One key insight and factor in early childhood education is reading aloud. As a regular element and ritual, it creates the best conditions for a flourishing imagination and creative intelligence

The deve­lo­p­ment of a flou­ris­hing imagi­na­tion is equi­va­lent to the deve­lo­p­ment of intel­li­gence and crea­ti­vity. A proven way to train these abili­ties is reading aloud. It inspi­res, moti­va­tes, and constantly encou­ra­ges child­ren to create their own images of stories. It enga­ges their minds: What happened? What comes next?

From distant lands. From other times. Of great dragons. Of dwarfs, wizards, and magi­cal land­scapes with cast­les, palaces, and knights. From the smal­lest unno­ti­ced detail to entire king­doms. Disco­ve­ring emoti­ons in all their forms and diver­sity. Lear­ning to under­stand feelings. Not only does a special bond grow between young and old, parents and children—reading aloud in all its facets unfolds magi­cal crea­tive powers within a child.

At the same time, the child is encou­ra­ged to remem­ber parts of the story: charac­ters, places, sequen­ces, events, actions. It learns to follow the plot. What seems playful has a deeper meaning. And this works only through reading aloud and storytel­ling. Prac­tice makes perfect here as well. Through constant repe­ti­tion, the child conti­nuously learns and accu­mu­la­tes know­ledge. In contrast, much of this is not only lost but dimi­nis­hes in the digi­tal world of smart­phones, tablets, and television—because these skills are not being trained.

And the worst part: without the reader, an important care­gi­ver is lost. A ritual disap­pears. A fami­liar voice at bedtime falls silent. That is why we can only urge people to keep reading aloud alive and to inte­grate it conti­nuously into daily routines—constantly, consis­t­ently, and creatively.

Child­ren should learn to form their own picture of the world so that later they are able to follow their own path accor­ding to their own ideas. Reading aloud is also an essen­tial prepa­ra­tion for inde­pen­dent reading. Child­ren who have been read to find it much easier to read on their own. Reading in any form should remain a funda­men­tal part of development—just like move­ment, educa­tion, and nutrition.

One cannot place social and cultu­ral expec­ta­ti­ons on the next gene­ra­tion without first provi­ding access to them. That is why we are such strong advo­ca­tes of reading aloud—because you can never have enough good and better people.

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