Why read stories to children?

The importance of reading stories to children is not only significant

in overall childhood development, but also a great booster of
children's self-esteem.

Childrens books work as audio visual aids of development.

Long term effects of parentchild shared reading help both receptive
and expressive language development.

Children benefit from books in many ways and more so from story
books. Reading is an active mental process and the story
books

for

children

help

in

the

cognitive

development.

 Stories hold childs attention, with the result children learn to

concentrate and their capacity to remember is sharpened.

Increased knowledge instills confidence, creativity and reasoning in

children. They gain peer recognition. Moreover, books are the best
of friends, so children are never lonely. This makes them less prone
to peer pressure and media exposure

Personality development is outcome of

cognitive, emotional, motivational
and temperamental attributes that
determine childs view about himself,
his world and the future.

Process of personality development

Depending on individual temperament children

elicit

different

stimuli

from

the

same

environment. For example; a child with inherent

"dependent nature" will find concerned parents
and teachers comforting, whereas a child with
high levels of energy and inherent low capability
to adjust will find them intrusive and restrictive.
-

 Behaviorist view assumes that children do not

develop on their own.
It consist of learning set of relatively passive
responses to environmental stimuli such as teacher.
The ideas that children are not intrinsically motivated
to learn what adults deem important and that their
recollection of pieces of knowledge given them by
the teachers is a valued developmental outcome.

 Constructivist views of the childs mind are consistent

with their educational practices. (child-centered).
Practices

foster

valued

child

qualities

such

as

motivation to learn and problem-solving.

Children-centered
motivation

to

programs

learn,

lower

demonstrate
anxiety,

and

greater
higher

problem solving and language skills that children in

didactic programs.

Developmental

and

educational

psychologist point to the powerful

influence of both teacher-student and
peer

relationship

adjustment

and

on

learning

student
to

the

interconnections between childrens

social and academic live in school.