of Early Childhood Literacy, 20(2), 199-213.
Johnson, S., & Wallace, B. (2024). Books for emotional growth: Supporting toddlers’ emotional development through reading. Child Development Research, 38(1), 34-50.
Jones, M. K., Pierce, D. S., & Lamb, C. J. (2021). Understanding toddler reluctance: Factors influencing early reading habits. Early Education and Development, 32(4), 551-567.
Liu, S., & Howard, R. (2021). Parental reading behavior and toddler engagement with books. Literacy in the Early Years, 29(3), 223-238.
Parker, J. K., & Klein, L. E. (2021). Sensory-driven reading: Engaging toddlers through tactile and visual books. Journal of Early Childhood Education, 50(3), 215-229.
Ramirez, T., Smith, S. L., & Chang, W. (2022). The impact of early book exposure on language development in toddlers. Early Childhood Research Quarterly, 53, 101-113.
Wagner, K. S., & Thomas, D. J. (2022). Reading aloud to toddlers: How frequency and consistency influence early literacy development. Journal of Literacy and Language Education, 41(2), 159-176.
Wilson, R., McClure, M., & Anderson, T. (2023). Interactive strategies for engaging toddlers with books. Literacy Research and Instruction, 62(1), 45-62.
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