Then let us begin…
Zanna Clarke, Principal, Miss Daisy’s Nursery Schools, examines the learning needed before reading can start
Learning to read starts well before formal phonics instruction. In the early years, children need rich experiences that help them tune into language, rhythm, and meaning. Prereading activities are powerful because they make literacy feel like play. Rhyming games and nursery rhymes strengthen phonological awareness, while ‘sound-hunts’ encourage children to listen carefully to their environment and connect sounds to words. Clapping out syllables builds awareness of word parts, and picture walks through books develop comprehension and prediction skills. Collecting objects that begin with the same sound helps children link sounds to symbols. Role play and storytelling expand imagination, and shared
reading routines — turning pages, pointing to words, and repeating phrases — show children how books work.
In a nursery school, these skills are nurtured through everyday activities. ‘Show and Tell’ sessions give children opportunities to speak confidently, listen attentively, and ask questions, which builds vocabulary and conversational turntaking. Social conversations during snack or lunch time encourage children to share ideas and respond to peers, helping them understand the rhythm of dialogue. Teachers often support younger friends by asking guiding questions or gently correcting language mistakes, which models accurate speech and expands vocabulary. For children who speak English as an additional language, role
‘Collecting objects that begin with the same sound helps children link sounds to symbols’
play and interactive games provide a safe and playful way to practise new words and phrases, while peer interactions help them learn naturally through imitation and repetition.
Conversations are central to this process. Through natural back-and-forth exchanges, children learn that language is interactive. Adults model eye contact, turntaking, and how to build on ideas, which helps children understand the structure and purpose of dialogue. These skills later support reading and writing because they teach sequencing, inference, and comprehension. For example, when discussing a picture book, an adult might ask, ‘What do you think will happen next?’ or ‘Why is the character feeling sad?’ Encouraging questioning and prediction helps children develop critical thinking and language skills. Practical strategies such as using story cubes to invent narratives, discussing illustrations in picture books, and inviting children to ask ‘why’ and ‘how’ questions all foster curiosity and comprehension.
The science of brain development explains why these activities matter.
Phonological awareness begins even before birth, as babies recognise rhythm and intonation in the womb. By toddlerhood, children are sensitive to sound differences, and between ages three and five, the brain is ready to connect sounds with visual symbols. This is when children begin to recognise letters and
‘Books allow children to picture magical lands, characters, and adventures’
their associated sounds, laying the groundwork for phonics. Neuroscience shows that repeated exposure to spoken language and print strengthens neural pathways, making recognition and blending possible. Importantly, there are 44 sounds in English but only 26 letters, so children must first learn sounds before names to avoid confusion and make blending words logical.
At the same time, imagination is blossoming. Books allow children to picture magical lands, characters, and adventures, creating a safe space to explore emotions and possibilities. Imaginative play is not separate from reading — it is part of why reading becomes meaningful. By engaging with stories, children learn to escape into another world, nurturing creativity and building a lifelong love of books.
Learning to read in the early years is about nurturing curiosity and laying strong foundations, rather than focusing too soon on formal instruction. These pre-reading skills include listening attentively, enjoying rhymes and songs, noticing patterns in language, and beginning to understand that print carries meaning. Turning pages, pointing to pictures, and talking about what they see are all part of this stage, helping children connect spoken words with symbols on the page. Playing sound games and joining in with familiar stories strengthen phonological awareness, while conversations with
adults expand vocabulary and comprehension. Shared storytelling builds confidence and a sense of belonging. These experiences prepare children for the next step of linking letters to sounds, but the emphasis remains on enjoyment and exploration.
Family members and familiar adults play a vital role in this journey. Reading aloud creates moments of warmth and security, showing children that books are not just for school but part of everyday life. It doesn’t matter whether the text is a story, a song, on a cereal box, or even a sign, the act of sharing words together is what matters most. Children learn that reading is social, joyful, and meaningful, and they begin to see books as treasures to be opened and explored.
It is essential to teach sounds before letter names because children need to know that the letter ‘m’ represents the sound /m/, not just the name ‘em’. Recognising sounds allows them to blend words, such as c-a-t becoming cat. Letter names don’t always match the sounds they represent, which can cause confusion. For example, the name ‘cee’ for ‘c’ doesn’t help a child read ‘cat’. Reading and spelling rely on hearing and manipulating sounds, not names, so saying the sounds makes it possible to put them together into words. Once children can connect sounds to symbols, they can begin decoding simple words, which builds confidence and motivation. Letter names are still
‘It doesn’t matter whether the text is a story, a song, on a cereal box, or even a sign, the act of sharing words together is what matters most’
important, but they come later once children are secure in hearing and using sounds. This sequence ensures that reading feels logical and achievable, rather than confusing. Books open the door to imagination. For children in the early years, stories are a way to step into magical lands, meet new characters, and explore exciting adventures. Reading should become a safe space to escape into, nurturing creativity and empathy. Developing a child’s imagination is as important as the mechanics of reading
because it helps children see books as gateways to other worlds.
Learning to read is not about rushing phonics, but about building pre-reading skills through listening, talking, playing, and sharing stories. Teaching sounds before letter names give children the tools they need to unlock words, while sharing books with others instils joy and imagination. When children see reading as both fun and meaningful, they step into a lifelong adventure of stories, knowledge, and creativity. ■