Interactive or Shared reading is part of our daily routine. I’m realising more and more just how valuable it is to the children’s language and communication development.
The EEF’s Early Years Evidence Store highlights:
‘There is strong evidence that interactive reading can improve language and communication in the early years.’
Over my 17 years as a childminder, I’ve developed (and continue to) ways of reading that help keep children involved in the process and engaged with the story. I wouldn’t say I’ve perfected it, but I feel quietly confident about story time whether it’s one-to-one or in a small group
I aim for an inclusive story time, supporting those who need a little extra help. Most of the time, we seem to do quite well, but that’s not to say it’s easy.
“One thing that stands out to me is how challenging these skills are.”
As I was observing some of our new childminder assistants, it struck me just how skillful interactive reading is. We need to learn and become adept at a range of skills that will encourage high quality interactions as we read. It’s not easy and takes lots of practice.
As Julian Grenier (2024) points out:
‘Experienced practitioners can make high-quality interactions look natural and effortless. But they are not easy to do well.’ (EEF)
“We need to help children to feel involved”
Enabling children to feel connected is vital to the reading process. For instance, we need to identify and support those children who are less vocal or need additional encouragement. Sometimes this is called giving them a ‘larger slice of the cake.’
The EEF’s Improving early education through high-quality interactions explains that:
‘Children who have experienced fewer sustained and supportive interactions might have shorter attention spans. They might have fewer interests or be less confident communicators. Educators may need to take more time and care in developing warm and supportive relationships with them’.
Because I know the children well, I can intentionally use a word, a picture or an interest that will prompt their curiosity and help them feel included. This relies on me using my professional knowledge of the child – a crucial factor in all my work.
“I try to enable the children to feel that they are reading the book”
When I read with children, I aim to slow everything down. It’s a special time where everyone is there to enjoy the book, so we need to be sure to give enough time to it. We don’t read in one space: it could be at the table, on the carpet, in the garden or the bathroom. That’s one of the many beauties of reading - it’s flexible and accessible. Wherever we are, reading becomes a shared moment, almost like going on an adventure together.
One of the first things I do is check whether every child:
- is comfortable
- wants to be there
- can see the book.
In mixed-age groups, older children tend to move to the front, so I gently explain that we are sitting together and need to make sure that everyone can see and hear.
I encourage them to interact with the story through prompts such as asking a question, pointing to a picture, or letting the children complete a sentence.
As the EEF says:
‘Successful interactive reading interventions tend to involve the adult offering a prompt to encourage interactions between the adult reader and child(ren)’.
When I look at a child while reading, it shows them that I’m noticing them and that they are part of the process. When the child responds, either verbally or non-verbally, I acknowledge it and respond back – maybe a smile, a gasp, a facial expression or a word. The ShREC approach has helped me with this as it welcomes and values all interactions.
As well as letting the children ‘take off’ with their responses and interactions, part of my role is to gently guide them back to the story. I do this by using phrases like, “I wonder what’s going to happen next, let’s find out.”
It’s always a fine balance to keep the flow of the story going as well as letting children say what they want to say.
Questions for reflection:
- How does your knowledge of a child shape the prompts you use with them during shared reading?
- During shared reading, what small changes might you make to improve high-quality interactions?
Want to know more:
James, F. (2024): Interactive Reading: the power of sharing books: East London Research School.
Storybooks and games: practical resource to support Interactive Reading. BookTrust
Vollans, C (2024): 5 things to know about Interactive Reading. A Brighter Start: East London’s Early Years Stronger Practice Hub.