Reading and representation in the Early Years

For the watchers

For the listeners

Why are books and reading so important in Early Years?

Laura describes books as foundational to early childhood development, covering all of the EYFS seven areas of learning, and serving as a gateway to emotional, cognitive, and cultural growth.

Laura emphasises that every child deserves access to books regardless of location or financial circumstance, but recognises that some settings lack sufficient books due to budget constraints. To make book budget go further, Laura suggests

• Local libraries, which often allow Early Years settings to borrow up to 20 books
• Charities that gift books to Earyl Years settings
• Buying second-hand, such as from car boot sales, and charity shops
• Accepting donations from parents and families.

And books aren't just for the "reading corner" or the carpet. Laura says books should be displayed throughout the entire setting (including entrances and outdoor areas) so children can self-select and develop independent reading habits before reaching reception.

Broadening the definition of reading

However, it's not just story books that count. Laura reminds us that non-fiction books are an undervalued but equally important resource, supporting factual learning and broadening children's understanding. You can also offer comics, magazines, dual language books, and audio books, as these support engagement, imagination, and listening skills.

Why does diverse representation in children's books matter so much?

Diverse and inclusive books are presented as essential for all settings, not just those in multicultural areas, as they build children's awareness of the wider world and strengthen self-esteem and cultural capital. Laura explains Dr. Rudine Sims Bishop's mirrors, windows, and sliding glass doors framework to illustrate this:

• "Mirrors" are represntations in books that allow children to see themselves,
• "Windows" are representations in books invite curiosity about others and allow them to look into other expereinces,
• "Sliding glass doors" are representations in books that encourage children to step into new worlds.

Laura advises that it's best to have a balance between books that explicitly address topics such as racism or family structures and those where diversity is naturally embedded in the background of the story.

"But children are too young to learn about that!"

Laura recognises that some educators may feel uncomfortable reading books that address sensitive topics such as racism, feelings, or family diversity. In Laura's books, she offers practical support tools, such as lists of talking points and extension activities, to help educators navigate difficult themes with confidence.

How often do children see us write? Role modelling reading and mark-making

Laura explains that children learn to value reading and writing by observing adults engage in these activities, and that the shift to digital tools in settings has reduced children's exposure to handwriting. To counter this, Laura suggests that educators weave mark-making throughout the day and use approaches such as scribing children's stories (drawing on Vivian Gussin Paley's helicopter story method) to model writing for meaning.