Walk into almost any home today and you’ll probably spot a toddler swiping on a screen like a mini tech expert. Tablets, smart TVs, and phones are part of everyday life now – even for our youngest learners.
But here’s the thing: in the middle of all this digital noise, a simple picture book still has a kind of quiet magic that nothing else can replace.
Around the world, children fall in love with reading through the voices of great storytellers – from Dr. Seuss and Beatrix Potter to Roald Dahl, Julia Donaldson, Mem Fox and many more. Their characters become part of a child’s inner world, shaping how they see friendship, courage, kindness and imagination.
For preschools and early learning centres, the goal isn’t to ban technology. It’s to make sure that physical books keep a starring role in the early years, right where they belong.
The “book moment” you can’t download
There’s something very real and grounding about watching a child choose a book from a low shelf, carry it over with two hands, climb into a cosy corner, and open it themselves. That whole sequence is part of the early learning experience.
A physical book is tactile – children can feel the weight, the pages, the textures. It’s visible, sitting on the shelf as a constant reminder that stories are always within reach. And perhaps most importantly, it’s naturally shared.
Screens are usually designed for one pair of eyes at a time, but books invite togetherness. A teacher with a group of children, a parent with a child on their lap, siblings reading side by side – those shared moments are where language, social skills, and a love of stories grow.
How physical books support school readiness
In the preschool years (around 3–5), children are building the core skills they’ll need for “big school”. Physical books quietly support many of these in ways we might not immediately notice.
Print awareness
When children handle real books, they start to notice the small details that form the foundation for reading. They learn that this is the front of the book, that we turn pages from right to left, that words go from left to right, and that those squiggles on the page are letters and words that actually mean something. These may seem like small observations, but together they create the scaffolding children need for primary school.
Focus and attention span
A physical book doesn’t ping or flash or offer new videos every few seconds. Instead, it asks for something different: “Let’s stay with this page for a moment. Let’s talk about what we see in this picture. Let’s predict what might happen next.” This gentle, sustained focus is exactly what children will need when they’re sitting on the mat listening to their teacher read, or following instructions in class.
Fine motor skills
Turning pages, pointing to pictures, tracing words with a finger – all of these simple actions help little hands get ready for holding pencils and crayons, drawing and writing, and managing exercise books and school readers. A book is a mini workout for fingers as well as a feast for the mind.
Emotional connection
So many children have special memories tied to books. There’s the bedtime story that means “it’s nearly sleep time,” the “comfort book” they ask for when they’re unsettled, or the silly rhyme book they giggle over with friends. Books can become emotional anchors and give children a sense of security at preschool and at home.
But what about screens? Do they have a place?
Short answer: sometimes – if they’re used thoughtfully.
The digital world offers wonderful things too: animated stories, interactive alphabet games, audio books read by expressive narrators, and videos of authors reading their own work. The problem isn’t screens themselves. It’s when digital completely replaces print or when screen time becomes passive “babysitting” instead of purposeful learning.
A balanced approach means using physical picture books for daily story time, quiet reading, and shared group reading, while occasionally bringing in digital story experiences to enrich a theme – perhaps listening to an author read their book, or exploring a story-related song or rhyme. The key is setting clear limits so screens stay a tool, not the default.
How preschools keep books at the heart of the day
In a quality early learning environment, books show up in lots of different ways across the day.
Daily story circles
Gathering for a story or two happens naturally at transition points: after morning drop-off to calm and settle, before rest time, or at the end of the day as a “goodbye” ritual. During these moments, teachers can pause to ask open-ended questions like “What do you think will happen next?” or “How do you think this character feels?” or “Have you ever felt like that?” This builds empathy, comprehension, and conversation skills all at once.
Book corners that children actually want to use
A well-loved book corner might include a small couch or cushions, forward-facing shelves so children can see the covers, and a mix of board books, picture books, and wordless books. Adding mirrors, soft toys, and props that link to favourite stories makes the space even more inviting. The goal is to make books feel like an appealing option, not a “school task”.
Linking books to real-life experiences
When the class is exploring gardening, teachers might read books about plants, worms, and weather. If they’re focusing on feelings and friendships, they’ll choose stories that show characters sharing, taking turns, and solving problems. For cultural celebrations, they select books that represent different families, traditions, and languages. A theme like “community helpers” might be supported with picture books about firefighters, nurses, bakers, and teachers – helping children see their world reflected back at them in stories.
Creating their own authors
One of the most powerful ways to connect with books is to let children make them. Preschools can staple together simple paper books for children to draw in, ask children to dictate a story while the educator writes the words, or turn class experiences (like a nature walk) into a photo book with captions. When these homemade books are displayed alongside published ones and treated with respect, children start to understand that stories come from real people – just like the authors they’ll be reading for years to come.
How families can keep physical books alive at home
You don’t need a giant home library or expensive resources. A few simple habits go a long way.
Visit the local library regularly and let your child choose their own books. Create a book basket in the living room or bedroom so books are always within reach. Build small rituals: a morning story, a bedtime book, a Sunday library visit. Model reading yourself – let your child see you with a book or magazine, not just a phone. And when you do use digital stories, talk about them together: ask questions, pause to discuss the pictures, just like you would with a physical book.
The goal isn’t perfection. It’s simply to make books feel like a normal and enjoyable part of everyday life.
Final thoughts: Stories children can hold in their hands
In a world where so much is happening behind glass screens, being able to hold a story in your hands still matters – especially in the preschool years.
Physical picture books support school readiness skills, encourage focus, conversation, and imagination, create a bridge between home and preschool, and help children see themselves in stories while dreaming bigger about their place in the world.
You don’t have to choose between books and technology. You can embrace the best of both – while keeping real, tangible books at the heart of early learning.
Because long after the latest app has been deleted and the battery has died, that favourite, slightly crumpled picture book on the shelf will still be waiting – ready to be opened, explored, and loved all over again.