Reading aloud and storytelling for children

Reading to children — preferably every day

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Is there a child who doesn't like being read to? When a book is taken out, most children are immediately engaged: cozily snuggled up, with a good view of possible pictures, they listen eagerly to the story. Reading aloud is much more than a cozy bedtime ritual. Experts agree that reading together plays a major role in children's language development. We answer the most important Questions about reading aloud:

When can I start reading to my child?

Basically from the very beginning. Even newborns listen attentively to their parents' voices and in doing so become familiar with the rhythm and modulation of language. A child who grows up being read to is more likely to enjoy reading later on — and from the start learns to listen, which makes communication with others easier.

When or where should I read to my child?

The classic times to read aloud are before bedtime or in the afternoon: with a nice story your child can calm down and spend some time just with mom or dad. But reading aloud works anytime, especially on the go. If you always have one or two small-format children's books with you, it will never be boring on the bus, in the waiting room, or while traveling.

What should I read to my child?

You can read anything to babies, even your own favorite books – your voice is more important than the content of the book. For toddlers, picture books with little text and sturdy pages that they can turn themselves are suitable. Preschool children can also focus on somewhat longer stories, but there should still be pictures to illustrate and make what they hear understandable. From primary school on you can also read longer books over several days – children are now able to remember what they've heard and relate parts of the story to each other.

Poems for children

Stories in rhyme: Poems exert a special fascination on children because the rhymed stanzas bring their own language rhythm, which is clearly different from "normal" speaking or reading aloud. In addition, many poems are compact mini-stories that describe an event with a beginning, rising action, and an end.
Reciting poems together: Some parents are unsure when they should read or recite poems with their children. Basically, a poem fits in whenever you would normally read aloud or tell stories, for example in the afternoon while cuddling or before falling asleep. A short poem before meals is also a nice ritual.
Positive effects of poems: Poems are not only entertaining; they also train language comprehension. The rhymes and compact narrative style practice creative use of language and expand vocabulary. Those who learn poems by heart also train their memory and concentration.
Learn by heart! A poem sounds best when it is recited freely from memory. Children also learn quickly to stress the poem correctly and keep the rhythm when they have memorized a poem. Simply repeat a short poem a few times – your child will quickly become familiar with the stanzas.

Making up stories with children

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Let your imagination run wild

Some parents don't read a bedtime story in the evening but invent stories for their children themselves. That's a great thing, because the story always develops in a way that suits the child best and not infrequently the child plays the main role in the adventure. But inventing stories needs to be learned. Not everyone can simply conjure up a plot with a beginning, an end, and all the details off the cuff. However, you can practice storytelling — preferably together with your child.

Stories stimulate the imagination

When you invent stories together, you never know exactly where they're going. The plot can suddenly change or new characters may appear. That requires creativity — and you can practice that, for example, by starting with a question game: ask your child 'What if ...' questions that they should answer. Conversely, your child should formulate questions or scenarios themselves, to which you respond.

Making up stories with several children

You can also make inventing stories into a game, for example in daycare or at a children's birthday party. All the children sit in a circle and first set the basic outline of the plot: Who is the hero of the story, where does he live, and which adventure should he undertake? Those who like can draw the character of the story and his home on a large sheet of paper to bring the story to life. Then everyone takes turns telling, with each person getting 2–3 minutes. If the story stalls, you can help with an idea or a targeted question, e.g. 'Luckily XXX had a magical item in his pocket — but what was it again?'

Tell freely

How you can practice storytelling in everyday life

Putting situations or feelings into your own words is not so easy for children. Even adults sometimes have difficulty speaking freely or telling stories 'off the cuff'. But you can practice telling and listening in everyday life, casually and without making a big deal out of it:

Avoid closed questions: Ask, instead of 'Was it nice at daycare?', 'What did you like best at daycare today?' or 'Which games did you play today?'
Exchange experiences or memories with your child: 'Do you remember when we were on vacation?', 'Do you remember how you painted this picture?' In this way your child starts to tell and practices expressing impressions.
Discuss the day: After the bedtime story you can take a few more minutes to talk with your child about the day. Let them tell you what they liked, when they were upset, or what they want to do tomorrow. Most children tell on their own — if not, you can help with questions or start telling yourself.
Telling while playing: Tell stories when you play with your child: what the teddy experiences on his way through the room or how one of the cars on the carpet has a flat tire. They can be very simple, small situations — but your child practices representing situations with language.

Fingerplays and rhymes for young children

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Rhyming stories and games

Toddlers may not yet have the patience to listen to or look at an entire book from front to back. Fingerplays and little rhymes introduce babies and toddlers to language in a playful way. The linguistic appeal in fingerplays is enhanced by tactile contact and thus makes a stronger impression even on very young children. Even if a child does not yet understand the words of a fingerplay, they will soon remember the movements and know what comes next.

Tooth Fairy & Co

Stories as little helpers in everyday life

Stories are not only entertainment; they also help children understand unfamiliar situations or process certain experiences. Thus, Santa Claus and the Easter Bunny are on the one hand an explanation for the gifts given during the holidays, and on the other hand they make the celebration a bit more mysterious and heighten the suspense.

The Tooth Fairy: With the story of the Tooth Fairy it's similar: the idea of a good fairy who collects fallen baby teeth and replaces them with a small gift takes the fright out of the first loose teeth and makes children proud when the tooth finally comes out. Many parents also include a letter from the Tooth Fairy with the gift, in which they admonish the children to brush their permanent teeth well.
Pacifier Fairy & Co: The pacifier fairy is a relatively recent invention. The story of the good fairy who exchanges the pacifier for a gift in order to bring it to a newborn baby helps young children say goodbye to their pacifier.

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