Books that tap into children’s constant ‘why?’ questions encourage reading more than overly descriptive ones, study shows
- A total of 48 children aged 3 or 4 years old were recruited for the study
- The were read two very similar books but only one offered ‘causal information’
- This addresses how and why the story unfolds as it does and answers questions
- This added detail preempts any questions from children asking ‘why?’ or ‘how?’
- Researches say this added information makes it more enjoyable for a child and therefore encourages reading from a young age
Constant ‘why’ questions from the inquisitive minds of children are essential to the development of their brain, a study reveals.
Scientists found the best way to nurture blossoming intellect is to encourage reading of books filled with added information to preempt and answer any questions, not overly-descriptive books that lack substance.
These pieces of extra knowledge, known scientifically as ‘causal information’, address the natural need to understand how things work that exists in children.
Children are more engaged in what they are reading when provided with these answers and it encourages them to read and allows their inner bookworm to flourish.
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Scientists found the best way to nurture a child’s blossoming intellect is to encourage reading of books filled with added information to preempt and answer any questions, not overly-descriptive books that lack substance (stock image)
Study author Dr Margaret Shavlik, from Vanderbilt University, said: ‘There has been a lot of research on children’s interest in causality, but these studies almost always take place in a research lab using highly contrived procedures and activities.
‘We wanted to explore how this early interest in causal information might affect everyday activities with young children such as joint book reading.’
Finding the factors that motivate children to read books is important as reading from a young age improves their early literacy and language skills.
Dr Shavlik and her team hypothesised that children prefer books with more causal information and set about proving it in the real-world, not just in a laboratory.
A total of 48 children were recruited for the study, aged either three or four and living in or around Austin, Texas.
In their study, an adult volunteer read two different but carefully matched storybooks to the children and asked them about their preferences afterwards.
Dr Shavlik said: ‘We read children two books – one rich with causal information, in this case, about why animals behave and look the way they do, and another one that was minimally causal, instead just describing animals’ features and behaviours.’
The children were equally interested by both books but when quizzed on which they preferred, they singled out the book loaded with causal information.
Pieces of of extra knowledge that answer natural questions, known scientifically as ‘causal information’, address the natural need to understand how things work that exists in children. Children are more engaged in what they are reading when provided with these answers(stock)
This suggests children are influenced by this key difference in their natural desire to learn.
Dr Shavlik said: ‘We believe this result may be due to children’s natural desire to learn about how the world works.’
Findings give the first indicator that causality could be a key to engaging young minds during routine learning activities.
Dr Shavlik added: ‘If children do indeed prefer storybooks with causal explanations, adults might seek out more causally rich books to read with children which might in turn increase the child’s motivation to read together, making it easier to foster early literacy.’
The study was published in the journal Frontiers in Psychology.