The foundation for learning to read is laid long before children enter school. Parents and other family members nurture early literacy skills by telling stories and reading books with their children. Children associate reading with pleasure and acquire a sense of emotional fulfillment from bonding with their parents. The positive connection with reading motivates children to keep trying even if they struggle to master the skills at some point in the future.

Interactions with children, teachers, and parents gave us an insight into a disturbing belief that ‘reading’ for pleasure was a waste of time. Many adults did not see the connection between academic success and reading books that were not ‘textbooks.’ Early childhood is a period filled with learning opportunities, and reading for pleasure builds vital readiness skills that prepare the child for formal learning.

Nurturing positive mental health in children prepares them for a lifetime of learning. In our experience, parents find it easier to recognize the impact of external factors, such as academic pressure and covid related isolation, on their children’s behaviour. But the stigma associated with a possible developmental disability or emotional need prevents them from seeking timely professional guidance for their children. We must first acknowledge that our children need help if we are to support them.